Using Grounded Theory to Document and Study
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Using Grounded Theory to Document and Study

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Using Grounded Theory to Document and Study




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Presentation on theme: "Using Grounded Theory to Document and Study"— Presentation transcript:

Slide1

Using Grounded Theory to Document and Study

LEARING MADE VISIBLE

Facilitated by Angela Stockman for Akron Elementary Grade 5WNY Education AssociatesJuly 2015

Slide2

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

Action Planning

The Nuts and Bolts

Getting Connected

Engaging to Learn

Slide3

By 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

Slide4

It all started with

Mary.

Slide5

And then, there was Michele….

Slide6

JOHN 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.

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

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

Slide8

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.

Slide10

Slide11

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

Slide12

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

Slide13

Documenting Learning Made Visible: Analog

Audio

Video

Photo and Screenshot

Written Annotations

Scoop Notebooks

Slide14

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.

Slide15

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

Slide16

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?

Slide17

Engage

Establish a PLNChoose Your ToolsBlogSocial Networks: Facebook, Instagram, TwitterOrganize Your WebHashtags Categories

Slide18

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

Slide19

Exhibits

https://s-media-cache

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

http://tinyurl.com/mt9ceo8

Audio Recordings

Slide20

Analyze Protocols

for Organizing and Interpreting Your Findings

Slide21

Theorize

Slide22

Action Planning

Slide23

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?