I’ve learned a great deal about visible learning and documentation beside the teachers I’ve supported this year. Rather than lifting and dropping a handful of previously conceived best practices into their instruction, many have begun moving through action research cycles that look much like grounded theory. This has empowered them with new insight and instructional approaches that are tightly rooted in the learning and the work that their students are doing. It’s producing powerful results…
This post continues a conversation that I started last week about visible learning, documentation, and the use of Grounded Theory methodologies. My thinking and work has evolved over time, in response to the learning I’m fortunate enough to do at the WNY Young Writer’s Studio and inside of various western New York school districts. Studio teachers use these approaches to fuel independent action research as they strive to uncover instructional practices that truly meet the…
As teachers prepare to help students make learning visible and document what is revealed, I’ve noticed that the pace of our preparation work typically stalls in the same places over and over again: we struggle to define a focus for our studies, and we struggle to understand how learning is made visible. Until these tensions are resolved, it’s almost impossible to move forward. Recently, I shared a design sprint that can help teachers refine…
This week, I had the good fortune to meet with a small group of teachers, administrators, curriculum directors, and professional learning facilitators at Erie 2 BOCES. We spent the day discussing grounded theory, how to make learning visible, and how to use the evidence captured from documentation to formulate hunches and theories that serve learners well. This is exciting work that enriches my own practice substantially, and I appreciated meeting others who were interested in…
Over the last few years, some of the teachers that I support have begun assessing learning without interrupting it in order to test kids. Their commitment to documentation is leading to the development of far better interventions. That’s not why I’m blogging about it, though. It seems that steeping ourselves in this kind of learning isn’t merely increasing our expertise, it’s igniting our curiosities and re-energizing us. As we make our own learning transparent to students, our relationships…
I’m not sure if this is possible, but I’m starting to think it could be. I’ve been incredibly inspired by quite a few teachers who have been playing around with some very uncommon assessment approaches based upon the professional learning we’re doing together. Take Michele, for example. She’s a teacher in the Kenmore-Town of Tonawanda school district, and she provides reading support to special education students. I’ve written about her before, and I remain compelled…
Michele Cammarata is a teacher fellow in the WNY Young Writer’s Studio. In an effort to learn more about the writers she serves, Michelle has turned her attention to the greatest experts at her disposal: her students. She’s watching them carefully, snapping photos of their work on her cell phone and tucking these photos into the pages of a sketchbook above, where she weaves her reflections around the margins of their drafts. This sketchbook is…