1. Document Their Learning: Observations, Photos and Conversations
CREATING THINKERS BY FOSTERING
INQUIRING MINDS
in Bermuda Public Schools
2015

2. The inquiry process for teachers
Observing
(photos, text)
Documenting
Studying
Provocations
Planning
Taking Action (provocation)
The inquiry process for teachers
Process for teachers

3. The Power of Observations
Observing as an attitude of openness that allows you to know and understand the children you work with every day

4. The subtle shift from seeing observations as a skill to seeing it is an opportunity to wonder and learn makes an enormous difference

5. Photos
Simple to Complex

6. What makes this a compelling photo?

7. Focus
Light
Time
Composition

8. Photos What strikes me as important about this scene?
What’s in the frame?
Am I taking a variety of shots?
What do I want to communicate visually?
What is the emotion of the subject?

11. Artifacts from the classroom

13. Photos of provocative questions

15. Photo of doing something successful

16. Photo of small groups

20. Questions
What might I capture during this activity to reveal what and how students are learning?
Can I involve my students in documenting this activity photographically? What would they need to know ahead of time?

21. Involved in a learning process

22. Visual Essay

23. Visual Essay

24. Conversations
PART One

25. “We must listen with a heart to make visible the learning strategies used by each child, though always in an impartial way subjective way.”

26. Conversations
PART Two

27. Tell me about your work/drawing.
What does this line show/represent?
Talk about the lines that you used?
What shape did you use for this part?
What does the ___ represent/show?
Tell me about this part.
What does this long line represent/show?
What do the dots show?
How many lines did you draw to show the
branches/stem?
Where are the long/short lines?
How did you show the stem?
Tell me about the colours you used.
Why did you choose that colour?

28. Tell me about your work/drawing.
What does this line show/represent?
Talk about the lines that you used?
What shape did you use for this part?
What does the ___ represent/show?
Tell me about this part.
What does this long line represent/show?
What do the dots show?
How many lines did you draw to show thebranches/stem?
Where are the long/short lines?
How did you show the stem?
Tell me about the colours you used.
Why did you choose that colour?

29. What you are working on?
Tell me the steps for…?
What did you have to do first, next, last?
What did you find difficult about…?
What do you notice about your hand?
What do you notice about your friend’s hand?
How are they alike/different?

30. What you are working on?
Tell me the steps for…?
What did you have to do first, next, last?
What did you find difficult about…?
What do you notice about your hand?
What do you notice about your friend’s hand?
How are they alike/different?

31. Will you tell me about what you’re doing?
Talk about this outside part?
What is your idea?
What happens on the inside?
What do you think would happen if…?
Why did you decide to…?
What else could you do?

32. Will you tell me about what you’re doing?
Talk about this outside part?
What is your idea?
What happens on the inside?
What do you think would happen if…?
Why did you decide to…?
What else could you do?

34. • Will you tell me about what you are working on?
• What happened when you…?
• What is your idea?
• How can you do it another way?
• What can you try?
• How can you do it differently?
• Did your idea work? Talk about it?

35. Documentation Displays