"Pedagogical documentation is a tremendously complex process with many, many layers to it" (Wein, C., 2015). This week, I rekindled my love and appreciation for education as I learned an entirely new method of assessment, known as pedagogical documentation. As stated, pedagogical documentation is "a process for documenting children's experiences and studying what children reveal about their views of the world (cite edu.gov.on.ca). Retired professor, Dr. Carol Anne Wein notes that this approach can take many forms, for example: photographs, videos, handwritten notes, writing on a clipboard etc.
Due to its efficacy, other schools have also adopted this way of teaching. Here is a video outlining the general overview of the style of teaching and how it affects students within a classroom both academically, behaviourally and socially.
After learning about pedagogical documentation, I regained my curiosity and excitement in becoming a teacher. As stated in the YouTube video above, primary teacher Lisa Gatrell Yeo insightfully expressed that through this style of assessment, she is able to more effectively evaluate her students since she is able to track their though processes on a regular basis. Kindergarten teacher, Johanne Chouinard also notes that by consistently tracking her students, she can gain further insight into their journeys of learning and investigate the steps they took to reach their final inquiries. I found these remarks to be extremely useful, and as a fourth year student, I am surprised this is the first time that I am hearing of this style of teaching.
Once I discovered pedagogical documentation, I researched a school situated in California that has adopted this way of education. The school, Curious Minds Learning Center, is committed to offering a safe and nurturing environment where learning happens through play, collaboration, and co-constructive inquiry (cmlcmarin.com). The educators within this school take inspiration from philosophic educators like John Dewy, Lev Vygotsky, Loris Malaguzzi, and Maria Montessori to integrate key concepts of early childhood education within a project-based curriculum created by the children and framed by the educators. For more information on this learning centre, click here.
Although I believe that this method of education requires dedication and can be time-consuming, I also see the value and importance of incorporating co-constructive inquiry between the students and teacher within the classroom. As a future educator, I am extremely interested in seeking more schools which use pedagogical documentation as a form of assessment, and hope to one day emulate these teaching practices within my classrooms.
References
Curious Minds Learning Center (2015). Curious Minds Learning Center. Retrieved from
http://www.cmlcmarin.com
Saanich School District. (2014, February 17) Learning stories: Documentation project - pedagogical narration in Saanich elementary schools. [Video file].
Retrieved from https://www.youtube.com/watch?v=RRWKp4hXadQ
Wein, C. (2015). Pedagogical documentation: A process of study. [Video file]. Retrieved from http://edu.gov.on.ca/childcare/document.html
"Sometimes a quiz or test is the most appropriate way to assess knowledge acquisition, but not all learning can be assessed 'quantitatively'" (Drake, Reid, & Kolohon, 2014, p. 69). As I approached this quote, it left me questioning our educational system both as a student and as a future educator. Are we limiting kids during assessment by sticking with our rigid evaluation guidelines? Through this question, I can begin to explore the impact grading students has on their overall outlook on life.
As an elementary school student, I always showed up to class, raised my hand to participate, handed homework in on time, and fell nicely in between my peers when it came to grading and assessment. I was considered an average student. When tests and assignments were introduced, I looked to my parents for guidance and support. I can remember siting at the kitchen table with my mom while I memorized facts that would be needed for tomorrow's test. It wasn't until high school that frequent A's and B's became B's and C's. My mom was no longer able to help me as often with homework and I was left thinking: "Am I no longer as smart as I once was?" This mentality was detrimental to my outlook on school, since everything I thought I knew was turned upside down. In his TEDTalk, Mark Barnes, an internationally recognized educator, stipulates that: "grades are subjective crutches, used by teachers because they either do not know any better, or because they are forced to give them an archaic system". Instead of assessment through grades and percentages, Barnes strongly believe that grades should be replaced with meaningful narrative feedback as it better illustrates what learning outcomes have or have not been mastered by the student. To answer my previous question, I was just as smart as before, however, I found myself struggling with rubrics, and standardized testing, because things could not be memorized like they once were. I discovered that the rubrics that were presented in front of me were so rigid in their grading, that I only focused on the guidelines, and not on the work that was required to meet those guidelines.
https://www.youtube.com/watch?v=5-NykI2jOZw
In this week's chapter, Drake, Reid, & Kolohon (2014) suggest creating a Rich Performance Assessment Task (RPAT) instead of evaluating students by tests or quizzes because they better demonstrate the performance and offer a thorough qualitative description (p. 69). Within these RPATs, student learning can be redirected and categorized into the KDB frameworks, so that teachers can view the growth of each individual student.
Drake, Reid, & Kolohon (2014) p. 71
In a placement class a couple years ago, I met a teacher whose views on grades and assessment were drastically different from ones that I was taught about. For example, many of her assessments on her students were not graded at all, however, her students were assessed through an informal conversation of their learning. She understood that some students did not test well, and believed that a majority of her students did not perform well under the pressures of a typical test. Although she recognized that some assessments needed to be formal, she had a way of explaining to the students that they did not need to worry as much as they thought they should have.
Being a current university student, I can recognize the importance to some grading and standardized assessment, however, I have once again evolved my teaching philosophy to account for the fact that all tasks do not need to be assessed using rubrics. Understanding that some students may benefit from more informal assessment techniques such as dialogue or oral presentations, will be of significant importance as I continue to learn my role as a teacher.
References
Drake, S. M., Reid, J. L., & Kolohon, W. (2014). Interweaving curriculum and classroom assessment:
Egnaging the 21st century learner.
TedxTalks. (2014, November 18). How four simple words can solve education's biggest problem. [Video file]. Retrieved from https://www.youtube.com/watch?v=5-Nyk12jOZw
"Curriculum comes alive only when it is implemented with real students in real classrooms" (Drake, Reid, & Kolohon, 2014, p. 41) is a profound quote, which I read this week and has left me reflecting on previous educational experiences, current educational understandings, and further developing my ongoing teaching philosophy.
The world "curriculum" has many different definitions in today's world, and as a future teacher, I am quickly becoming introduced to its importance. As discussed within this week's chapter on curriculum documents and knowing your students, I found myself intrigued on the section discussing the KDB framework, specifically, the description on "The Be". This framework stems from themes surrounding character education and citizenship, and left me reflecting on the ways that we can teach our students these imperative traits within our curriculums. It then occurred to me, that I had in fact seen these ideas being implemented into the classroom, as two years ago I had witnessed the 'Roots of Empathy' program in action. For those who are unfamiliar with this program, please feel free to watch this video as it provides an excellent overview of the description of the program, as well as th expectations and overall goals.
https://www.youtube.com/watch?v=gIgLGt4hZuY
The 'Roots of Empathy' program has proven to show effectiveness within the classrooms across all ages. Specifically, this program targets reducing levels of aggression in children and focusing in on increasing social/emotional competence and increasing empathy. Through observing the students as they were actively engaged in the evidence-based program, I witnessed twenty-three Grade Two students evolve from children to competent beings aware of those around them, which illustrated the growth in their character. 'Roots of Empathy' mimics the last section within the KDB framework as it demonstrates the effectiveness in the twenty-first century skills that young children should know. I watched students learn how to work within a safe-school environment, while promoting anti-bullying behaviour, and support ethical conduct when acting as a being within the school. These behaviours are all characteristic of "The Be" description.
If you asked me last week how to define the word "curriculum", I would have given you answers such as: "necessary to show understanding", "needs to be inserted to ensure development", or "mandated documents put into place by government officials"; and while I still think of curriculum through that lens, I can also appreciate the idea that curriculum does not always need to be strict guidelines. The 'Roots of Empathy' program contributes to the successes explained above, through a non-traditional lesson plan, and has shown efficacy in improving emotional literacy.
As a future educator, my goal is to always understand that curriculum does not have to be rigid, and that it works best when student's knowledge is fluid and interactive. The 'Roots of Empathy' program strives for this same goal, and because of its success, I plan on inviting this program into my future classrooms.
References
Brown,L. (2013, November 22). Roots of Empathy
teaches ‘emotional literacy’.
