Connect data and instruction to improve practice
Gathering data and using it to inform instruction is a requirement for many schools, yet educators are not necessarily formally trained in how to do it. This book helps bridge the gap between classroom practice and the principles of educational psychology. Teachers will find cutting-edge advances in research and theory on human learning and teaching in an easily understood and transferable format. The text's integrated model shows teachers, school leaders, and district administrators how to establish a data culture and transform quantitative and qualitative data into actionable knowledge based on: Assessment; Statistics; Instructional and differentiated psychology; Classroom management
Chapter 8: CHOPS: Learning from Examples and Closing Thoughts
We conclude this volume with a presentation of examples drawn from our experience working with educators who are trying to use data to inform practice, or in Sharnell's case, actually implementing data-driven practices in classrooms, schools, and throughout districts. We highlight both positive and negative examples because we recognize that people must learn from both the effective and the less effective. In previous chapters, we have referred to the balance between the challenges of using data and the opportunities for data use. Ellen often refers to the CHOPS when she speaks (Mandinach, 2009a, 2009b, 2010). The CH refers to the challenges and the OP to the opportunities. In any endeavor, there will ...