Making Learning Visible Through Pedagogical Documentation

Lunch and Learn

March 18th, 2015
Guest Speakers: Diana Miskovic & Brooke Murphy
Link to Presentation: http://prezi.com/atiyjpje9nun/?utm_campaign=share&utm_medium=copy
Link to Twitter Discussion: PD Discussion Mohawk @ MurphyBrooke1

Resources to Support You in Your Documentation Journey

How Does Learning Happen? Ontarios Pedagogy for the Early Years
http://www.edu.gov.on.ca/childcare/HowLearningHappens.pdf
Think, Feel, Act Lessons from Research about Young Children
http://www.edu.gov.on.ca/childcare/ResearchBriefs.pdf
Pedagogical Documentation Revisited Looking at Assessment and Learning in New Ways
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_PedagogicalDocument.pdf
Making learning visible through pedagogical documentation Videos by Dr. Carol Anne Wien
http://www.edu.gov.on.ca/childcare/document.html
Documentation Transforming our Perspective Video
https://vimeo.com/36323323

Websites to Explore

Hamiltons Artist at the Centre Website: http://www.artistsatthecentre.ca/contact.html

Harvard Graduate School of Educations Project Zero: http://www.pz.harvard.edu/
North American Reggio Emilia Alliance: http://www.reggioalliance.org/index.php
Ontario Reggio Association: http://ontarioreggioassociation.ca/
Early Childhood Research and Practice: http://ecrp.uiuc.edu/v13n2/wien.html

Reggio Group for Educators Who Are Engaging in Ways to Make Childrens Thinking Visible
This group of educators and artists in Hamilton has made a commitment to meet monthly for in-depth discussion of the
Reggio philosophy, and collaborative reflection on documentation. If you are interested in joining this group, please
contact Karyn Callaghan by e-mail karyncallaghan@gmail.com
The next meeting takes place on Monday March 30, 2015
Time: 6:30 - 8:30 p.m. & Location: Charles Sturt University (Harrington Court, Burlington)

COMPONENTS OF MAKING LEARNING VISIBLE

Consider the following components when creating documentation for exhibition or display.

Title - A good title helps give the viewer an immediate sense for your piece. Try for something that gets at the meaning
of the documentation. You might want to use a child's or adult's quote or a metaphor-anything that will pique viewer
interest and convey what the learning is about. The title should be prominently placed and large enough to draw the
viewers attention to it.

Context - Try to keep the context to no more than two short paragraphs of background information that will help set the
stage for viewers. The context should include the teacher/documenter name(s), the age group of the learners, the names of
the school and town, the purpose of the learning experience, and the date or time period. Photos or images of the learners
are helpful to provide upfront. Other information to include as relevant is the learning prompt or project, the size of the
group, related previous experiences, or materials used. Photographs or other visual documentation can also provide some
of this information.

Supporting Artifacts - Carefully select from the various artifacts you collect (transcripts, photographs, student work,
etc.) the documents that are most critical for helping viewers see how you came to your interpretations about learning (see
below) or allow for other interpretations. The artifacts should represent the learning process as well as product- the how as
well as the what of learning. If possible, choose at least two media, e.g., text (narrative and/or quotes) and images, to
display.

Your Analysis or Interpretation - Include your own learning in the documentation. What was exciting or surprising
to you about the experience of the learners? What moved you or furthered your thinking? What connections can you make
to broader issues or images of teaching and learning? Consider including brief reflections throughout the piece as well as
at the beginning and end to communicate your interpretation of the documentation. What story of learning do you want to
tell and what conversations would you like to provoke? You might also want to note how the documentation will help you
shape future learning experiences.

Format - Consider coming up with a uniform format for your documentation so that viewers wont have to figure out
how to read it every time you post something new. In a school setting, consider providing criteria such as using
technology that is accessible to everyone and easy to use. Format your documentation on a computer or by hand on small,
standard-sized paper (8.5 x 11 or14) rather than big posters. This allows it to be easily copied and distributed to
colleagues for feedback, or brought back to the classroom and added to over the course of a project. If you choose to put
up panels, their size will depend on the setting, but dimensions of 4 by 3 are often manageable. Try to present things in a
way that allows the viewer to take in the key information in roughly five-ten minutes. For those viewers who want to
explore the work more deeply, you can provide additional information or artifacts on the table or wall near the main piece.

Things to Watch Out For - Beware of including too much written textTry to balance learning about learning and
learning contentIt is sometimes more powerful to document the experience of one small group, moment, or event in the
learning experience rather than an entire lesson or unitAsking yourself, What is the learning I want to make visible?
can help guide you if you are feeling adrift in a sea of data

c 2006 Making Learning Visible Project at the Harvard Graduate School of Education