Documentation

Documentation:Strategies, Tools & Practice

Introduction to Infant/Toddler Curriculum PlanningWestEd.org1(10 minutes)Welcome and Introductions- Participant Sign-in sheets, ask if any participants who want to share a challenge and or a success as they began reflecting on the observation process for their program since the last session. Climate of Care Have participants review list of ground rules that will contribute to their sense of safety and security. Talk about breaks and RestroomsLearning Objectives: Documentation Participants will be able to:Demonstrate an understanding that documentation is an important part of the assessment process;Recognize that documentation can serve multiple purposes and has different intended audiences;Use several different types of documentation processes including anecdotal records, work samples, video clips, photographs and dictation.

WestEd.orgReview the learning objectives to focus participants on what we hope they will gain from participating in the session.GUIDELINE

8.2Teachers document observations for later use.

WestEd.org IMPLEMENTDOCUMENTOBSERVEPLANCurriculum Planning ProcessDocumentImplementPlanObserveDocumentImplementPlanImplementPlanObserveObserveDocumentWestEd.orgShow how documentation fits in Reflective Curriculum Planning Process5Documentation Overview

The Infant/Toddler Learning and Development Program Guidelines DVD Series, Disc 2WestEd.org5Show I/T Guidelines DVD Disc 2 Video Clip: Documentation 00:00-4:12What is Documentation?Some type of physical record that is based on keen observations and attentive listening, gathered with a variety of tools by teachers contributing their different points of view.

The deliberate choice to observe and record what happens in the infant/toddler environment in order to reflect and communicate childrens discoveries.

WestEd.org6Documentation is probably the least understood part of the curriculum planning process. So lets start with a definition.Its based on attentive listening and keen observations, gathered with a variety of tools by teachers contributing their different points of view.

We recommend an approach to documentation that allows for simultaneous collection of information that supports important areas of the teachers work, including required record keeping, curriculum planning and assessing developmental progress.

In other words, documentation Is the deliberate choice (planned as part of the program philosophy) to observe and record what happens in the infant/toddler environment in order to reflect and communicate childrens discoveries.

What is Documentation? (continued) Records that can be interpreted.

Documents that elicit comments and reflection.

Public displays that explain what children are learning or doing.

WestEd.org7Ask participants to think about: What do they think about when they hear the word Documentation? Think of a time when they documented something. What does documentation look like in reality? Ask them to share some ideas back with the larger group. What would you add to what your program is currently doing as far as documentation? record on easel paper- then show the next two slides and see what might have been missing and what they added to our list

What is Documentation? (continued) Can take the form of: panels, websites, DVDs, and individual albums or books.

Includes: photographs, transcripts, video tape, sound recordings, artifacts, etc.

Graphically designed to present the process of learning.

WestEd.org8Why Document?To help parents be aware of their childrens experiences and maintain parental involvement.

To help teachers better understand their own work.

To promote professional growth of the teaching staff.

WestEd.org9Ask Participants to break into program or classroom groups for short discussion. Ask them to think of reasons why they might document things? What could a program gain? What could parents gain? What could Teachers gain? After 3-5 minutes, have them share a few key ideas and then show our list-- what did they add or what did they already know, etc?

Why Document? (continued) To help children be aware that their effort is valued.

To create an archive that traces the history of the school.

To reveal the process of learning together.

WestEd.orgCreative Uses of Documentation To remember. To make visible the ways infants learn. To capture childrens discoveries so they can return to them for continued inquiry. To share and reflect on experiences with others. To plan how to better facilitate learning.

WestEd.orgMany Uses of Documentation Training and supervision.

Program advocacy.

Deepening relationships with families.

WestEd.orgThe Documentation Process Teachers are participant-observers while caregiving.

Teachers watch, listen, and think about their observations.

WestEd.org13This type of observation is not the non-participant strategies such as the running record or time sampling that most of us learned in college classes. Tools that Support Documentation Video cameras

Still cameras

Audio recorders

Palm Pilots

Computers Notebooks

Post-It notes

Calendars

Scanners

Printers

WestEd.orgStrategies of Documentation Anecdotal records

Event Logs/Sampling

Time Logs/Sampling

Photos

Videos

Portfolio sampling

Lists/checklists

Running recordsWestEd.org15Which Strategies Work for Us?The choice of observation and recording strategies must be carefully considered in the context of the setting, the questions that have been framed, and the goals.

WestEd.org10 minutes

Small group discussion and note taking activity:

Ask participants to carefully consider their program:

Context of the setting

Questions and Goals they want to focus on

Bias, Potential, & Limits Each tool leaves out something or adds something.

The way we use each tool is highly subjective.

What we include or exclude in a photo or video depends on our focus.

Using more than one tool for gathering our observations makes a more complete record.

WestEd.org17Tool Activity: 10 minutes

Give participants handout for them to take the list of tools and what does it leave out? What other tools could support it? Large group conversation. Capturing Traces of Learning

Teachers capture bits of evidence of a childs interests, methods of exploration, ways of interacting with adults & peers, traits, styles, & preferences through documentation.

WestEd.orgRead slide15-minute Break

WestEd.org19Meaningful documentation can make more efficient use of your time!Notice and record behaviors that:Show the childs accomplishments, growth, learning strategies and interests,Reveal the childs thoughts or emotions,Are new, unusual, or outstanding in some way,Are related to a concern or goal for the child.WestEd.org20Acknowledge the concern staff often have for the amount of time documentation takes. There are many demands on their time!

Point out that observing with intent can lead to more meaningful documentation and that can provide you with information that makes your job more effective and more enjoyable!

A possible time saver: It doesnt necessarily have to be long to be effective if you capture what is useful/meaningful.

Point out, some of the things that can be useful. (Go through the points on the slide.)

Transition to next slides: Lets look at some possible examples of this concept. You will need your copy of the I/T DRDP-R.Is this meaningful documentation?Tony holds the cup with one hand and with the other, pushes button on fountain to fill his cup. Tony fills his cup at the water fountain.WestEd.org21Reveal first documentation and read it. Ask participants to turn to Measure 33 in their DRDP IT (2010). Ask them to look at the developmental levels. Ask them if the documentation gives them much information that is useful in understanding this childs development. (It doesnt since it doesnt tell us anything about how he filled his cup.)

Reveal the second documentation and repeat the process. This documentation describes fine motor skills that fall along the continuum.

IMPORTANT! Explain they are NOT trying to do a rating since it is just one observation. (To rate, we need to know what behaviors are done easily, confidently & consistently over time.) But a collection of such documentation would give us this information.

POINT OUT: It only takes a few seconds more to write the more useful documentation.

Repeat this process with the next documentation (Sheena and Ann)

Note: There should be no photo with this slide and discussion.Is this meaningful documentation?Sheena and Ann sat on opposite sides of the picnic table, pouring sand into toy pots and dishes. Holding the side of a bowl in one hand and a scoop in the other, Sheena poured sand into the bowl. She stirred it and said, Soups ready. They both pretended to eat from their bowls with imaginary spoons. Sheena and Ann sat at the picnic table playing with the toy dishes, pots and pans, and sand.

WestEd.org22Note:This is exactly the same pair of documentations as in the previous slide.What is different here is the addition of the photograph. Participants do not have this in their handout as it would alter their responses to the prior slide.

3 clicks: Use the addition of the photograph to facilitate a discussion about using photographs to support meaningful/useful documentation. Ask if they can see things in the second documentation that would not be necessary if combined with the photograph (e.g, that they sat on opposite sides of the table and how Sheena held the objects. The written documentation might start with, Sheena poured sand into the bowl. If the photograph captures action it is likely we need fewer words in our written documentation. Presentation of Documentation Documentation can be presented in slide and video documentaries, panels, albums, books, notebooks, letters, flyers, and works of art.

It should include the reflections of teachers and childrens dialogues or thoughts.

WestEd.orgAsk if they have seen anything like these anywhere? Not just in the center but perhaps elsewhere in their communities?Communication through DocumentationWhen teachers work together to select, organize, arrange, and identify documentation, they give new meaning to the experience that first produced them.In producing documentation, teachers see more clearly what happened before, thereby gaining further understanding. WestEd.orgFocusing on Photos Activity Who or what can be seen in the photo? What is worth remembering? What is important to know about the meaning of the photograph?

WestEd.org25(30 minutes) Explain that the assignment was to bring photos of children.In your program groups, take a closer look at the photos and discuss the questions listed on the powerpoint slide? Add a few questions to help them think more deeply-- what learning is taking place? What development is taking place?

What was the focal point of the photographs? What words could be used to describe this photo?

What feelings, memories, or people do you associate with the photo or description?

What do you think made those photos and descriptions stand out for you?

With the DRDP focused observation handout list that was provided ask participants to look at the photos with this in mind. What do they see? Are there examples in the photos of child learning?

Let them know if they feel they need to go back and take more photos for the next session, they may. What do they want to capture the next time? Goal always being-- this is a trainer of trainer approach teachers are teaching their aides how to do this.

If you were going to do this tomorrow what are the decisions weve already made?

Have teachers write on the easel paper their notes as they discuss their photos. Tell them you will Scribe them and get back to them for the next session together (or) Spread out photos as appropriate and attach post-it notes to each picture. Participants can then write down their thougts on the post-it notes that are attached to each picture. Pictures may go around so that everybody can have some saying about them (optional)After the activity is concluded, ask participants to reflect using the next slide.

Note: Be prepared with pictures in case participants do not bring any.

Small Group Activity: What are the essential elements of a practical system for documenting infants learning and development?

Definitions:Practical effective, simple, easy to do as part of daily routine, thorough and complete.

System includes organization of people, time, and materials.

Documenting capturing specific information for developing curriculum based on childrens interests, tracking developmental progress, and program advocacy.

WestEd.org26(20 minutes) In your programs:Talk about what do you need in order to support a system for documenting infants learning?

How will you train teaching assistants?What do you need from the Administrative Staff to accomplish this?How will you share the results with families?How will you display and/or store this at your program?

What options or possibilities do you have for partnering with children, colleagues, and families to create a system for documenting infants learning and development?

If necessary define terms:Practical effective, simple, easy to do as part of daily routine, thorough and completeSystem includes organization of people, time, and materialsDocumenting capturing specific information for developing curriculum based on childrens interests, tracking developmental progress, and program advocacy.

Infants learning and development connection with their families being the primary focus of documentation as well as tracking developmental progress.

Partner DiscussionDiscuss what types of documentation you have done. What tools have you used? What space do you use to display or store documentation? What strategies seem to work best? What are some things you would like to try?What ways might you support each other to make documentation a natural part of your program? WestEd.org27Ask participants to talk for 5-7 minutes with their neighbor about the questions on the slide have them jot down their ideas.Ask participants if they have you ever documented anything in their program or perhaps in another child development program? How was it received/appreciated by parents?

After they have talked ask them to share one or two things from the conversation and write their ideas on easel paper.

Note: Be prepared with documentation samples to give participants ideas as well.Group FeedbackWhat new thoughts do you have aboutthe documentation process in yourprogram?WestEd.org28Support group to brainstorm all concerns that would block a successful documentation processRecord on easel pagesCreate a Documentation PanelCreate a photo documentation panel using the materials provided.

Use rich language to engage the viewer.

Think carefully about your message and how you display the photos and the text.

WestEd.org29Invite participants to look at samples that you have brought to class

Materials for Documentation PanelsPoster Boards / Markers / Colorful Construction PaperColorful Tissue Paper / Scissors / Glue SticksPhotos (from Participants)

Ask them to work in pairs (or in their program groups) Talk through their ideas & sketch them out first on paperExplain they will have enough time to do this without rushing so take time to make it meaningful and beautiful to themOR they could each complete one.

Sharing Your Stories

WestEd.orgAs they listen to each other share the panels, ask them to think about where these panels might be displayed? Who should see them? Is there a reason they might request that they be displayed in another area of the school district? Perhaps a staff lounge where teachers of other grades might see them? How might they engage the broader community through the documentation they have done here and will be doing?

Do you have other ideas that are coming alive as you see each others work?

Can you see how this would help support curriculum planning? Can anyone give an example from the documentation panels of a way that curriculum might grow from something that was observed?

Spend a little time with the group to re-visit the question from their pair discussion:

How might they support each other to make observation and documentation a more integral part of their programs? 30To Document More Effectively,Get Organized!Organize a system of time and tools that is efficient and meets the individual needs & styles of the observers (staff & parents).What could you do to enhance your system?Pick one of the things you have committed to do and share it with the group.

WestEd.org31Reveal first point on slide (one click) Point out: An important part of making the most of the time you have to observe and document is to create an organized system for it.Ask them to reflect on the things covered today and their own system. Explain: We will now give you a few minutes to discuss ways you can improve the system you have set up to support your documentation efforts.Reveal What could you do to enhance your system and give participants a specified amount of time to work in their center groups.Have each group share one idea. (Though this takes time, it helps participants maintain focus on the task.)

Documentation Resources:

I/T Program Guidelines, Chapter 6, Guideline 8.2: Teachers document observations for future use, p.102.

DVD: New Perspectives, Disk 3.

DRDP-IT (2010) www.wested.org/desiredresults. [documentation tools; newsletters; etc.]

DVD: Getting to Know You Through Observation.WestEd.org32These are some additional resources for future reference.(There may not be time to actually look up the Guideline reference as part of the workshop. Its more important that they know its there for their future use.)Distribute the following handouts as additional resources for their future reference:Tips for SuccessPoint out: These are some practical suggestions offered by your colleagues in the field.One Centers JourneyPoint out: This is what one center has done successfully to include parents in the process. There is a write up with photographs in the DRDP-IT newsletter on the DRDP-IT website.

I/T Curriculum Planning Course - Assignment #2: Guidelines Workbook Activity 8.2A: Create a system of documentation.

Points Possible: 10WestEd.org33Next Session - ReflectionRemember to complete Assignment #2: Create a system of documentation, and bring it to the next session, where we will be exploring the act of Reflection!

See You Next Time!34WestEd.org34Questions

WestEd.org35Ask if participants have any questions.

Talk about the next sessions opportunity to work on planning and implementing Curriculum using Observations and Documentation.