1. Using Grounded Theory to Document and Study LEARING MADE VISIBLE Facilitated by Angela Stockman for Akron Elementary Grade 5 WNY Education Associates July 2015

2. 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

3. 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

4. It all started with Mary.

5. And then, there was Michele….

6. JOHN HATTIE Undertook the largest ever meta-analysis of quantitative measures of the effect of different factors on educational outcomes. Visible Learning His book, Visible Learning, is the result of this study.

7. 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

8. Characterizing the Passionate Teacher According to Hattie, passionate teachers are not merely joyous and charismatic. They are thrilled by achievement and frustrated by challenges.

9. 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.

11. 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

12. 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

13. Documenting Learning Made Visible: Analog Audio Video Photo and Screenshot Written Annotations Scoop Notebooks

14. 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.

15. 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

16. 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?

17. Engage Establish a PLN Choose Your Tools Blog Social Networks: Facebook, Instagram, Twitter Organize Your Web Hashtags Categories

18. Displa ys 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

19. Exhibi ts https://s-media-cache ak0.pinimg.com/originals/36/2f/d2/362fd25f13a334c10eaab72b488bc64a.jpg http://tinyurl.com/mt9ceo8 Audio Recordings

20. Analyze Protocols for Organizing and Interpreting Your Findings

21. Theorize

22. Action Planning

23. 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?