Data Driven Instruction: Effective Teaching in a K-2 Setting through Small Groups in Academic Areas

by

ABSTRACT

The researcher aimed to study the how the data driven instruction method improves the students learning in k-2 setting. The researcher aims to study how the data driven instruction leads to Effective Teaching in a K-2 Setting through Small Groups in Academic Areas. This aim has been broken into following objectives

To study what is data driven instruction

To study the type of data used for data driven instruction

To study the teachers view of data driven instruction

To study the benefits and challenges associated with data driven instruction.

The researcher will use the quantitative research approach to study the research questions. The researcher will use the instrument of questionnaire for this paper.

TABLE OF CONTENTS

ABSTRACTII

CHAPTER 1: INTRODUCTION1

Context of problem1

Statement of problem2

Theoretical framework2

Research aims and objectives3

Research question4

Nature of the study4

Significance4

Methodology5

CHAPTER 2: LITERATURE REVIEW15

Types of Data Used to Drive Instruction15

Teacher Views of Data-driven Instruction16

The Data Driven Curriculum20

Impact of Staff Development on Data Driven Instruction24

Resistance to Data Driven Instruction26

Critical Factors Concerning Data Driven Instruction28

Implementation of Data-driven Instruction30

CHAPTER 3: BENEFITS AND CHALLENGES OF DATA DRIVEN INSTRUCTION32

Discussion36

CHAPTER 4: TEACHER'S PERCEPTION OF DATA DRIVEN INSTRUCTION38

Discussion40

CHAPTER 5: CONCLUSION42

Recommendations45

REFERENCES47

CHAPTER 1: INTRODUCTION

Context of problem

Since 2000, the education system in United States has gone through significant changes. The diverse classrooms, individualized attention, data analysis and learning communities have taken the place of the rote memorization, worksheets, extra credit assignments, and isolated teaching environment. Teachers have the responsibility of meeting the individual needs of the students and improve his overall performance.

This change is attributed to the No Child Left behind Act. The No Child Left behind Act has forced the school management reset the goals and change the way of teaching. Moreover, due to this act, the teachers are accountable for their way of teaching. Teacher now teach while keeping the end in mind. They have a clear focus as to what to teach and how to teach and what will they achieve as a result.

The United States education system has changed from traditional methods of teaching to the reflection and data analysis method. Previously, the schools provided the teachers with specific material to cover and the teachers taught the syllabus in the given academic year. However, this has been replaced with standardized tests and use of technology. The focus of the teachers is to make the student learn the concept instead of rote learns. This is the age of data driven instruction in class. Data driven instruction is used by the teachers to arrange their material into meaningful ways so that the overall performance of the student can be improved.

Statement of problem

Data driven instruction is very important for schools as it increases the school effectiveness. The focus of the data driven instruction is on individual students. This is very time consuming. To effectively implement data driven instruction in schools, it is very important for the school to train the teachers accordingly. Unless the teachers are not trained properly, the implementation of the data driven instruction cannot be ...