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/powerof doc.html“It is a way to visibly demonstrate the competence of a child.” (p.49)Newfoundland and Labrador Department of Educationhttp://www.ed.gov.nl.ca/edu/k12/curriculum/guides/completely _kinder/8. Section 4 Assessment FINAL.pdf
Documentationis rooted in the Reggio Emilia Approachhttp://www.angeliquefelix.com/articles/reggio-children-are-image-builders
Images from “The Diary of Laura: Perspectives on a Reggio Emilia Diary” The Magic of Playhttp://www.angeliquefelix.com/articles/reggio-children-are-image-builders
Why and what to document? Wallwisher.comLink to our group’s Wallwisher: http://www.wallwisher.com/wall/documentationworksho
USING WALL WISHER TO RECORD STUDENT THINKING TechXplorer (Louise Phinney)
Environments! By SK-5During the SK UOI, Where We Are in Time and Place, students worked with Ms. Stacey (teacher-librarian) to practiseusing information literacy and research skills while inquiring into different environments in the world. This collaborationbetween the teacher-librarian and the teachers provided another vehicle by which students could begin to inquire andresearch 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 whenresearching. The students then used a photograph of an environment to embark on a “picture walk”. While engaged inthis activity, students needed to discuss, share and record what they saw, thought, felt, and wondered about theenvironment . Ask meTo consolidate their learning, each student created a plasticine model of an environment of their choice. Working withthe plasticine to incorporate appropriate elements for the environment required reflection and planning on the part of abouteach student. Students then needed to name the environment that they created and identify characteristics associated differentwith the environment. This information as well as photos of the students’ models became a non-fiction classroom book environmewhich 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 aroundand 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.
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
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 YorkDocumenting Reggio Stylehttp://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)
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.” MarlaSatoru 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”
1. We read our 2. We smooshed the plasticinestories and colours to make thedecided what background. We needed onepictures we colour or two colours or threeneeded. Then colours.we chose who 3. We thought about ourcould do each picture then we made theillustration. 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.
Voice Thread Useful tool to showlearning and thinking and engage others in the process and reflection. http://voicethread.com/?#q.b236.i1783
Key elements for documentation-Your purpose determines what youdocument and the tools you use to doit (reflection, learning, development,assessment, planning)-Audience-Display or Sharing-Who is involved and whose voiceshould be heard?
Just a few ideas! This is by no means an exhaustive list!Photo 365 Project WallwisherProject 365http://365project.org/Post-It Notes Cameras/PhotosVoice Recorders Video CamerasVoice Thread, Wikis, Blogs, Youtube Wordle http://www.wordle.net/Graphic Organizers (Webs, Venn Little Bird Tales (digital storytellingdiagrams) sites) http://littlebirdtales.com/Pen and Paper Mobile PhonesChecklists, Anecdotal Notes Scrapbooks/Photo Albums (hard copy or digital), Photo Tools Picaboo, Shutterfly, Kodak Gallery, Picasa
It’s all about telling a story: How can we document? Wordle http://www.wordle.net/
Photo by awkwardturtle (Flickr) We have a class full of students and a lot to do. Yes, there are challenges and roadblocks!
A few book resources…there are many more!“Window on Learning: Documenting Young Children’s Work” by JudyHarris Helm, Sallee Beneke, Kathy Steinheimer (ISBN: 0-8077-3678-3)“Beautiful Stuff! Learning with Found Materials” by Cathy Weisman Topaland Lella Gandini (ISBN: 0-87192-3882)“Designs for Living and Learning: Transforming Early ChildhoodEnvironments” 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 ApproachAdvanced 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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