Presentations text content in Using Grounded Theory to Document and Study
Slide1, Instagram
Using Grounded Theory to Document and Study
LEARING MADE VISIBLE
Facilitated by Angela Stockman for Akron Elementary Grade 5WNY Education AssociatesJuly 2015
Slide2The 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
Action Planning
The Nuts and Bolts
Getting Connected
Engaging to Learn
Slide3By the time you leave today, you will:
Define visible learning..
D
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:
An outcome
Clearly defined roles
Activities and a timetable
Habits, tools, practices, and protocols
Slide4It all started with
Mary.
Slide5And then, there was Michele….
Slide6JOHN HATTIE
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.
Slide7Position 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
Slide8Characterizing the Passionate Teacher
According to Hattie, passionate teachers are not merely joyous and charismatic.
They are thrilled by achievement and frustrated by challenges.
Slide9Reggio 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.
Slide10Slide11Establishing 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
Slide12Making 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
Slide13Documenting Learning Made Visible: Analog
Audio
Video
Photo and Screenshot
Written Annotations
Scoop Notebooks
Slide14What’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.
Slide15Documenting Learning Made Visible: Amplified
Photo Curation Tools:
FlickR
Video: Skype, Periscope
Audio:
Voicethread
, Audacity, Sound Cloud,
Storykit
, Dragon Dictation
Writing: Blogs, Wikis, Twitter, Backchannel
Slide16Questions 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?
Slide17Engage
Establish a PLNChoose Your ToolsBlogSocial Networks: Facebook, Instagram, TwitterOrganize Your WebHashtags Categories
Slide18Displays
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
Slide19Exhibits
https://s-media-cache
ak0.pinimg.com/originals/36/2f/d2/362fd25f13a334c10eaab72b488bc64a.jpg
http://tinyurl.com/mt9ceo8
Audio Recordings
Slide20Analyze Protocols
for Organizing and Interpreting Your Findings
Slide21Theorize
Slide22Action Planning
Slide23End 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?
Using Grounded Theory to Document and Study
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