Data Driven Math Course

K-12 Mathematics Course
Project Overview
Over my tenure as a secondary mathematics teacher, I have had the privledge to build most of my courses on Canvas. This allowed me not only the ability to provide consistent education, but also record all assessments and compare them year to year across all my different sections. This comparative look into the data allowed me to be able to adjust my instruction to accommodate for any gaps in learning.
Project Development Details
Audience: 8th-10th Grade Geometry Students

Responsibilities: Entire Course Ceation (not limited to): SME, Lecture Notes, Assessments, Pre-recorded Videos

Tools Used: Google Workspace, Microsoft Office, Canva, QuickTime Player, iMovie, Canvas (LMS), Canvas Studio
Analysis
I have taught Geometry for over 8 years at different levels and across different schools. While as an educator I do believe your instruction should evolve over time as does your teaching tools, it was always difficult to know where your evolution should take place.

When I transitioned to a fully digital classroom (all notes, assignments, assessments were given on the iPad), I realized that I could easily track my students grades and assessments on a very detailed basis. Canvas not only gives averages and grade distributions on a whole, but it also allows a standard deviation break down of each question. I used this tool to help adapt my instruction to fill any missing gaps that may have taken place previous years or from my own instruction.
Design
The format of the class was traditional direct instruction with the notes being copied down on hard by the students. The goal was to help students copying by providing "fill in the blank" style notes where they were only had to write down the important terms as well as the examples. This helped the students cognitive load and ensured they always had all the information they needed for each lesson. Similarly, the goal for assessments was to be able to record scores at a more efficient level, provide feedback faster, and then conduct a data analysis on the results.

All of this was accomplished by transitioning all the class information to an online format such as Canvas.
Develop
The transition of the lecture notes from Microsoft Word to Google Docs and eventually to PDF was seamless. Canvas "Quizzes" was used for assessments and also went seamless, an unplanned benefit was the use of having multiple choice, multiple answer, and short answers questions. I also decided to start recording lectures and posting them to Canvas Studio which allowed students who were absent or students that needed to review to do so more efficiently on their own.
Implement
Over the course of 4 years, I have implemented this for 16 different sections. Overall, statistically, each corresponding class has had a steady or increased average as each year progresses. The moments that no growth was observed was attributed to a change in the curriculum to increase standards and it was not yet optimized for the students.
Evaluation
At the end of the training a checklist with all major components were given to both the faculty and administration to be used both as a detailed walkthrough (for faculty) and also as an assessment tool (for administration).

The plan is to use this checklist at the end of the year to see how many faculty retained how to operate both applications.
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