## Reflection: Data Analysis Crustal Movement & Hotspots Lab - Section 4: Post Analysis/Practice

I have multiple ways of collecting data in class. Of course, there's the in class data that every teacher uses: checks for understanding, general questions, and reviews and quick checks of group/individual practice and work. I also, which you know if you've been checking out some of my lessons, give an exit ticket on most to all non-lab days. While the kids use the exit tickets to track their own scores and progress in the unit (and to build responsibility for tracking their own progress) by recording their scores in an 'Exit Ticket Tracker' for each unit, I often use the data to determine where students need help. Is there a misconception with a particular concept or idea? Is there a specific fact that they're not getting? Is everything clear? If so, what did I do that I can replicate for future lessons? All of those are questions I ask when I look over what's happening and see how they're doing. For example, one thing I realized very quickly in their exit ticket data is how much work we needed to do on free-response questions. Many students were answering them in ways that wouldn't give them actual credit on a state assessment, so we've been talking and learning about ways to increase their efficiency and accuracy with those.

Additionally, I give weekly assessments. Depending on the week, they're of varying lengths, but never too long that they're a huge burden to grade. I then scan these into to a program that automatically grades them and complies data on all the responses. This data scrubbing helps me on a more macroscopic level - what standards are students performing poorly on? How are they doing on multiple-choice vs. free response questions? This tells me how students are doing, and helps me figure out what to do about it.

Using Data
Data Analysis: Using Data

# Crustal Movement & Hotspots Lab

Unit 2: The Dynamic Earth
Lesson 12 of 16

## Big Idea: To understand the concept of continental drift and island formation as a result of plate movement and hotspots, students calculate the rate of movement of the Hawaiian islands during their geologic history

Print Lesson
19 teachers like this lesson
Standards:
Subject(s):
60 minutes

### Kane Koller

##### Similar Lessons

###### SUPPLEMENT: Linear Programming Application Day 1 of 2
Algebra I » Systems of Equations and Inequalities
Big Idea: This lesson gives students the opportunity to synthesize what they have learned before they begin to create their own linear programming problems.
Favorites(3)
Resources(17)
Boston, MA
Environment: Urban

###### Credit Card Investigation: What is interest? (Day 1 of 4)
12th Grade Math » Exponential Functions and Equations
Big Idea: On day 1 students find percent increase/decrease and simple interest to establish a pattern which extends to writing exponential functions.
Favorites(27)
Resources(14)
Phoenix, AZ
Environment: Urban

###### Problem Set: Number Lines
Algebra I » Number Tricks, Patterns, and Abstractions
Big Idea: A number line gives us a way to visualize order of operations, bridging the gap between abstract and quantitative reasoning . As we begin, students pay close attention to scale.
Favorites(19)
Resources(16)
Worcester, MA
Environment: Urban