Chapter 6 Documenting Phases
1. Contemplate this thought: A documenting opportunity provides learners with a larger view of their learning process, and who they are as learners, which can be applied to their and others’ future learning opportunities. After reading this chapter and contemplating this thought, how has your thinking expanded regarding the importance of documenting FOR and AS learning? Share and amplify your thinking using the #documenting4learning hashtag on Twitter, Facebook or Instagram; or by mentioning @documenting4learning on Facebook and Instagram, and @doc4learning on Twitter.
2. If you are feeling a bit overwhelmed with the three documentation phases, what portion of a particular phase do you think you can try to get you and your students involved in immediately to make their learning and thinking visible/audible, shared, and amplified with others?
3. How do you perceive the three phases could be used to enhance or replace traditional pedagogical practices and move toward stronger learner-centered environments?
4. How can you and your learners best determine the specific learning focuses and goals for an upcoming documenting opportunity?
5. What will you, your grade-level or course colleagues, or school accept as evidence of learning based on a specific focus and/or goal? Will it be quantitative (e.g., YouTube tutorial video with 100 views) or qualitative (e.g., math expert watches student-created tutorial video and provides learners with feedback on mathematical accuracy, domain-specific vocabulary, and the ability to communicate the concepts to the indicated target age-group audience)?
6. How can you involve students in the creation of guiding questions to aid in planning and preparation during the pre-documentation phase?
7. Think of a recent experience you have had as a learner. If you could go back in time, what would you have captured and why to show your learning progression and thinking while learning?
8. How would you have captured evidence of learning in your during-documentation phase? How can you encourage your student or adult students to take ownership of their own learning, as well as assisting their peers or colleagues in their learning? How can you encourage them to best capture evidence of their learning process during specific moments and over time?
9. How do you currently envision using the post-documentation phase as a formative assessment? What are some ways you can foresee replacing traditional assessments with artifacts created based on this phase’s nine steps: unpack, filter/select, organize, reflect, connect, edit, create, share, and amplify?
10. Discuss how the post-documentation phase is essential to the learning with your colleagues. How can you embed all of the steps in your environment’s ongoing learning process?