Form D-2

Data Analysis Form

First Analysis

1.  What characteristic have you chosen for your first analysis?

2.  Use the third column of the data collection chart(Form D-1) to record each student’s subgroup for the first selected characteristic.  For example, if you choose to focus on gender, you would note that Mary’s Characteristic 1 Status is “girl” and John’s is “boy.”

3.  Excluding any students who are absent, analyze the composition of your class for each subgroup of the chosen characteristic using the chart below.  Record the number of students who are members of each subgroup and calculate what percentage of the class those students represent.   These percentages will help you accurately examine your data.  For instance, if you ask boys half of the questions but boys make up only 25 % of the class, the percentages help you see that the boys are probably getting more than their fair share of questions.

4.  Use the chart below to summarize your interactions with members of each subgroup.  Calculate the totals for rows and columns noted on the chart. Then respond to the questions listed below the chart.

Subgroup 1

What percentage of your students are members of subgroup 1?

What percentage of all interactions went to members of subgroup 1 ?

Were any students in this subgroup much more frequent participants than most other group members?  If so, who?

Were any students in this subgroup much less frequent participants than most other group members?  If so, who?

Subgroup 2

What percentage of your students are members of subgroup 2?

What percentage of all interactions went to members of subgroup 2 ?

Were any students in this subgroup much more frequent participants than most other group members?  If so, who?

Were any students in this subgroup much less frequent participants than most other group members?  If so, who?

Subgroup 3 (if relevant)

What percentage of your students are members of subgroup 3?

What percentage of all interactions went to members of subgroup 3 ?

Were any students in this subgroup much more frequent participants than most other group members?  If so, who?

Were any students in this subgroup much less frequent participants than most other group members?  If so, who?

5.  Look at similarities and differences in the way interaction codes are distributed  across subgroups.  Are different subgroups more likely to receive certain codes?  Describe what you see. (Remember that percentages are a better way to see meaningful differences between groups than raw numbers.)

6.  Analyze the potential impact of what you see on student learning for each subgroup and for individual students.

Second Analysis

1.  What characteristic have you chosen for your second analysis? (Remember if there is racial/ethnic diversity in the class that needs to be the characteristic you use for the second analysis.)

2.  Use the fourth column of the data collection chart(Form D-1) to record each student’s subgroup for the second selected characteristic.  For example, if you choose to focus on gender, you would note that Mary’s Characteristic 1 Status is “girl” and John’s is “boy.”

3.  Excluding any students who are absent, analyze the composition of your class for each subgroup of the chosen characteristic using the chart below.  Record the number of students who are members of each subgroup and calculate what percentage of the class those students represent.   These percentages will help you accurately examine your data.  For instance, if you ask boys half of the questions but boys make up only 25 % of the class, the percentages help you see that the boys are probably getting more than their fair share of questions.

4.  Use the chart below to summarize your interactions with members of each subgroup.  Calculate the totals for rows and columns noted on the chart. Then respond to the questions listed below the chart.

Subgroup 1

What percentage of your students are members of subgroup 1?

What percentage of all interactions went to members of subgroup 1 ?

Were any students in this subgroup much more frequent participants than most other group members?  If so, who?

Were any students in this subgroup much less frequent participants than most other group members?  If so, who?

Subgroup 2

What percentage of your students are members of subgroup 2?

What percentage of all interactions went to members of subgroup 2 ?

Were any students in this subgroup much more frequent participants than most other group members?  If so, who?

Were any students in this subgroup much less frequent participants than most other group members?  If so, who?

Subgroup 3 (if relevant)

What percentage of your students are members of subgroup 3?

What percentage of all interactions went to members of subgroup 3 ?

Were any students in this subgroup much more frequent participants than most other group members?  If so, who?

Were any students in this subgroup much less frequent participants than most other group members?  If so, who?

5.  Look at similarities and differences in the way interaction codes are distributed  across subgroups.  Are different subgroups more likely to receive certain codes?  Describe what you see. (Remember that percentages are a better way to see meaningful differences between groups than raw numbers.)

6.  Analyze the potential impact of what you see on student learning for each subgroup and for individual students.

Serendipitous Discoveries (if any)

Did you discover anything else that might make you a better teacher?  (Maybe you said “OK” 12,000 times in 20 minutes???  Or you never smiled at all! Or you sounded like you were begging when you said, “Please put that away.”)  If so, share it here.

Goal Setting

Based on your analysis, identify specific changes you can make to make your classroom a better learning environment for all students.