Documenting Learning 101

• Establish or expand current documenting learning understanding through exploring the nuances among documenting OF, FOR, and AS learning, as well as how using the three documentation phases and five learning flow routine steps elevates documentation from the result of learning to reflecting while engaged in learning.

Documenting Using Text, Visual, and Audio Platform and Tools in Mind

• Digital tools and platforms aid in acquiring and disseminating evidence of learning, while sharing and amplifying artifacts aid in reaching audiences who can contribute to the learning process. This adds value in new and exciting ways, and serve as conduits to support attaining learning focuses and goals. They also aid learners in capturing a moment in time, slowing down time, sharing synchronously and asynchronously, making what is invisible visible and tangible, and what has been captured and unpacked, editable, shareable and amplifiable with others.

Documenting Learning Through Learner and Community Engagement

• Addressing the benefits of blogging and hyperlinked writing, as well as tweeting with purpose, aids teachers and students in their sharing and amplifying to gain meaningful and authentic feedback, as well as opportunities for new steps or unexpected (and exciting) new learning.

Quality Map Writing with Systemic Curriculum Design in Mind

• Just as there is an art to painting a portrait, there is an art to designing curriculum. Learning how to write quality curriculum maps is a sophisticated task. Focusing on purposeful protocols when writing map elements aid teachers in establishing, adjusting, or enhancing their abilities to write units of study that increases accurate interpretation of the learning expectations and elevates collaborative curriculum reviews and decision-making within and across grade levels, courses, and programs.

Standards Savvy Teachers

• While there are procedures and processes for unpacking or unwrapping standards, there is often a missing foundational component: standards literacy. If teachers and administrators do not know how to first read the standards based on textual structure and function (and I am not referring to verbs and nouns), curriculum, instruction, and assessment decision making may not be as strong and positively impactful on student learning as may be desired.

Bullseye Prioritizing Standards

• Breaking apart standards is an eye-opening process that is foundational to prioritizing standards from three perspectives: critical, need to know, and still need to know learning. When these perspectives are collegially determined using a tried-and-true procedure, the resulting standard designations empower teachers to make clear and precise learning and outcome decisions when designing units of study, assessments, and lesson plans.