Using Grounded Theory to Document and Study

LEARING MADE VISIBLE

Facilitated by Angela Stockman for Akron Elementary Grade 5WNY Education Associates

July 2015

The Flow of Today’s SessionMaking Learning Visible: What, Why, and How

Getting (Re)Acquainted with John Hattie and Reggio Emilia

Documentation as a Catalyst for LearningTools, Practices. Protocols

Participating in a Design SprintUsing Design Thinking to Conceptualize or Refine Your own

Project

Action PlanningThe Nuts and Bolts

Getting ConnectedEngaging to Learn

By the time you leave today, you will:• Define visible learning..

• Describe the role of the teacher and the student in the process..

• Identify how visible learning might serve you and your specific students.

• Determine the usefulness and timing of questioning in your visible learning process.

• Assess the alignment between the question or topic under investigation, our approaches for making learning visible, and our documentation practices.

• Approach data analysis effectively by using tested protocols.

• Define an initial goal and sketch an action plan for approaching visible learning in your own work. This plan will articulate your emerging thoughts regarding:• An outcome• Clearly defined roles• Activities and a timetable• Habits, tools, practices, and protocols

It all started with Mary.

And then, there was Michele….

JOHN HATTIEUndertook the largest ever meta-analysis of quantitative measures of the effect of different factors on educational outcomes.

His book, Visible Learning, is the result of this study.

Position Yourself as a Leaner:

“The remarkable feature of the evidence is that the greatest effects on student learning occur when teachers become

learners of their own teaching, and when

students become their own teachers.”

--John Hattie

• Goal Set• Engage in deliberate

practice intended to achieve goal• Make learning visible• Document• Seek feedback from your

students• Display• Analyze• Theorize• Refine your questions and

your goals

Characterizing the Passionate Teacher

According to Hattie, passionate teachers are not merely joyous

and charismatic.

They are thrilled by achievement and frustrated by challenges.

Reggio Emilia

Focused on preschool and primary education, the Reggio Emilia approach was conceptualized by Italian teacher Loris Malaguzzi. Grounded in exploration, discovery, and student-centered inquiry, proponents of Reggio Emilia embrace documentation as a tool for making learning and thinking visible.

Establishing Habits of Documentation•Gathering the best tools•Having the tools you need at hand•Determining which moments might reveal something powerful about learning•Thinking to document

Making LEARNING Visible

•Documenting Process and Product

•Documenting Reflections Before, During, and After Process

•Documenting Metacognitive Experiences:• Assessment of Personal Strengths and Struggles• Assessment of Task Variables• Assessment of Strategy Variables

Documenting Learning Made Visible: Analog

AudioVideo

Photo and ScreenshotWritten Annotations

Scoop Notebooks

What’s a Scoop Notebook?????

When scientists approach unfamiliar territory such as the ocean floor or the earth’s crust, they collect samples and return to their labs in order to study them. They do not ask the ocean floor or the earth’s crust to stop evolving in order to test them. Instead, they scoop up what they need in order to examine it.

Hilda Borko, Brian Stecher, and Karin Kuffner from the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) use this analogy as they coach teachers to establish scoop notebooks and aligned practices in classrooms.

Documenting Learning Made Visible: Amplified

Photo Curation Tools: FlickR, Instagram

Video: Skype, Periscope

Audio: Voicethread, Audacity, Sound Cloud, Storykit, Dragon Dictation

Writing: Blogs, Wikis, Twitter, Backchannel

Questions to Consider:• What’s the difference between capturing significant

moments and making a sustained, focused commitment to documenting the process of learning?

• How do habits of documentation change over time? How will you set realistic goals?

• What challenges do you anticipate as you plan to document? How can you plan proactively?

• How are raw data like these valuable to teachers? When does it become important to create translations that are valuable to others?

Engage • Establish a PLN

• Choose Your Tools• Blog• Social Networks: Facebook,

Instagram, Twitter

• Organize Your Web• Hashtags • Categories

Displays

http://www.mlvpz.org/documentation/projectbb24.html

http://myclassroomtransformation.blogspot.ca/2013/03/rabbit-road.html

http://abeautifulmess.typepad.com/my_weblog/2008/10/things-i-wish-i.html

Exhibits

https://s-media-cache

ak0.pinimg.com/originals/36/2f/d2/362fd25f13a334c10eaab72b488bc64a.jpg

http://tinyurl.com/mt9ceo8

Audio Recordings

Analyze Protocols for Organizing and

Interpreting Your Findings

Theorize

Action Planning

End of Session Reflection:

1.How do you distinguish visible learning from knowledge, skills, and thinking?

2.What are some of the most important moves that you believe learners make?

3.How could you support learners in making some of these moves visible?

4.How could learning be documented?

5.Which habits, protocols, processes, tools, or interventions from today’s session will help you help learners best?