Name: Ashlynn Griffith School: Woods Grade Level: 3

Visible Learning into Action: IMPACT CYCLE

Documenting Results of Impact Cycle – TEACHERS

What are my students’ learning needs? (Steps 1-4)

Step 1: Evidence gathering

(Vis. Learn. Into Action for Teachers One: samples p. 49, 54, 59; Vis. Learn. Into Action for Teachers Two: samples p. 60, 64, 68)

What did I want to find out? Can my students articulate the learning dispositions of a visible
learner?

Initially, I gathered evidence by having a class discussion about

How did I gather evidence? learner dispositions, listing the dispositions that students
suggested, having the class vote on the top 6, and then
recording these on chart paper.

Step 2: Baseline evidence statements

(Vis. Learn. Into Action for Teachers One: samples p. 49, 54, 59; Vis. Learn. Into Action for Teachers Two: samples p. 60, 64, 68)

When I posed the question, “What are some traits of a good learner?” the students voted and
responded with these six learner dispositions:
1. A good learner has a growth mindset and learns from mistakes
2. Ignores distractions
3. Stays on task
4. Doesn’t play around
5. Does their best work
6. Listens the first time

Step 3: Focus areas

From this evidence, I thought that I should focus on these things:
(Vis. Learn. Into Action for Teachers One: samples p. 50, 55, 60; Vis. Learn. Into Action for Teachers Two: samples p. 60, 64, 68)

Although the behavior dispositions are definitely characteristics that I reinforce on a daily basis, I
want my students to start thinking more specifically on what their minds are doing while they are
learning, not just how they are behaving during direct instruction and while they complete
classwork. I want to start modeling some of the learning dispositions that I saw the Copper Hills
teachers model in their rooms.
 Step 4: My learning needs
What are my learning needs in relation to these student needs?
(Vis. Learn. Into Action for Teachers One: samples p. 50, 56, 60; Vis. Learn. Into Action for Teachers Two: samples p. 61, 65, 69)

What did I need to learn? How did I learn?

Learner dispositions that other teachers have From Copper Hills, I saw many lists of learner
taught dispositions in the classrooms. Following our
tour of Copper Hills, our team combined some
of their dispositions and created these six:
1. Tell others what they are learning
2. Give and seek feedback
3. See errors as opportunities (Growth
Mindset)
4. Collaborate with others
5. Self-assess their learning
6. Do not give up through challenges

Power or Yet concepts I read I Can’t Do That, Yet to myself and to my

class and had the students create a “Not Yet”
pamphlet

Growth Mindset concepts Using a resource on Teachers Pay Teachers, I

led my students through a Growth Mindset
Motto banner and a Growth Mindset foldable

Feedback concepts I read Thanks for the Feedback to myself and

then to the class. This was shared with me by
our fifth grade team.

Planning and implementation (Steps 5-7)

Step 5: Identifying the required changes

(Vis. Learn. Into Action for Teachers One: samples p. 50, 56, 60; Vis. Learn. Into Action for Teachers Two: samples p. 61, 65, 69)

Me (the teacher) Students Families

I need to create and share a
list of learner dispositions.
I need to start using the
learner dispositions
vocabulary consistently in my
class discussions.
Need to know and Need to understand that
understand what the learner good learners are not just well
dispositions mean. behaved students.
Need to reflect on their
current behaviors and how
they can change them.
 Step 6: SMART+ER target setting and monitoring
(Vis. Learn. Into Action for Teachers One: samples p. 50, 56, 61; Vis. Learn. Into Action for Teachers Two: samples p. 61, 65, 69)

I will create, teach, and reinforce learner dispositions in my classroom for the remainder of the
school year. Next year, I will teach these concepts within the first week so that they become a
part of our normal classroom dialogue.

Step 7: Implementation
(Vis. Learn. Into Action for Teachers One: samples p. 51, 57, 61- not labeled; Vis. Learn. Into Action for Teachers Two: samples p. 62, 66, 70)

What I did Analysis/contribution to outcomes

To follow up on my following impact cycle, I The students seem much more aware of each
created a clip chart that helps students see success criteria and they have celebrated
their progress through our success criteria. their progress. This was more effective than just
tracking in math notebooks.

To follow up on my following impact cycle, I
continued requiring students to reflect on their
learning in their data folders each week. I
added to this by having students track their
scores on each assignment when they
received data folders, decide if they needed
to redo any assignments, and write a plan for
improving the next week.
Created a poster with good student and
good learner dispositions.
I feel like the students took much more time
looking through their data folders now that I
required them to look at each assignment.
Before, many students would just put their
data folders in their backpacks and their
parents did all of the searching. This is helping
to hold my students responsible for their
learning and it is hopefully showing them
patterns with mistakes.
This has helped make this more visible in the
classroom and has helped me remember to
refer to them frequently throughout the day.

Asked students to reflect on their current
student and learner dispositions.
Led students through a feedback activity
using the Thanks for the Feedback book.
Students had valuable responses and this
helped them understand how to apply these
to their learning process. Students also made
goals to help them improve.
Students gained an understanding of
feedback. We reinforced these concepts later
on when we were peer editing reports.

Led the students through a variety of Growth
Mindset and Power of Yet activities.
The students were able to reflect on their
movement towards their goals and parents
were able to see these during our Open
House. Hopefully these sparked conversations
at home.
 What was the impact? Monitor and evaluate impact of actions

Step 8: Impact statements

(Vis. Learn. Into Action for Teachers One: samples p. 53, 58, 62; Vis. Learn. Into Action for Teachers Two: samples p. 63, 67, 70)

I felt like this impact cycle had the greatest impact on my understanding of the visible learning
process. In the first impact cycle, I felt overwhelmed by possibilities and I had trouble deciding
what I should focus on. Now, I really set my mind to a few specific areas and I feel like I really
benefitted from this process.

With regards to learning goals and success criteria, I think my students really benefitted with my
implementation of the clip chart. I saw other teachers on my team using this in fifth grade and it
seemed like a great way for students to hold themselves accountable for their learning. I had
the students keep track in their notebooks before, but the clip chart was something that the kids
really paid attention to and they felt competitive with other students. I would give an
assessment and move the clips before school after I had graded. Then, students could see how
they did based on the assessments. If a student did not master part of the success criteria, I
would pull small groups to give them another chance. Students showed a lot of effort in the
groups because they really wanted to move their clips!

I really enjoyed the conversations I had with my class about Power of Yet, feedback, Growth
Mindset, and learner dispositions. I feel like my class has a better understanding of the
vocabulary related to these concepts. I have even received feedback from parents with
regards to their children using this vocabulary at home. However, I do feel like this would be
much more beneficial at the beginning of the school year and I am excited to see how this
goes with my class next year.

Where to next?
Step 9: Planning where to next
(Vis. Learn. Into Action for Teachers One: samples p. 53, 58, 62; Vis. Learn. Into Action for Teachers Two: samples p. 63, 67, 70)

For the remainder of this school year and while I am planning for next year, I want to create
more flip charts for our math learning goals. I also want to create learning goals for reading and
language arts and use them next year. I would also enjoy learning more about Growth Mindset
and I plan to read Growth Mindset Playbook to give me some more ideas for incorporating this
concept in my classroom.