This post is part 1 in my inquiry series. To learn more about inquiry click through to see my many other posts about inquiry. If you are new to my blog,

How to document or record unschooling and learning in the home when you have an unschool approach to homeschooling children.

We have had numerous emails and blog comments regarding our Portfolio/Documentation Books. (Thank you for your interest and patience for this post!) Here is a little bit more information about them to help inform parents and other blog visitors. Each child in our class has a Portfolio/Documentation Book with their name and photo on the top. These folders are filled with clear sleeves to easily update what is included inside. After a trip to London England with YRDSB's Leadership Study Tour in 2011, our school team received great inspiration from their approach to early years documentation. At the two schools that we visited, we were impressed by their documentation notes, organization, and how well they made the learning in their classrooms visible. This inspired us to start something similar that would fit into our Bond Lake P.S. context here in Richmond Hill, Ontario. Below are some images (cropped for privacy reasons) of how the documentation templates look like. On the top is space for the child's name and date, the context in which the learning took place, and the level of support that was given by adults. (Educators circle whether it occurred indoors, outdoors, if it was child/adult initiated, whether the child was alone, in a pair, small group, or large group.) In the middle is a space for a photo of the child engaged in play-based learning, inquiry-based learning, or other curricular learning experiences. On the bottom of the template is space for educator notes (observations or dialogue between the children), next steps, the links to the curriculum, and who made the observation. Last year we also started to use this template for math interviews. Below is an example of an interview about ordinal numbers. The only difference, is that the image section has clip art of students in a line that matched our question about ordinal numbers. Another component of our Portfolio/Documentation Books are our monthly writing samples. Each day our students are expected to share their thinking through graphic communication (drawing/creative expression paired with writing) and post it on "Our Daily Writing Hangs Here" wall. The next morning we sit in front of the writing wall to discuss and give feedback for our writing. The writing samples then get placed into a filing cabinet, and saved until the child is asked to choose their two best pieces for the month. After the two pieces are selected (using our learning goal and success criteria that is reviewed each day during our feedback time) there is a reflection template that is filled out by the educator and the child to describe their work and next steps for improvement. These two samples then get placed within the Portfolio/Documentation Books. The purpose of these Portfolio/Documentation Books is to make visible our daily learning and discoveries. Learning in kindergarten that is play-based and inquiry-based requires many photographs, as we do not run a worksheet based program. Our hope is that students re-visit their learning and share it with their parents during Family Fridays. For our classroom, these templates were an excellent way to start documenting our students and making observations of their learning. Our next steps will focus on more in depth pedagogical documentation of our inquiries and math problem solving experiences. These experiences are more difficult to squeeze into one photo and a single page template. For this reason, we will sometimes use the template above and sometimes create the story of learning using a word processing program. I hope that this gives you a starting point, and that it better explains our process for you. There will soon be an interview available about this via the ETFO kindergarten page as well. Feel free to make a comment on this blog post about your impressions of these books, as well as other questions that you may have. I would be happy to clarify them for you! Please note that these Portfolio/Documentation Books include moments of learning and observations. More pedagogical documentation in the form of inquiry binders and panels are also used around our classroom. Those are not per child, but rather for small groups of children or the whole class.

Meaningful observations: Examples of documented observations Moving from description to analysis To move beyond description to detailed analysis and interpretation of observation takes time and practice. It also involves developing a strong understanding of the influences that have an impact on teachers’ ways of seeing, interpreting and understanding children’s actions. Rich and effective observations are built on careful attention to both the practical skills involved in recording and the skills of critical self-reflection. Developing the practical recording skills of specificity, directness, mood and completeness helps teachers produce clear and easily understood observations. The quality and clarity of the observation is particularly important because teachers’ capacity to engage in critical self-reflection depends on effective observation with rich detail. Through critical self-reflection, teachers review their ways of observing and create new possibilities for seeing, interpreting and understanding children’s learning. Every teacher analyses and interprets what is observed in different ways based on their beliefs and assumptions about teaching and learning, the influence of their teaching experiences and the strong influences of their own childhoods. For example, some teachers may record an observation by describing what they see in a photograph or while observing children, focusing primarily on the physical elements. Others may attend to the social relationships between children, examine how children relate to objects, or use language that reflects their own feelings as they observe children’s interactions. There is no one way of observing that is "true" or objective, as every individual observes through the lens of their beliefs, experiences and perceptions. However, while observation is never a neutral process, it is essential to critically examine those influences that shape teachers’ ways of seeing and recognise the filters that limit what is seen and how it is interpreted. Annotated examples To illustrate the process of moving from description to analysis, three examples are provided of a teacher observation based on one experience in a kindergarten setting. The three examples demonstrate the difference between: • a simple description of what happened (Example 1) • a minimal attempt to interpret events (Example 2) • a detailed description of events with interpretation and analysis (Example 3). Example 3 clearly links observation, interpretation and analysis to future learning possibilities for children. Each example is shown first as a simple observation, with comments on its strengths and weaknesses; then as an observation with interpretation and analysis, again, with comments; then once more, as a basis for informed planning. This clearly demonstrates the value of having a rich observation to draw on. Focus questions As you read the examples; the following set of questions will help you to examine their quality. The questions will also assist teachers when developing their own observation records. Please consider the attention to detail, the depth of interpretation and the degree of critical reflection that is reflected in the examples. Observation • How clear is the observation? • Does it focus on significant learning? • Does the observation clearly identify the learning? • Does the observation provide specific details such as the date, time of day and length of time spent on the learning experience, the learning context in which the observation was made, the number of children and adults involved, and the type of materials and resources used? • Does it provide information about the non-verbal actions, expressions and gestures? Interpretation and analysis • Is it clear how the teacher arrived at this interpretation from the information in the observation? • Are clear links made to the kindergarten learning and development areas? • Has the teacher identified whether the learning is in a familiar or new situation and the level of support the child required? Learning possibilities • Do the learning possibilities relate to the observation and significant aspects of learning identified? • Will the learning possibilities help promote further learning in the targeted area and are they relevant to the child? After exploring the questions above, consider the critical questions in terms of your own observations. Critical questions • What is it about this scenario that drew my interest and why? • How do my assumptions about children’s social and cultural backgrounds shape what I observe or focus on, as well as how I interpret and record actions? • How does my social and cultural background influence what I see or don’t see? • What influences the ways that I prioritise and shape learning opportunities? Observation and documentation When you have photographs or artefacts of children’s work, you have a glimpse of the learning that may have taken place. When you include children’s voices and anecdotes you have the beginnings of a valuable observation. When you add interpretation and analysis of the learning taking place, you have substance. Observation with documentation is about substance. Examples: Observation Examples: Observation, interpretation and analysis Informed planning: learning possibilities and intentional teaching Reflection questions What aspects of your practice need further development so that: • observations are clear and focus on significant learning • interpretation and analysis align with the observation and make links to the kindergarten learning and development areas • there is evidence about whether learning occurred in a familiar or new situation, and what degree of support the child required • learning possibilities relate to the observation and significant aspects of learning • learning possibilities are relevant to the child and the related learning and development areas. Provided by the QKLG Professional Development Program

One of the most important elements of Reggio-Inspired teaching is documentation. From experience, I know this can be one of the most intimidating pieces to implement. I want to share one example of a documentation panel I created along with my students in a first grade classroom. I want to share how I simplified this documentation […]

Take your students on an exhilarating journey through history with our Document Analysis Graphic Organizer, meticulously designed to foster a profound understanding of historical documents. This interactive graphic organizer employs the HIPPO acronym, offering a structured approach to document analysis. It serves as an indispensable asset for educators, providing the flexibility of digital or print usage. Crafted using Google Slides, this resource seamlessly adapts to diverse teaching methods and can be assigned digitally or integrated into various interactive teaching platforms. Key Features: Structured Document Analysis: The graphic organizer embraces the HIPPO acronym, expertly guiding students through a comprehensive examination of historical documents. Format Versatility: This versatile resource supports digital or traditional teaching methods, making it accessible to all educators. Enhanced Critical Thinking: Encourage students to dive deep into historical context, intended audience, purpose, point of view, and the incorporation of external historical information to cultivate a profound understanding. How to Use: Elevate Historical Understanding: Incorporate this graphic organizer into your curriculum to empower students to unveil the complexities of historical documents using the HIPPO approach. Format Flexibility: Assign the graphic organizer digitally, print it for traditional use, or seamlessly integrate it into interactive teaching platforms for heightened student engagement. Comprehensive Analysis: The HIPPO acronym systematically leads students through a meticulous examination of historical documents. Breaking Down HIPPO: H - Historical Context: Dive into the time and place of the document's creation, consider significant concurrent events, and explore how they influenced its meaning. I - Intended Audience: Investigate the document's original target audience and its potential impact on the document's meaning. P - Purpose: Scrutinize the motive behind the document's creation, comprehending the objectives it aimed to achieve. P - Point of View: Unearth the identity of the document's creator, uncover their personal perspectives, and recognize the potential influence on the document's content. O - Outside Information: Establish connections between the document and specific historical information beyond the document itself, enhancing comprehension. Why Choose Our Document Analysis Graphic Organizer: Deeper Historical Understanding: The HIPPO approach facilitates a thorough examination, enriching students' comprehension of historical documents. Format Adaptability: Whether digital or print, this resource seamlessly integrates into your teaching style. Critical Thinking Enhancement: Encourage students to explore historical context, intended audience, purpose, point of view, and the incorporation of external historical information, fostering in-depth understanding. Empower your students to embark on a historical exploration with the Document Analysis Graphic Organizer - HIPPO Approach to Historical Understanding. Transform your classroom into a hub of critical thinking and profound historical insight. Get a Google Slide deck for student instructions here!

Voici une activité que j'utilise en vie de classe pour apprendre rapidement à connaître mes élèves : le puzzle ! Pour comprendre certaines des pièces qui constituent les nouveaux adolescents qui sont en face de moi, je leur demande de les colorier symboliquement selon leurs centres d'intérêt. Je vous glisse mon document utilisé tel quel mais également une version vierge que vous pourrez remplir ou faire remplir par vos élèves.A bientôt,Julie

Providing meaningful documentation has many benefits in the early childhood classroom. Today I want to share some examples of meaningful documentation.

Project/Inquiry Based Learning has been a passion of mine ever since I discovered it about 5 years ago. Since then, I have stepped out of m...

A ws that is a fun filler or end of lesson activity. It is also good for revising vocabulary. - ESL worksheets

Here's a simple unschooling planner system that anyone who unschools or follows a relaxed homeschooling style can use to track learning.

Get access to 1 million+ FREE, PRO, template bundles with professionally written original content. Advanced AI, design, document editing tools

What is PBL? Project-based learning is an approach in which students explore real-world problems and challenges to acquire a deepe...

Planning is a task all teachers must do. You either love it or you hate it, and I LOVE it! I love it because my planning documents are purposeful. I refer to them and use them constantly throughout the term. No one wants to waste their time writing up planning documents only to file them away, nev

This template can be used to show how a child benefits from manipulating play dough. Play dough is a great sensory experience which can be used by chi...

The final photos from my visit to Rosa Parks Preschool: This is a child painted embroidery hoop with a fine netting. I love the multi-colored yarn that the children used to sew on the netting. A wonderful collaborative art piece made with bottle caps. Love, love. These are called “Identity Panels.” I adore child's self-portraits. […]

Hello Vous trouverez pas mal de petites choses sur la méthode de la planète des Alphas sur mon blog, afin de moins m'éparpiller je vous rassemble ici tout les PDF à imprimer que vous pouvez trouver dans celui-ci et dans notre classeur. Pour commencer...

Use the special ed inclusion documentation forms to keep track of service times, lesson plans, and more. Streamline it all quickly and effectively!

Hi y'all! This is Stephanie from The Learning Chambers and I'm here today to talk to you guys about small group instruction. Let me start off by saying that I love love LOVE small group instruction! I try to teach in small groups as much as possible. I'm a strong believer in individualized instruction and I believe that small group instruction is the way to achieve that. Today I wanted to share with you guys about how I keep track of and monitor my small groups. It's no secret that I love sticky notes! During small groups, I take short notes on my observations to help guide my instruction when we meet again. I normally write short notes and use student initials to help save time. I stick the notes on my small group binder and then later I move them to the individual student pages. That saves me time because I don't have to keep flipping back and forth to each individual student page. Here is an example that I made to show you guys. My school has four nine-week semesters, so I print four copies for each student for the year. I circle the nine-week semester that we are currently in and use it until the end of the nine weeks. When the next nine weeks starts, I start on a new documentation form. I keep these document pages in my small group binder and they are perfect for documenting RTI. You could also staple the pages together and make a small group flipbook. I love using these because they are quick and easy and provide me with the information that I need to help support my students. Want to use these in your classroom to document your small group observations? I'm super excited to share this freebie with you guys! You can even type in your own students' names to save even more time! There are forms that include the nine weeks line and some blank ones as well. You can grab these small group student documentation forms HERE.

I'm not embarrassed to say that one of the main reasons teaching first perked my interest was the office supplies. I remember sitti...

There are so many ways to approach self-portraits with children: observation, inspired by a particular artist, symbols of interests and activities, the list goes on. This time, I wanted to create an engaging, multi media

Digital Download- Pediatric OT Sensory Diets Details: -PDF prints of the following sensory diets: Seeking, Sensitivity, Registration, and Avoiding -Use with the Short Sensory Profile 2 (SPM-2) -Easy handouts for caregivers

Grade Levels 1st - 5th Subjects Science, Basic Principles, General Science Resource Type Activities, Science Centers Formats Included Zip Google Apps™ Pages 69 pages

Explore creative, open-ended, and intergenerational projects from the Art Studio.

Track student behavior the quick, efficient way: use a checklist. Free, editable trackers can be used to document and graph behaviors.

This Dysgraphia Intervention Kit addresses the concerns, needs, interventions, and documentation for students with dysgraphia. The interventions may be done in any classroom and do not require any special equipment or materials. Dysgraphia is a learning disability that affects writing, which requires a complex set of motor and information processing skills. DYSGRAPHIA INTERVENTION KIT incorporates the following academic areas: Writing Spelling Handwriting Processing Visual-spacial difficulty This resource is perfect to use with RTI / Response to Intervention groups that are suffering from symptoms of dysgraphia. (RTI, SPED, Learning Disability) Included in the 166-page kit: Informational handout: What is dysgraphia? What are the symptoms and signs of dysgraphia? Dysgraphia Intervention & Strategy suggestion page Dysgraphia Intervention Checklist (use for individual students) PRINTABLE FORM EDITABLE TEMPLATE FORM Dysgraphia Checklist - Ages 12 to Adult (use for individual students) PRINTABLE FORM EDITABLE TEMPLATE FORM Dysgraphia Checklist - Ages 5 to 12 (use for individual students) PRINTABLE FORM EDITABLE TEMPLATE FORM Dysgraphia Checklist - Up to Age 5 (use for individual students) PRINTABLE FORM EDITABLE TEMPLATE FORM Dysgraphia Student Intervention Log (use for individual student documentation) PRINTABLE FORM EDITABLE TEMPLATE FORM Important Dysgraphia Intervention Terms Dysgraphia Accommodation Options & Additional Considerations Note Taking Interventions List of Common Abbreviations List of Common Symbols List of Common Contractions Strategy: Word Mapping Word Mapping Intervention Checklist Strategy: 2 Column-Style Note Taking 2 Column-Style Note Taking Intervention Checklist Creating Models of Written Work Air Writing Strategy and Intervention Checklist Warm-Up Strategy and Intervention Checklist Letter Formation Strategies and Intervention Checklists Dysgraphia Tracing Interventions: 1 shape and Intervention Checklist Dysgraphia Tracing Interventions: 2 shape and Intervention Checklist Dysgraphia Tracing Interventions: 3 or more shape and Intervention Checklist Dysgraphia Tracing Interventions: Cursive Letters and Intervention Checklist Dysgraphia Tracing Interventions: Printed Letters and Intervention Checklist Dysgraphia Binder with dividers to organize all interventions and student documentation Looking for more resources like this one? Setting Goals with Students Folder Intervention Log Kit with Binder Covers Instructional Coach Forms - Fully Editable! Digital Intervention Logs for RtI & Small Groups Digital Parent Communication Forms Guided Reading Planner PLC Meeting Notes & Forms Digital PLC Meeting Notes - hot pink style Customer Tips: How to get TPT credit to use on future purchases: Please go to your My Purchases page (you may need to log in). Beside each purchase, you'll see a Provide Feedback button. Simply click it, and you will be taken to a page where you can give a quick rating and leave a short comment on the product. I value your feedback greatly as it helps me determine which products are most valuable for your classroom to create more for you. ☺ Be the first to know about my new discounts, freebies, and product launches: Look for the red star near the top of any page within my store and click it to become a follower. You will now receive customized email updates about this store. ☺ Thank you for visiting Teacher Karma. For additional learning strategies, please visit my educational blog, Teacher Karma. All the best! Jen Bradshaw

This template can be used to show how a child benefits from playing with blocks. Blocks are open-ended play materials; there is no right or wrong way...

Transforming your third teacher (room) is something that can be as simple as focussing on just one area in your room and can change how your children interact instantly with each other and the materials!

During the last few weeks, students have been pointing out lines they noticed on their clothing, and lines in objects found in our classroom and around the school yard. They were excited to show me their lines and identify them by name. One morning during outdoor play, S. C. proceeded to tell me more about lines: "Lines are everywhere! Our bodies are lines! We can make lines with our feet and our hands! We can make lines out of wood chips!" It was interesting to see that looking closely at lines was starting to pick up momentum with the students again, so I asked them if they thought they could find more lines outside during our outdoor exploration? Take a look at their findings! Sharing the pen Since the beginning of the school year, we have been exploring and investigating lines through various art forms: pencils, crayons, pastels, charcoal pencils, paint, plasticine, and wire. In adding another element, we decided to try creating a collaborative line art piece. A large piece of paper was placed in the center of the carpet with a pen. The students sat in a circle around the paper all asking each other what this was for, and what we were going to do? The objective of the art activity was for each student to have a turn creating a desired line and passing the pen to their friend without removing the pen off the paper. The students marveled at each other's lines and supported one another when passing their pen to their friend by reminding them to leave it touching the paper. *Thank you for the wonderful activity Havergal College (Junior School) Collaborative line art piece board display