Data supported instruction

Data supported instructions are performed within an enclosed classroom to ensure maximum attainment of learning goals. As such, it appears to be the exact opposite of data-driven decision making which is performed outdoors. There are two major significant aspects of this strategy which are recognized for boosting the learning process. Firstly, data-driven instruction allocates enough time for teachers to assess the abilities of their students. As a result, it allows the instructors to be more responsive and attentive to the needs of learners (Dee, 2010). Two broad categories which were observed in the previous classes included; quantitative and qualitative data. In practice, data-driven instructions utilize student’s results and periodic tests to obtain their quantitative data. On the other hand, qualitative data is derived from activities such as student’s arts, participation in focus groups, and reflective journals (Baker, Grant & Morlock, 2008).

Another essential aspect of data-driven instruction was the use of formative and summative methods of assessment. These methods could sufficiently fit in the system because summative assessment challenges students to apply their gained knowledge in a different context. As such, each one of them was made to be aware of their roles and resourcefulness as being part of the system of learning. Lastly, data-driven instructions were very important tools in ensuring that each learner has full authority over his or her learning patterns. Impacts of Data Supported Instruction The use of data-driven instructions in teaching has actually impacted the learning process in different ways. Firstly, the techniques were useful in gathering and assessing high-quality data for the curriculum developers. The information obtained from this practice was also utilized in creating new systems of learning and providing professional services to the school districts (Baker, Grant & Morlock, 2008).

Therefore, it is a common practice to find that schools which emphasize data-driven interventions tend to perform better than their counterparts (Dee, 2010). This is because teachers take the responsibility of ensuring that all the information offered to students are factual and obtained from reliable sources. Accordingly, the input and efforts which teachers will invest in conducting the research will be a motivation for them to demonstrate good leadership skills. Secondly, the emphasis on the implementation of data supported instructions and interventions is influenced by the need for broad research. In order to nurture and train students to be knowledgeable enough as well as competent critical thinkers, most curricula have proposed that learning activities should be supported with information from multiple sources.