A Guide to Documenting Learning

Silvia Rosenthal Tolisano is a Third Culture Kid (TCK). She was born in Germany, raised in Argentina, lived shortly in Brazil, and is now planted in the United States. Her multicultural upbringing fueled her passion for languages, travel, global awareness, and global competencies. Silvia holds a Bachelor's Degree in Spanish with a minor in International Studies, and a Master's Degree in Education with an emphasis in Instructional Technology. She has worked as a world language teacher, technology integration facilitator, 21st century learning specialist, social media coordinator, and professional development and educational consultant. She is a Curriculum21 faculty member, co-founder of edJEWcon, author of Digital Storytelling Tools for Educators (Lulu, 2010), and co-author of Mastering Digital Literacy and Mastering Global Literacy (Solution Tree, 2013). Her passions include globally connected learning, technology integration, contemporary upgrades, amplification of curriculum and instruction, blogging as a pedagogy, developing and maintaining a personal learning network, and documenting learning. Visit Silvia's consulting website: globallyconnectedlearning.com; amplifiEDUcation website: amplifieducation.com; documenting learning website: documenting4learning.com; and blog: Langwitches.org/blog; and follow her on Twitter @langwitches. Janet Hale is an educational consultant and trainer who is passionate about supporting educators in making curriculum decisions that ensure, enhance, and enrich learning and teaching experiences. She works with schools, districts, and higher-ed programs in the areas of curriculum, instruction, and assessment. She specializes in curriculum mapping; standards literacy and alignment; and documenting learning. Her Masters in educational leadership and curriculum development; elementary, secondary, and special education classroom experiences; and working alongside teachers and administrators for over 20 years enable Janet to provide unique insights that aid the learning organizations she has the pleasure of assisting. She has written an assortment of educational resources, including three titles for Corwin, and enjoys presenting at national and international conferences. Janet resides in Tucson, Arizona, with her husband, Johnny, and their four-legged Schnauzer children. Visit Janet's consulting website: CurriculumDecisions.com and documenting learning website: documenting4learning.com. You can follow her on Twitter @janet_hale, as well as @doc4learning. She can be contacted via e-mail at teachtucson@aol.com or by phone at 520.241.8797. .

Foreword Preface A Collaboration Invitation Acknowledgments About the Authors Introduction Chapter Descriptions 1. Documenting Learning Types and Purposes Documenting Learning Types Documenting Learning Purposes 2. Documenting Learning and the Now Literacies Relationship Between Documenting Learning and Now Literacies 3. Documenting Pedagogy and Heutagogy Defining the Difference Between Pedagogical Documentation and Heutagogical Documentation Defining the Difference Between Displaying and Documenting 4. Documenting Engagement and Learning Layers Defining Learner Engagement Documenting Learning Layers 5. Documenting With Sharing and Amplifying in Mind Sharing and Amplifying When Documenting Learning 6. Documenting Phases Documentation Phases 7. Documenting Learningflow Routine Learningflow Routine Steps 8. Documenting With Text and Visual Platforms and Tools in Mind Text and Visual Platforms and Tools 9. Documenting With Audio, Video, and Blogging Platforms and Tools in Mind Audio and Video Platforms and Tools Blogging Platforms and Tools 10. Documenting With Unpacking in Mind Unpacking Documentation Artifacts 11. Documenting Challenge: 21st Century Skills and the Now Literacies Focusing the Challenge Framing the Challenge Applying the Challenge 12. Documenting Learning and Branding: Administrative Actions School and District Brand Identity 13. Documenting Learning: Moving Forward What to Cut? What to Keep? What to Upgrade? Appendix Glossary References Index

"In Documenting Learning, the authors seek to qualify, rather than quantify, what contemporary learning is all about: looking for, capturing, reflecting, sharing, and amplifying the learning that is taking place. In this text, they break down these actions and how they apply to before, during, and after learning moments and describe a new way to approach contemporary work and self-determined learning." -- Michael Fisher, Author and Consultant "I love the idea that students can be aware of their learning. It can be documented, reflected on, curated, and shared in order to garner feedback and that the student owns the learning every step of the way." -- Kathleen Rodda, Literacy Coach Affiliation "This book touches upon information that would be useful to any school system because it scaffolds ways that educators can help students make their thinking known, which will only improve their future reasoning skills." -- LaQuita Outlaw, Principal "Educators trying to create compelling learning experiences confront the daunting challenge of content coverage requirements and expectations of teaching to the test. Students and their thinking are often invisible as the only representations of learning made public are marks and rankings. Silvia and Janet take the inspirational Reggio Emilia approach and scale it into new contexts to create deep learning experiences for today's learners, with an eye on the future of learning as well." -- Cameron Paterson, Head of Learning and Teaching "This book will become an important guide for schools and educators to have on their shelves. The content is original, highly organized and presents many new ideas on documenting learning. It takes what is happening in the world of teaching right now and elevates it to a coherent pedagogical process. The graphics are a fantastic resource." -- Andrea Hernandez, Educational Consultant A Guide To Documenting Learning is a practical book for educators that asks the questions, "What is learning? How do we look for, capture, reflect on, and share learning to foster meaningful and active engagement?" There are lots of useful teachings, resources, and scenarios no matter what age group you work with or what educational setting you're in. The book could truly apply to kindergarten teachers, right up to adult learners. The concepts covered would be priceless for administrators who are looking for ways to improve their school as a whole. This book should also be required reading for all pre-service teachers. The whole concept of what it means to be literate has changed since most of us were at school ourselves. Students (and adults!) now need to do a lot more than read and write in order to be truly literate. This includes being able to communicate and express ideas in a variety of ways -- using all sorts of digital tools, video, audio, hyperlinked writing, social media etc. This book breaks down exactly how to do that to ensure our students can thrive in a global community. What I loved about this book is there are lots of ideas for tools mentioned, however, it is more about the processes than specific tools. The learning comes first. The QR codes and companion website bring the book alive-there is extra information and a challenge etc. on http://www.documenting4learning.com. This could be ideal if a group of teachers wanted to study the book together. A Guide To Documenting Learning is not the type of book you read once and put away. You could definitely dip back into it regularly throughout the school year for new ideas and inspiration. -- Kathleen Morris