A concise definition of data-driven training is an educational strategy that relies on data to support teaching and learning. According to Abbott & Wren (2016), data-driven teaching is a planned and methodical strategy for enhancing students' learning over the course of their academic careers. The adoption of instructional strategies like textbooks, strategies, programs, methodologies, and professional development by educators was influenced by the creation of data-driven instructions.
It is also known as DDI (Data driven instruction), and it is a methodical and specific strategy to enhancing student learning throughout each and every school year. Aspects of the procedure include analysis, assessment, and action. In turn, it is a crucial educational initiative that supports pupil success. The use of the data driven, systematic approach in teaching comes with different benefits (Abbott & Wren, 2016). Data driven approaches/instructions allows teachers and administrators to get feedback. It helps in preventing over-reliance on standardized tests. It also gives the institution's ability to respond to the accountability questions. Finally, the data driven approach prevents the reliance on ‘one size fits all’ solution.
The application of data driven instruction can be applied in different fields, including special education which is the program I am about to complete. With reference to special education and what I learnt about the use of data supported instructions is that, it helps in identifying the best approaches in terms of teaching the special group students. This is by understanding their need, and as well as how/which approach best delivered their learning experience to the best. This can be summarized as data driven instructions enabling me to collect and prepare a variety of data with reference to student teaching (Glover, 2017). Other applications include; identifying and making use of leading indicators of learning as well as empowering the special needs students. More so, the data driven instruction enables the teacher to utilize student data analysis so as to identify factors that can and may motivate special need students' performance, and in turn adjust their approach and instruction to best meet the learners/students' needs.
In special education practicum, data supported instructions have varying important uses. One of the major uses of the data driven instructions in my field of practice is the effective time management both in and of the classroom setting. It also helps in identifying what and how to teach any group of students, level or even specialized need students. On the other hand, data supported instructions help in the development and implementation of interventions for students who might have challenges in class or even meeting the standards (Glover, 2017). In terms of class management, data supported instructions helped in the development and customization of lessons on the basis of acquired real-time information, as well as helping in adapting my teaching approach to align to the student needs. On the other hand, the use of data driven instruction has helped improve my teacher quality as well as curriculum development. In relation to the students, the data has helped to identify the root on the student academic deficit.
How Data Supported Instruction Knowledge Has Made a Difference in My Instructional Practice
Understanding and adoption of data supported instruction, knowledge in my field have tremendously ‘evolutionalized’ my mastery, delivery and relationship with the students. One of the differences that can be well described from the data driven instruction, knowledge is that, it has really helped me in establishing the best approach and relate to the students. Being special need case, the knowledge has enabled me to understand effective the needs of every of my students, hence developed and personalized delivery and relation for between and improved learning process (Abbott & Wren, 2016). In addition, the knowledge has been a positive development in terms of time management both in and out class. This is whereby the use of data has helped to meet the individual needs of the students by using the best and appropriate strategies and resources. Finally, the data driven instruction, knowledge has helped me in decision making, such as to re-teach or seek extra help so as to improve the academic success of my students, as well as ability to self evaluate my progress along the curriculum delivery.
Methods of Instructions and Intervention Should Be Data-Supported
Yes, methods of instruction and intervention should be data supported. Going the data-supported way has proved the positive evolution in terms of teachers, students and learning development. With the adoption of data driven decisions, every stakeholder is able to accurately point out problems not to mention identifying learners who are in need of interventions that give solutions. The data driven school has in turn become the future of education (Noyce et al, 2000). Numerous merits are related to adoption of data driven strategies which overcomes the downside, hence data driven being a workable adoption in the learning and school reunion.
On the other hand, the instructions and intervention should be data supported as this has led to the massive positive evolution of the field, not only in terms of decision making, but also in terms of establishing the best in terms of teacher and student needs. However, for the adoption of the data driven initiative ought to be effective when collect action is implemented hen data is collected (Glover, 2017). Collecting and analyzing student and teachers data is an important undertaking; however, it becomes meaningful to the win followed by an effective action.
Data Supported Instruction Vs Evidence Based Instructions (Are the Two Equal in Importance Regarding Their Application to Instruction)
Evidence based instructional practices can be defined as those effective educational strategies that are supported by research and evidence. In other words, evidence based instruction is an approach to all educational aspects, from policy to the classroom setting and practice, whereby the methods adopted are based on reliable and significant evidence derived from experiments. On the other hand, data driven instruction refers to a systematic approach that is adopted to improve the student learning experience all year round. With reference to the application of the two principles, they are important in accordance to application for instructions. However, the two are not of equal measure, but each of them complements the other (Neuman, 2016). Despite being almost being of equal application, the principals. Data supported instruction is more focused on classroom setting, and use of data to improve the teacher student learning environment. On the other hand, evidence based instruction is more proven to be the effective ones.
In conclusion, the evolution of data supported instruction has for a long time become a positive development and adoption in the learning settings both in terms of delivery, and decision making. In the special education field, the use of data supported instruction has led to effective delivery of content, as well as understanding of learners' needs, not to mention making the teacher more effective in his/her delivery. Administrators and teachers do need data more frequently so as to improve their relations and work with learners.
References
Abbott, A. L., & Wren, D. G. (2016). Using Performance Task Data to Improve Instruction. Clearing House, 89 (1), 38-45.
Glover, T. A. (2017). A Data-Driven Coaching Model Used to Promote Students’ Response to Early Reading Intervention. Theory into Practice, 56(1), 13-20.
Neuman, S. B. (2016). The Danger of Data-Driven Instruction. Educational Leadership, 74(3), 24-29.
Noyce, P., Perda, D., & Traver, R. (2000). Creating Data-Driven Schools. Educational Leadership, 57(5), 52.
