Data-driven instruction is a method of teaching wherein more focus is given to the processes of analysis, assessment and action in order to strengthen the quality of learning of students. In other words, the importance of data is emphasized upon this method. Using and applying data in planning and decision-making can lead to better results such as having a faster rate of learning, coming up with new ways to solve problems, and teaching in a more effective manner (Lange, 2014).
In the program I am currently on, it was evident that data-driven instruction is a more effective and efficient method of teaching compared to traditional methods most of the time. Instead of focusing on the expected results, data-driven instruction makes use of the data at hand in order to adapt to the needs of the students more quickly. However, even though the efficiency of this method is proven, the number of schools who practice it is shockingly low probably because of the fear that deviation from non-conventional forms of teaching is no good.
I myself have used some methods of data-driven instruction in my practicum. For example, before starting teaching students, a pre-assessment test may be completed and analysed. Based on the results of the test, one may figure out what parts of the subject matter the students already have already mastered and which ones they need further instruction or improvement. The next lessons are then adapted in order to emphasize the points in which they have trouble upon. The nonverbal cues of my students are also observed in order to determine if they are interested in the subject matter or not, and then respond accordingly. If they respond poorly to a subject matter, then it is only appropriate that one improve the methods by which the students may do well by stimulating their enthusiast, for example.
Using data-driven instruction may also make some differences regarding teaching strategies and methods. One may only follow the prescribed lesson plan because it is what the school system recommends that a student should learn at a specific educational level. Furthermore, one may only if the teaching methods employed are effective only after exams or the evaluation of student outputs. Today, however, I am more respondent to student’s reactions, whether it be verbal or nonverbal. I also modify the prescribed lesson plan in order to adjust to the learning capabilities of the student. In other words. I have become more flexible and adaptable in my teaching methods due to data-driven instruction.
Even though data-driven instruction can potentially be more effective way of teaching, there are still aspects of it that are unrefined because it is a relatively new way of instruction. In order to refine this method of instruction further, a deeper research must be done regarding this topic. As long as the whole study regarding data-driven instruction is not yet comprehensive, it is not practical to support all instructions with data. Doing so may yield results that are lower than expected because the principles of data-driven instruction—namely, assessment, analysis, and action are not fully explored and implemented.
Data-driven instruction is different from evidence-based instruction. While data-driven instruction relies on the data collected by the instructors themselves, evidence-based instruction is supported by research about ways of teaching, school standards, and student performance (Petty, 2006). Both are equally important regarding their applications in the methods of teaching. Data-driven instruction may be more effective when it comes to teaching students, but evidence-based instruction provides a standard in the quality of education in general so that students all over learn more or less the same topic. In addition, evidence-based research provides a basis of comparison among educational institutions in order to determine how they fare against the standard.
References
Lange, J. C. (2014, July 6). 6 Ways to Promote Data-Driven Instruction in K-12 Schools. Retrieved from http://gettingsmart.com/2014/07/6-ways-promote-data-driven-instruction-k-12-schools/
Petty, G. (2006). Evidence Based Teaching. Cheltenham: Nelson Thornes.
