Understanding Goals

Making Learning Visible in Secondary School

Joan S. Soble, FacilitatorProject Zero Classroom 2011

Making Learning Visible in Secondary School

Joan S. Soble, FacilitatorProject Zero Classroom 2011

Understanding GoalsUnderstanding Goals

1. What does it mean to document – and to learn from documentation – in the Making Learning Visible context?

2. What can “documenting” and “learning from documentation” look like and be like when older students are the learners?

3. How – and when – can documentation be used to advance individual and group learning in and beyond the secondary classroom? What choices can teachers make to foster learning via documentation?

1. What does it mean to document – and to learn from documentation – in the Making Learning Visible context?

2. What can “documenting” and “learning from documentation” look like and be like when older students are the learners?

3. How – and when – can documentation be used to advance individual and group learning in and beyond the secondary classroom? What choices can teachers make to foster learning via documentation?

Today’s AgendaToday’s Agenda

1. Continua Experience: The Beginning of Visibility!

2. Welcome, Course Overview, and Introductions

3. The Theory, Challenges, and Opportunities of Documenting and Using

Documentation, Especially with Older Learners

4. Reflecting on Video Documentation from Various Perspectives

5. Exploring an Exhibit That Features Documentation and Secondary Learners

6. Continuing to Learn Via Continua: Taking Stock of Your Current Ideas/

Understandings, and Repositioning Your Post-Its

7. Synthesizing Our Learning with a Thinking Routine

8. Evaluations and Final Wrap-Up

1. Continua Experience: The Beginning of Visibility!

2. Welcome, Course Overview, and Introductions

3. The Theory, Challenges, and Opportunities of Documenting and Using

Documentation, Especially with Older Learners

4. Reflecting on Video Documentation from Various Perspectives

5. Exploring an Exhibit That Features Documentation and Secondary Learners

6. Continuing to Learn Via Continua: Taking Stock of Your Current Ideas/

Understandings, and Repositioning Your Post-Its

7. Synthesizing Our Learning with a Thinking Routine

8. Evaluations and Final Wrap-Up

Introduction FormulaIntroduction Formula

My name is ______, and I _________ at __________.

The subject area I teach or am otherwise deeply involved with is ______.

I am ____ (well/somewhat/ not) acquainted with Making Learning Visible principles and practices.

The continuum I had the most trouble placing myself on was _(specify by title color)_ because _____.

I chose ____ to be my icon because _______.

My name is ______, and I _________ at __________.

The subject area I teach or am otherwise deeply involved with is ______.

I am ____ (well/somewhat/ not) acquainted with Making Learning Visible principles and practices.

The continuum I had the most trouble placing myself on was _(specify by title color)_ because _____.

I chose ____ to be my icon because _______.

Documentation • Common understanding: the “proof” and “the record”

Documentation • Common understanding: the “proof” and “the record”

Documents that are part ofthe student record that offer proof andjustification ofstudent’s grade.

• MLV understanding: the artifacts that stimulate inquiry, reflection, and learning -- and the use of them for further learning

Documents that are part ofthe student record that offer proof andjustification ofstudent’s grade.

• MLV understanding: the artifacts that stimulate inquiry, reflection, and learning -- and the use of them for further learning

Documentation: Some DefinitionsDocumentation: Some Definitions

“the practice of observing, recording, interpreting, and sharing the processes and products of learning through a variety of media in order to deepen and extend that learning” – Making Learning Visible Project

“to observe, record, and interpret the learning of children and teachers to make that learning visible in order to point to it and engage in collaborative dialogue” – Stephanie Cox Suarez, Teacher Educator, Wheelock College

“making students’ work and thinking available for re-examination” – Melissa Tonachel, Kindergarten Teacher

“the practice of observing, recording, interpreting, and sharing the processes and products of learning through a variety of media in order to deepen and extend that learning” – Making Learning Visible Project

“to observe, record, and interpret the learning of children and teachers to make that learning visible in order to point to it and engage in collaborative dialogue” – Stephanie Cox Suarez, Teacher Educator, Wheelock College

“making students’ work and thinking available for re-examination” – Melissa Tonachel, Kindergarten Teacher

Documentation can be student work -- but it’s not limited to that. It can also be students working -- talking and/or doing.

Documentation can be student work -- but it’s not limited to that. It can also be students working -- talking and/or doing.

And then there’s video and audio!

And then there’s video and audio!

One of you perhaps learning -- at least

thinking . . . One of you perhaps learning -- at least

thinking . . .

Documentation from Reggio Emilia featured on p. 16 ofBoix Mansilla V. Jackson A. (2011). Global Competence: Preparing our Youth to Engage the World.

Washington DC: CCSSO Asia Society.

Furthermore, student work and words (and images) can be combined.

Documentation from Reggio Emilia featured on p. 16 ofBoix Mansilla V. Jackson A. (2011). Global Competence: Preparing our Youth to Engage the World.

Washington DC: CCSSO Asia Society.

Furthermore, student work and words (and images) can be combined.

Documentation: Both Product and Process




Learning happens during the process of creating/shaping documentation for sharing.

Learning happens during the process of creating/shaping documentation for sharing.



Learning happens during the process of reflecting on deliberately chosen andconstructed documentationthat’s being shared with the group -- especiallywith a guiding questionor articulated learning purpose.

Learning happens during the process of reflecting on deliberately chosen andconstructed documentationthat’s being shared with the group -- especiallywith a guiding questionor articulated learning purpose.

Learning: From Invisible to Visible

Learning: From Invisible to Visible

When learning and learning moments are made visible – somehow captured and made “able to be seen and/or heard” by learners who get to “revisit” them from a different perspective -- they potentially stimulate more interpretations, and thus more learning (and even more understanding of learning).

When learning and learning moments are made visible – somehow captured and made “able to be seen and/or heard” by learners who get to “revisit” them from a different perspective -- they potentially stimulate more interpretations, and thus more learning (and even more understanding of learning).

Documentation: From Self-Reflection to Group Reflection

Documentation: From Self-Reflection to Group Reflection

Documentation provides a common, important experience when students and adults learn via a pedagogy of listening. They learn from purposeful reflection based on/ consisting of looking, listening, wondering, and responding.

Documentation provides a common, important experience when students and adults learn via a pedagogy of listening. They learn from purposeful reflection based on/ consisting of looking, listening, wondering, and responding.

Video Viewing I(in groups of 4)

Video Viewing I(in groups of 4)

1. Observing: What are some things you saw see? heard? Be as factual and specific as you can. Questions #1 and #2 create a modification of the See Think Wonder Thinking Routine.

2. Monitoring Your Own Reactions-in-the-Moment: What did you find yourself thinking and feeling? wondering? being interested in?

3. Analyzing: How did the video affect your engagement with and understanding of the written interview?

1. Observing: What are some things you saw see? heard? Be as factual and specific as you can. Questions #1 and #2 create a modification of the See Think Wonder Thinking Routine.

2. Monitoring Your Own Reactions-in-the-Moment: What did you find yourself thinking and feeling? wondering? being interested in?

3. Analyzing: How did the video affect your engagement with and understanding of the written interview?

Video Viewing II(as a whole group)

Video Viewing II(as a whole group)

1. Speculating: How do you think watching this video clip might have affected my students’ learning and engagement? How do you think video documentation might affect student learning and engagement in general?(Think of both the ones in the clip and the ones who are not.)

2. Supporting Our Group’s Learning: What did someone say that you thought to record in a speech bubble for our group’s future learning reference ?(This may come from either Part I or Part II.)

1. Speculating: How do you think watching this video clip might have affected my students’ learning and engagement? How do you think video documentation might affect student learning and engagement in general?(Think of both the ones in the clip and the ones who are not.)

2. Supporting Our Group’s Learning: What did someone say that you thought to record in a speech bubble for our group’s future learning reference ?(This may come from either Part I or Part II.)

Exploring an Exhibit That Features Documentation and Secondary Learners

[Note: Much documentation here is teacher-created, but many students saw the final exhibits and exhibits-in-progress.]

Exploring an Exhibit That Features Documentation and Secondary Learners

[Note: Much documentation here is teacher-created, but many students saw the final exhibits and exhibits-in-progress.]

What do the students seem to be learning -- and what makes you think so?

Where do you see documentation being used to advance the students’ learning? (Do you think it’s actually advancing the students’ learning?)

What ideas are you getting for how you (and/or the older students in your life) might collect, organize, and use documentation to advance the learning of those older students? (Post your answers on chart paper).

What do the students seem to be learning -- and what makes you think so?

Where do you see documentation being used to advance the students’ learning? (Do you think it’s actually advancing the students’ learning?)

What ideas are you getting for how you (and/or the older students in your life) might collect, organize, and use documentation to advance the learning of those older students? (Post your answers on chart paper).

Secondary Students as DocumentersSecondary Students as Documenters

o Collectors/Capturers of “raw”(unprocessed) documentation

o Shapers of documentation to be presented (involves selecting from raw documentation and organizing/ arranging it in order to present it for a learning purpose)

o Facilitators/participants ingroup’s reflection on the

shaped documentation

And all of these can lead to learning!

o Collectors/Capturers of “raw”(unprocessed) documentation

o Shapers of documentation to be presented (involves selecting from raw documentation and organizing/ arranging it in order to present it for a learning purpose)

o Facilitators/participants ingroup’s reflection on the

shaped documentation



Collectors/Capturers of “raw”(unprocessed) documentation

• shoot videos• take photographs• audiotape• sketch what they see• take notes• transcribe dialogue from audiotapesand videotapes• gather student work, online andoffline• write speech and thought bubbles


Collectors/Capturers of “raw”(unprocessed) documentation

• shoot videos• take photographs• audiotape• sketch what they see• take notes• transcribe dialogue from audiotapesand videotapes• gather student work, online andoffline• write speech and thought bubbles


Secondary Students as DocumentersSecondary Students as DocumentersShapers of documentation to • choose video and audio clips -- and

be presented (involves perhaps edit video and audio clips

selecting from raw docu- • choose photos for sharing

mentation and organizing/ • choose key online postings --

arranging it in order to present or selections from them it for a learning purpose) • choose key pieces of work -- or parts

of pieces of work • transcribe key dialogue from audiotapes and videotapes • write captions for photos and other “still work” -- perhaps in question form • choose key quotations to feature in

speech and thought bubbles • decide what idea or question you want to explore with this documentation • decide how to arrange and show (place or present in a particular order)


Shapers of documentation to • choose video and audio clips -- and

be presented (involves perhaps edit video and audio clips

selecting from raw docu- • choose photos for sharing

mentation and organizing/ • choose key online postings --

arranging it in order to present or selections from them it for a learning purpose) • choose key pieces of work -- or parts

of pieces of work • transcribe key dialogue from audiotapes and videotapes • write captions for photos and other “still work” -- perhaps in question form • choose key quotations to feature in

speech and thought bubbles • decide what idea or question you want to explore with this documentation • decide how to arrange and show (place or present in a particular order)



Facilitators/participants ingroup’s reflection on theshaped documentation

• guide a thinking routine that centers on the documentation • guide a protocol that centers on the documentation • lead a less structured conversation that centers on the documentation • encourage others to participate according to

class-decided norms • encourage class to write individual reflections about what they have learned/ wish to remember and think further about • encourage classmates to connect learning to

throughlines and unit understanding goals


Facilitators/participants ingroup’s reflection on theshaped documentation

• guide a thinking routine that centers on the documentation • guide a protocol that centers on the documentation • lead a less structured conversation that centers on the documentation • encourage others to participate according to

class-decided norms • encourage class to write individual reflections about what they have learned/ wish to remember and think further about • encourage classmates to connect learning to

throughlines and unit understanding goals


Why Documentation?Why Documentation?Helps group members understand

better who they are -- and how they learn individually and together -- so they can learn more intentionally

Helps everyone experience -- or experience from a new perspective -- the power of important moments -- ones that might really advance learning and understanding

Helps group members understand better who they are -- and how they learn individually and together -- so they can learn more intentionally

Helps everyone experience -- or experience from a new perspective -- the power of important moments -- ones that might really advance learning and understanding

Why Documentation?Why Documentation?

Honors and makes public students’ different ways of knowing, doing, thinking, contributing to learning

Brings rigor, seriousness, and purpose to reflection

Honors and makes public students’ different ways of knowing, doing, thinking, contributing to learning

Brings rigor, seriousness, and purpose to reflection

Closing Thinking RoutineClosing Thinking Routine

I used to think ____; now I think_____.

I used to think ____; now I wonder _____.

I used to wonder ____; now I wonder _____.

I used to think ____; now I think_____.

I used to think ____; now I wonder _____.

I used to wonder ____; now I wonder _____.