What would I consider evidence of my own professional learning?….How does reflection and sharing of learning evidence contribute to amplifying and learning growth for myself, my students, and others?
(58-59 A Guide to Documenting Learning: Making Thinking Visible, Meaningful, Shareable, and Amplified by Silvia Rosenthal Tolisano and Janet Hale
Meet Silvia:
Why you want to get your hands on this new book now:
- Consider the differences between Documention OF learning (collecting artifacts) FOR learning (explain and expand those artifacts) and AS learning (curation, a decision-wealthy imersion in analysis).
- If you’ve been working with Seesaw or WordPress, collecting video, audio or multi-media artifacts of learning, consider ways to unpack what’s been collected. Tolisano pushes us to broaden our definition for processes of capturing inquiry: “Documenting learning is…providing phases, routine, platforms and tools that inspire student and adult learners to strive to learn more academically, personally, and professionally in and outside of school time.”
- Quantify the value of sharing globally: “Understanding that deeper learning takes place when you welcome different view-points and perspectives that are unique to other cultures and languages…becoming aware and acknowledging your own cultural bias regarding learning (and teaching).”
- Dig into their advice to combat resistance, here’s a taster:
5. Understand the nuances of both pre and post-documentation phases and borrow from Tolisano’s toolkit of templates.
“Think critically about what is going to documented and why. Focusing on metacognition, and, how to evaluate, use and make meaning of the captured media and documented artifacts.”
Follow along with other readers on Twitter by watching #documenting4learning