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FEI 2015 presentation
- 1. Created in dialogue with teachers by the Bill and Melinda Gates Foundation JUNE 2015 Fuzzy to Focus: The Bill & Melinda Gates Foundation’s Making data work for teachers initiative Kai Kung Program Officer, US K-12 Education, B&MGF Lynne Thomson, PhD VP, Innovation and Product Development, TNS 1
- 2. The work we do is complex. The reason we do it is not.
- 3. Created in dialogue with teachers by the Bill and Melinda Gates Foundation JUNE 2015 A VISION FOR THE EDUCATION MARKETPLACE 3 What if…… The needs of teachers and students were well understood by developers and district buyers, and drove both development of new products and procurement decisions; The efficacy of education products and tools was measurable, understood and widely known; Teachers and students were protected and supported by thoughtful standards, policies, and well-functioning technology infrastructure and systems; Successful innovators could access low cost channels and robust infrastructure to deliver digital products and services directly into teacher and students hands; Sufficient capital was available to support the scale up of organizations that truly meet teacher and student needs
- 4. Created in dialogue with teachers by the Bill and Melinda Gates Foundation JUNE 2015 ILLUMINATING THE VOICES OF TEACHERS 4 What Educators Want From Digital Instructional Tools Teachers’ Views on Professional Development Coming Soon: Making Data Work Making Data Work
- 5. Created in dialogue with teachers by the Bill and Melinda Gates Foundation JUNE 2015 INTRODUCING TEACHERSKNOWBEST.ORG 5 TeachersKnowBest.org
- 6. What’s going on in mainstream classrooms today?
- 7. O U R O B J E C T I V E : INSPIRE THE DEVELOPMENT OF DIGITAL TOOLS THAT HELP ALL TYPES OF TEACHERS USE DATA TO DRIVE INSTRUCTION
- 8. Created in dialogue with teachers by the Bill and Melinda Gates Foundation JUNE 2015 Approach TNS Matrix 4,600 Mainstream teachers Describe when and how they use data to drive instruction Evaluated 36 Tool types 31 digital & 5 non-digital Output 6 Teacher segments 9 Specific needs Tasks teachers need to get accomplished How frequently they do each Tools they use today Ratings for existing tool types against needs Gap between need and current options Interviews and Observations 30 educators in tech forward schools 54 educators in mainstream schools
- 9. 9 Engage students Grow student ownership of learning Grow as a teacher Insure no student falls through the cracks Teachers are tightly aligned on goals
- 10. Created in dialogue with teachers by the Bill and Melinda Gates Foundation JUNE 2015 Teachers have distinct approaches to data 10 Challenges for developers: Harness enthusiasm Co-create what’s next Simplify & extend tools to build confidence, grow use Demonstrate tangible, relevant benefits for teachers & students Better align usage to current practices Address concerns Allay fears
- 11. HOW DO TEACHERS USE DATA TO DRIVE INSTRUCTION?
- 12. Created in dialogue with teachers by the Bill and Melinda Gates Foundation JUNE 2015 Pinpoint misconceptions, struggles and competencies Depth of understanding • of the class • of students individually Adjust approach to leverage what I’ve learned The ideal instructional process 12
- 13. Created in dialogue with teachers by the Bill and Melinda Gates Foundation JUNE 2015 ASSESS: ALLISON, High School English Chicago 13 Discern the depth of understanding for each student & the whole class “To understand if a student gets it or not could be as simple as looking at their faces… I think that that also takes a veteran teacher to get those looks and understand those looks.”
- 14. Created in dialogue with teachers by the Bill and Melinda Gates Foundation JUNE 2015 14 ANALYZE: “I find looking at SRI and iSELT scores very helpful. …That allows me to predict where students are going to get stuck, predict their hiccups, their successes and their challenges. You have to really know where each student is struggling in order to transform their learning.” Toni Middle School History Oakland, California Pinpoint misconceptions, struggles and competencies
- 15. Created in dialogue with teachers by the Bill and Melinda Gates Foundation JUNE 2015 15 PIVOT: “If I’m noticing that a lot of kids are still struggling, I’m going to take a step back and I may use or implement a different strategy; come in with a different type of question for the next day.” GIAVANNI, Middle School Math Dublin, California Adjust based on what’s working, what’s not
- 16. Tools have significant opportunities to improve
- 17. Created in dialogue with teachers by the Bill and Melinda Gates Foundation JUNE 2015 Current tools force teachers to make tradeoffs 17
- 18. Created in dialogue with teachers by the Bill and Melinda Gates Foundation JUNE 2015 9 Detailed opportunities • Who needs it? • How frequently? • What are they using today? • What’s the context a new tools must fit? • Performance against needs? • Nature of opportunity? Improve or replace under- performing products Invent new products
- 19. What’s next?
- 20. Created in dialogue with teachers by the Bill and Melinda Gates Foundation JUNE 2015 Land the insights with developers 20 June 3 • Introduce the segments and opportunities • Make detailed findings available on teachersknowbest.org Later in summer • Conduct activation sessions with selected developers • Build deep understanding and trust in the data • Practice actioning the findings for product roadmaps & new deployment support
- 21. 21 Questions?
Editor's Notes
- David introduce video
- Lynne - so our objective was….
- David discuss qualitative research
- David – Facilitate a discussion with group about what they heard in the video. Then describe the Goals and Values. TNS to support with additional detail around statistics.
- Tech adoption curve illustrates the way different types of people come to any new product. Early adopters are more than just enthusiastic. They are willing to alter their practices to incorporate an innovation. The famous chasm comes in when the product tries to go mainstream. Mainstream users are less tolerant and more demanding that a product provide value and usability. Before the late majority gets on board the product needs to fit easily into current habits and practices. In this work we found 6 distinct segments that align to the tech adoption curve. Because some EDU Tech is mandated by school districts all teacher are using some but usage and satisfaction is much higher among the Early Adopters and Early Majority Click - We see Early Adopters who have co-created many of the tools with developers. Click - The Early Majority are also enthusiastic but looking for more support. Click - The segments get really interesting as we cross over to the right side. They have different barriers, different concerns that need to be addressed by developers and by schools who are rolling out systems.
- What is the process by which teachers teach?
- 12
- Teachers have lots of ways to assess what their students know. Anything from watching faces to see confusion or recognition to tests, projects and papers. They are forced to trade off quality for timeliness. Still teachers spend huge amounts of time grading.
- When teachers look at data they are looking for clues as to what is holding a student or a whole class back and what to do next. A few of the assessment tools have overt diagnostics but most ways that teachers get data about students significantly under-delivers diagnostic insight. This is a huge opportunity to add value for teachers but is tricky because the tools can’t undermine their status as the educational professional. With time and success teachers are likely to come to trust recommendations but for now developers are reticent to overstep their role.
- When teachers look at data they are looking for clues as to what is holding a student or a whole class back and what to do next. A few of the assessment tools have overt diagnostics but most ways that teachers get data about students significantly under-delivers diagnostic insight. This is a huge opportunity to add value for teachers but is tricky because the tools can’t undermine their status as the educational professional. With time and success teachers are likely to come to trust recommendations but for now developers are reticent to overstep their role.
- David introduce video
- David introduce video