At KIST we celebrate International Mother Language Day with an annual ‘World Cultures Day’ event which includes a traditional costume parade and PTA bake sale featuring delicious treats from around the world.This year, I challenged the Elementary Student Representative Council to host a ‘Mother language recordings’ booth. We wanted to provide an opportunity for students and parents to record brief video messages about peace in their mother languages.
The students made a poster and I created a form for participants to write their messages along with English translations. We collaborated with the Media Club to record the videos. In an hour, we recorded around twenty videos by community members in languages including Japanese, Russian, Turkish, English, Bengali, and three different languages from India: Tamil, Odiya, and Hindi.
We are currently in the process of deciding how to publish and share the videos, although I did make a point of obtaining permission from the adult participants to share their recordings on the school website.
The greatest takeaway for me was the encouragement we received to widen the scope of this project next year with more promotion and a larger window of time to record messages.
A few days later, the tweet above from IB World Magazine caused me to reflect on how International Mother Language Day is an essential opportunity for internationally minded people and organizations to celebrate and preserve language diversity. Hopefully, we will expand the ‘Mother language recordings’ project next year.
Data has been an undercurrent in my teaching since my first classroom in 2007. Of course, in that year, I struggled to gather data and there was virtually no chance of utilizing much of it to inform and enrich instructional planning. For good or ill, data is not essential to the survival of a first year teacher.
Each year after, I slowly improved, including a variety of experiments like the one shared in the post Student Empowerment | COETAIL final project. I tried different forms, organizers, notebooks, etc, until finally unveiling an integrated digital system last year. I shared it as a presenter at the GAFE Summit 2016 in Kobe, Japan, and used it for the school year to publish students’ ongoing assessment data, and other key information such as website usernames and passwords, directly to them as web pages. After celebrating and discussing the system, I felt that it was terribly unsatisfying.
Inspiration came in the form of media such as Jack Norris’ keynote presentation from Strata + Hadoop World in San Francisco, Let’s Get Real: Acting on Data in Real Time, embedded below.
The concept of ‘data agility’ through converged data and processing appealed to me because what I sought a tool which would organize all assessment data in a way that could be searched, shared, and analyzed. Over the years I had been introduced to many ‘tracking systems’, only to discover that they were utterly unmanageable at scale. Ticking boxes on scope and sequence documents or highlighting learning objectives almost arbitrarily seemed like a show at best. In fact, a colleague who shared such a system with me admitted that at the end of a term, due to a lack of hard data, he would simply choose outcomes to highlight on every student’s document regardless of their actual progress or learning. To quote Mr Norris, I wanted my data to ‘get real’.
‘Small data observes the details or small clues that uncover large trends. The idea is that by honing in on the elements that make up relationships and narratives in schools, education can be enriched.’ The Edvocate
What I wanted to do was bring transparency to the relationships between myself, students, parents, and administrators. Further readings within the big data and data science trends likeData Quality Should Be Everyone’s Job by Thomas C Redman directed my attention toward the purpose for the data. Before data is collected, it should already have a purpose, and that purpose dictates the design of the collection, publishing, and analysis tools.
The next piece of the design puzzle was my school’s Assessment Handbook. In it were the categories, criteria, and descriptors on top of which my system would function.
Utilizing a system of Google Sheets, data is entered and student progress viewed in potentially real time, depending on the efficiency of my data entry. As we began using the system I shared a video, Tour of your data book, embedded below, which illustrates the details of the user experience much better than I can describe in words.
This system has been remarkably effective and unlike last year, I only plan to make minor tweaks, especially to the user interface. Feedback from students and parents revealed, as I expected, that there are too many graphs and that it’s difficult to know which are more or less important.
Another feature I plan to add is a Google Form which mirrors the data entry document which would allow teaching assistants, specialists, and even parents or students themselves to contribute data to the system.