Pedagogical documentation is about more than recording events – it is a means to learning about how children think and learn”
Documentation as Teacher Research
Documentation as a Design Process
Observing closely and describing what’s there
Building explanations and interpretations
Making claims and supporting with evidence
Considering different viewpoints and perspectives
Wondering and asking thoughtful questions
Uncovering complexity and going below the surface of things
Identifying patterns and themes
I realized this could be really helpful because:
it’s simple, easy and quick to do – and provides actual data for them to discuss (rather than just assumptions or perceptions),
it helps the student make the connection between her choices during the day and her body’s reaction at night or the next day – it’s hard enough for me as an adult to see those connections and we expect students to be able to make them on their own without any data or time for reflection,
in the end, it might actually become its own solution, just like a food journal, because once she starts writing the hours/minutes down she may begin to change her habits automatically.
If we let students be real consumers, would any student pick a 20th century (or 19th century) educational experience over one that feels relevant and rigorous and prepares them for the life they are living today and will face after high school?
By documenting classroom learning, they investigate the relationship between and among the children and adults at work, the ideas they are working with, how they use of the tools of art and science, and their physical and relational learning environments.
The documentation serves as an ongoing catalyst in their search for understanding. It supports emerging curricula in the classroom. It drives conversations (both electronic and in person) among classroom collaborators, grade-band teams, and whole-staff meetings spanning preschool through grade five.
The documentation serves as an ongoing catalyst in their search for understanding.
"Everyone is an expert on education and its particular, dominant subset – school. Everyone who has either attended school, taught at school, had their kids at school, managed school, funded school, even avoided school knows what school does. Unlike any other public institution, we can quickly produce an opinion on what schools should and shouldn’t do. Scores of politicians, business leaders or (other) powerful pundits who arrive on the scene claim the credential of knowing how to run schools. Many of these self-proclaimed experts are widely interviewed and financially supported, many more ignored beyond their personal sphere of influence.
But just why are we all ‘experts’ with a more or less considerate opinion on how things should be with schools and education?
Short answer: If we presume we are constituted, built of what we ‘know’, then we don’t only KNOW a lot about school, we ARE school. School is not (just) an institution, it is a particular way of thinking and knowing we are attached to. And because we can’t imagine anything different, we get cornered into dead-ends of ‘solutions’ that substantially change – very little."