Tools for Documentation: Making Student Thinking and Learning Visible

Stacey SocholotukECE Teacher-LibrarianQatar Academy

Twitter: librarianinasiaEmail: ssocholotuk@qf.org.qa

Photo by Ian Muttoo (Flickr)

Canada

Japan

Photo by Marc Veraat (Flickr)

SingaporePhoto by swisscan (Flickr)

Photo by stilllearninghowtofly (Flickr)

Photo by Southend-on-Sea in Transition (Flickr)

What is documentation?

“…describes the process of gathering evidence of children’s learning…”

http://www.nova.edu/library/about/events/powerofdoc/powerofdoc.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

Documentation is rooted in the Reggio Emilia

Approach

http://

www.angeliquefelix.com/

articles/reggio-children-are-

image-builders

Images from “The Diary of Laura: Perspectives on a Reggio Emilia Diary”

The Magic of Play

http://www.angeliquefelix.com/articles/reggio-children-are-image-builders

Why and what to document?

Wallwisher.com

Link to our group’s Wallwisher: http://www.wallwisher.com/wall/documentationworksho

TechXplorer (Louise Phinney)

USING WALL WISHER TO RECORD STUDENT THINKING

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 .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 each student. Students then needed to name the environment that they created and identify characteristics associated with the environment. This information as well as photos of the students’ models became a non-fiction classroom book 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, and as a class to share ideas and information, they negotiated roles, represented ideas visually and with text, began to recognize parts of books and where to find information, and connected new learning to their current understandings.

Ask me about different environments around the world!

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

Learning Moments

Youtube

http://www.youtube.com/watch?v=_x1eMm6FMUU

Encounters: A Reggio Emilia Dialogue Within New Zealand

p.7 & 8http://www.reggioemilia.org.nz/pdf/Encounters%20Summer%202009.pdf

Art Education at City College of New York

Documenting Reggio Style

http://ccnyarted.files.wordpress.com/2011/10/week-4-michelle-a-documentation2.jpg

Teacher Talk and Memorable MomentsGrade 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, reflection, 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)

10

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”

6. Then we put the pictures with the words.

1. We read our stories and decided what pictures we needed. Then we chose who could do each illustration.

2. We smooshed the plasticine colours to make the background. We needed one colour or two colours or three colours.

3. We thought about our picture then we made the characters. We needed to stick plasticine shapes onto the background.

4. We made a little bit of the illustrations using tools. It made the illustration look more real and detailed like Barbara Reid.

5. After we finished making our pictures we took photos and put the memory card in the computer.

Voice Thread

Useful tool to show learning and thinking and engage others in

the process and reflection.

http://voicethread.com/?#q.b236.i1783

Key elements for documentation

-Your purpose determines what you document and the tools you use to do it (reflection, learning, development, assessment, planning) -Audience-Display or Sharing-Who is involved and whose voice should be heard?

Photo 365 ProjectProject 365http://365project.org/

Wallwisher

Post-It Notes Cameras/Photos

Voice Recorders Video Cameras

Voice Thread, Wikis, Blogs, Youtube

Wordlehttp://www.wordle.net/

Graphic Organizers (Webs, Venn diagrams)

Little Bird Tales (digital storytelling sites)http://littlebirdtales.com/

Pen and Paper Mobile Phones

Checklists, Anecdotal Notes Scrapbooks/Photo Albums (hard copy or digital), Photo ToolsPicaboo, Shutterfly, Kodak Gallery, Picasa

Just a few ideas! This is by no means an exhaustive list!

It’s all about telling a story:

How can we document?

Wordle

http://www.wordle.net/

We have a class full of students and a lot to

do. Yes, there are challenges and

roadblocks!

Photo by awkwardturtle (Flickr)

What now?

Photo by Milos Milosevic (Flickr)

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)

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

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