Support teachers with sensemaking routines and training when deploying equity visualizations¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article's Notes for Practice state that "Teachers need support to engage in sensemaking when using visualizations of equity from their classroom to use them more frequently as compared to visualizations that don't break down data by gender, race/ethnicity." The authors propose embedding equity visualization dashboards into teacher preparatory programs to build capacity, and studying "routines" that teachers could systematically enact to support their sensemaking, designed alongside new equity analytic systems. They also recommend designing learning opportunities for both pre-service and in-service teachers to work with visual learning analytics tools.

Design Implications¶

Context¶

Requirements¶

• Professional learning series with training on the system and visualization interpretation, as in the two-month series with four two-hour meetings

Constraints¶

• The authors frame these as directions for future research and design rather than tested interventions

Target Learners¶

• middle and high school science teachers
• pre-service and in-service teachers

Target Learning Goals¶

• teachers' capacity to notice and act on inequitable participation patterns

Related Strategies¶

Examples¶

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Key Sources¶

• Ali Raza, Tamara Sumner and William R. Penuel. (2024). The Science Student Electronic Exit Ticket (SEET) System: Visualizations to Help Teachers Notice and Reflect on Classroom Inequalities. Journal of Learning Analytics, 11(1), 87-100. https://doi.org/10.18608/jla.2024.8199