LEARING MADE . VISIBLE. Facilitated by Angela Stockman for . Akron Elementary Grade 5. WNY Education Associates. July 2015. The Flow of Today’s Session. Making Learning Visible: What, Why, and How. ID: 587398
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Using Grounded Theory to Document and Study
LEARING MADE VISIBLE
Facilitated by Angela Stockman for Akron Elementary Grade 5WNY Education AssociatesJuly 2015Slide2
The Flow of Today’s Session
Making Learning Visible: What, Why, and How
Getting (Re)Acquainted with John Hattie and Reggio Emilia
Documentation as a Catalyst for Learning
Tools, Practices. Protocols
Participating in a Design Sprint
Using Design Thinking to Conceptualize or Refine Your own Project
The Nuts and Bolts
Engaging to LearnSlide3
By the time you leave today, you will:
Define visible learning..
escribe 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:
Clearly defined roles
Activities and a timetable
Habits, tools, practices, and protocolsSlide4
It all started with
And then, there was Michele….Slide6
Undertook 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.Slide7
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
Engage in deliberate practice intended to achieve goal
Make learning visible
Seek feedback from your students
Refine your questions and your goalsSlide8
Characterizing the Passionate Teacher
According to Hattie, passionate teachers are not merely joyous and charismatic.
They are thrilled by achievement and frustrated by challenges.Slide9
Reggio EmiliaFocused 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.Slide10Slide11
Establishing Habits of Documentation
Gathering the best
Having the tools you need
might reveal something powerful about learning
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 VariablesSlide13
Documenting Learning Made Visible: Analog
Photo and Screenshot
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.
, and Karin
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.Slide15
Documenting Learning Made Visible: Amplified
Photo Curation Tools:
Video: Skype, Periscope
, Audacity, Sound Cloud,
, Dragon Dictation
Writing: Blogs, Wikis, Twitter, BackchannelSlide16
Questions to Consider:
What’s the difference between capturing significant moments and making a sustained, focused commitment to
documenting the process
How do habits of documentation
change over time
? How will you set realistic goals?
challenges do you anticipate
as you plan to document? How can you plan proactively?
like these valuable to teachers? When does it become important to create translations that are valuable to others?Slide17
Establish a PLNChoose Your ToolsBlogSocial Networks: Facebook, Instagram, TwitterOrganize Your WebHashtags CategoriesSlide18
for Organizing and Interpreting Your FindingsSlide21
End of Session Reflection:
How do you distinguish visible learning from knowledge, skills, and thinking?
What are some of the most important moves that you believe learners make?
How could you support learners in making some of these moves visible?
How could learning be documented?
Which habits, protocols, processes, tools, or interventions from today’s session will help you help learners best?