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Tools for Documenting Student Thinking
- 1. Tools for Documentation: Making Student Thinking and Learning Visible Stacey Socholotuk ECE Teacher-Librarian Qatar Academy Twitter: librarianinasia Email: ssocholotuk@qf.org.qa
- 2. Canada Photo by Ian Muttoo (Flickr)
- 3. Japan Photo by Marc Veraat (Flickr)
- 4. Singapore Photo by swisscan (Flickr)
- 5. Photo by stilllearninghowtofly (Flickr
- 6. Photo by Southend-on-Sea in Transition (Flickr)
- 7. What is documentation? “…describes the process of gathering evidence of children’s learning…” http://www.nova.edu/library/about/events/powerofdoc/powerof doc.html “It is a way to visibly demonstrate the competence of a child.” (p.49) Newfoundland and Labrador Department of Education http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/completely _kinder/8. Section 4 Assessment FINAL.pdf
- 8. Documentation is rooted in the Reggio Emilia Approach
- 9. Images from “The Diary of Laura: Perspectives on a Reggio Emilia Diary” The Magic of Play
- 10. Why and what to document? Wallwisher.com
- 11. USING WALL WISHER TO RECORD STUDENT THINKING TechXplorer (Louise Phinney)
- 12. Environments! By SK-5 During the SK UOI, Where We Are in Time and Place, students worked with Ms. Stacey (teacher-librarian) to practise using information literacy and research skills while inquiring into different environments in the world. This collaboration between the teacher-librarian and the teachers provided another vehicle by which students could begin to inquire and research more independently. The process began with students exploring the basic similarities and differences between fiction and non-fiction books. This helped students to recognize where information can be found and some of the parts of books that are used when researching. The students then used a photograph of an environment to embark on a “picture walk”. While engaged in this activity, students needed to discuss, share and record what they saw, thought, felt, and wondered about the environment . Ask me To consolidate their learning, each student created a plasticine model of an environment of their choice. Working with the plasticine to incorporate appropriate elements for the environment required reflection and planning on the part of about each student. Students then needed to name the environment that they created and identify characteristics associated different with the environment. This information as well as photos of the students’ models became a non-fiction classroom book environme which students could use to revisit their learning. Throughout these activities, the students practised a variety of skills. For example, they worked in pairs, small groups, nts around and as a class to share ideas and information, they negotiated roles, represented ideas visually and with text, began to the world! recognize parts of books and where to find information, and connected new learning to their current understandings.
- 13. Our Pictures We used paper and plasticine to make our pictures. How we did it: 1. We made the background. 2. We added details like trees, snowmen, igloos, the sun, polar bears, and snowmobiles. 3. Ms. Stacey took a picture of our art. 4. We wrote our story on the computer and added our picture. We got the idea from author Barbara Reid. http://www.barbarareid.ca
- 14. Learning Moments Youtube
- 15. Encounters: A Reggio Emilia Dialogue Within New Zealand p.7 & 8
- 17. Art Education at City College of New York Documenting Reggio Style
- 18. Teacher Talk and Memorable Moments Grade 2-2 was interested in writing their own book after seeing the Barbara Reid inspired books written by SK6. Miss Bose decided to take the idea to Ms. Stacey and asked her to help the class write a book related to their Trade UOI. The students decided what questions they wanted to research further and grouped themselves based on common interests. With guidance from the teachers, the students inquired into their questions using books, WebPath Express, and safe internet sites. The students practised their note- taking skills, from which they wrote their section of the book. Ms. Stacey then worked with the students to create the layout and design of each page and the overall book. The students learned about the process of editing and the elements of a non-fiction book. Throughout the process, the students were involved in every decision. They practised numerous skills such as negotiation, compromise, tolerance, patience, refle ction, problem-solving, and communication. Ms. Stacey and Miss Bose are very proud of the students’ commitment and enthusiasm shown throughout the process. Your published book is informative and thought-provoking. Congratulations on your first published book! Miss Bose (Homeroom Teacher) Ms. Stacey (Teacher-Librarian)
- 19. Grade 2-2 Reflects on the Project “I enjoyed making a book because its going to be a real book”, said Kodai. “Olivia thinks if you want to make a book you have to put a lot of effort into it.” “I really liked it when my group made the page of the book.” Hosshini “Frida thinks it was fun working with Ms. Stacey on the computer.” “I enjoyed making the booklet because the colours were beautiful and I was included.” Marla Satoru said, “The first part was hard because we didn’t get eny information.” “Hannah enjoyed writing a paragraph about trade.” “It was challenging for me because I did something else with my team. We did a flow chart. Because we was wrighting about how to start a business.” Diana “It felt a little bit fun because we can research and talk together what we have found out and write it and make ideas together.” Oliver “It was good. It was good about doing research.” Gabe “Savi thought making this book would be difficult but it wasnt difficult.” “Joshua larnt that factois sell and want stuff.” “Elizabeth felt good to have made a Book and Doing all the cool stuff.” Kavin says, “Maybe Read the whole book because it has lots of info”
- 20. 1. We read our 2. We smooshed the plasticine stories and colours to make the decided what background. We needed one pictures we colour or two colours or three needed. Then colours. we chose who 3. We thought about our could do each picture then we made the illustration. characters. We needed to 4. We made a little bit of stick plasticine shapes onto the illustrations using tools. the background. It made the illustration look more real and detailed like Barbara Reid. 5. After we finished 6. Then we put the making our pictures pictures with the words. we took photos and put the memory card in the computer.
- 21. Voice Thread Useful tool to show learning and thinking and engage others in the process and reflection.
- 22. Key elements for documentation -Your purpose determines what you document and the tools you use to do it (reflection, learning, development, ass essment, planning) -Audience -Display or Sharing -Who is involved and whose voice
- 23. Just a few ideas! This is by no means an exhaustive list! Photo 365 Project Wallwisher Project 365 Post-It Notes Cameras/Photos Voice Recorders Video Cameras Voice Thread, Wikis, Blogs, Youtube Wordle Graphic Organizers (Webs, Venn Little Bird Tales (digital storytelling diagrams) sites) Pen and Paper Mobile Phones Checklists, Anecdotal Notes Scrapbooks/Photo Albums (hard copy or digital), Photo Tools Picaboo, Shutterfly, Kodak Gallery, Picasa
- 24. It’s all about telling a story: How can we document? Wordle
- 25. Photo by awkwardturtle (Flickr) We have a class full of students and a lot to do. Yes, there are challenges and roadblocks!
- 26. What now? Photo by Milos Milosevic (Flickr)
- 27. A few book resources…there are many more! “Window on Learning: Documenting Young Children’s Work” by Judy Harris Helm, Sallee Beneke, Kathy Steinheimer (ISBN: 0-8077-3678-3) “Beautiful Stuff! Learning with Found Materials” by Cathy Weisman Topal and Lella Gandini (ISBN: 0-87192-3882) “Designs for Living and Learning: Transforming Early Childhood Environments” by Deb Curtis and Margie Carter (ISBN: 978-1-929610-29- 7) “Working in the Reggio Way: A Beginner’s Guide for American Teachers” by Julianne P. Wurm and Celia Genishi (ISBN: 978-1929610648) “The Hundred Languages of Children: The Reggio Emilia Approach Advanced Reflections” Edited by C. Edwards, L. Gandini, G. Forman (ISBN: 978-1567503111)
- 28. There are thousands of online resources from educators around the globe! Reggio Kids Making Learning Visible The Power of Documentation Brainy Child Reggio Children Supporting Learning and Development Through Assessment The Institute for Early Childhood Education and Research Shirley G. Moore Laboratory School Documenting Play Documenting Stories Worth Telling The Magic of Play The Power of Documentation in the Early Childhood Classroom Children’s Work: Visibility Leads to Value (Education World) Using Voice Thread to Promote Learning Engagement and Success for All Students
- 29. Thank you! Add your name and email to the list if you’d like me to share the presentation with you.
Hinweis der Redaktion
- Tools for Documentation: Making Student Thinking and Learning VisibleDo you want to make your students' thinking and learning more visible and explicit to parents, educators, colleagues, and the students themselves? Would you like your students to engage with and reflect upon their learning using a variety of tools? Join me in exploring different tools you can use to document
- Do you want to make your students' thinking and learning more visible and explicit to parents, educators, colleagues, and the students themselves? Would you like your students to engage with and reflect upon their learning using a variety of tools? Join me in exploring different tools you can use to document.
- What do you know about documentation? What does that term mean to you? What do you think it involves?Do you do it? How? When?Post ideas on the chart paper (one side- save other side for the end). Be sure to include your name.*Post-It Notes can be an educator’s best friend when it comes to a simple way to document.
- A way of recording observations about students’ play and inquiryEssential to a reflective practiceA research tool for studying children’s thinking and learning
- ** link takes you to hundred languages of children excerptReggio Emilia is in Italy Founded by Loris Malaguzzi after WW2Image of the child as competent and capableEnvironment as the 3rd teacherPower of observation, documentation and reflection to inform teaching and curriculumProject based approachCo-construction of knowledgeImportance of parents
- ** Web- Group discussion/ideas of what this shows, the value of sharing it with others, how you would make it visible, etc.
- In groups, brainstorm ideas of why you would document and the benefits.Post up ideas on wallwisher.comWhy?helps to inform assessment when talking with the student, parents and colleaguesProvides evidence to support assessmentIs a visible story of a students thinking, growth and achievementIs a tool for student reflectionCan be a vehicle to spur further questions and inquiry for that student and othersHelps to inform and guide planning of curriculumSupports teachers’ thoughtful reflection on practice and curriculumProvides insights into students’ interests, strengths and needsTells us about students’ thinking processes and theoriesShows growth over time, especially if carried through the grade levelsValidates students thinking and learningHelps to demonstrate skills, growth and learning to non-educatorsSupports teachers in their accountability for learning outcomes and student achievementInforms teaching and leads to more refined planningHelps teachers to differentiate for different needs due to awarenessCan help to foster parents as partnersIs a useful tool for finding out when learning is extended beyond the classroom eg. If parents report of observations made at homeInvolves children in their learning and makes thinking and reflection skills and processes more explicit Validates the activities, learning experiences and provocations being undertaken in each classroomCan bring in teachers in multiple subject areas and enhance integrationWhat?ConversationsInteractions (student-student, teacher-student)Thinking process (focus on the how)Planning process or ‘steps’Fine and gross motor developmentSkill achievementIdeasQuestionsPlayGrowth/development over timeArt piecesStructuresReasoningChanges over time
- Show documentation pieces on pgs. 7/8
- Sharing with familiesEngaging others in commenting and questioning
- **IF TIME**Records ideas of tools we can use to document children’s learning and thinking. Tools we use as teachersTools we can use with studentsDocument ideas on Wordle.net
- Discussion: What do you foresee as the challenges and roadblocks to successfully getting started with and using documentation in your teaching and learning?Web on chart paper of ideas.RepetitiveTime consumingStoring your files to return to them laterDisplay that is meaningful to students, colleagues and parentsKnowing the audience that you’re documenting for and using the right toolsRemembering the camera, tape recorder, pen/paper!Getting the documentation done before the significance has passedFinding time to reflect, purposefully, on the documentationSometimes you just don’t know what to write!
- Post-It note reflections on:-what you know now-your questions-what you might do with the infoDo you see value in documenting?