1. Tools for Documentation:
Making Student Thinking and
Learning Visible
Stacey Socholotuk
ECE Teacher-Librarian
Qatar Academy
Twitter: librarianinasia
Email: ssocholotuk@qf.org.qa
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
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
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!
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?