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MTDS Terms and Phrases

Documentation Structures

Documenting student learning involves both teacher and students.  Some documentation is gathered by the teacher and may or may not be shared with students.  Teachers may keep journals, lists, observation logs, and/or anecdotal records of student learning as well as formal structures for tracking and recording student grades, such as a grade book.  Documentation structures, such as charts, graphs, and other data displays can be used by both teachers and students to track progress over time.  

Documentation structures can also be thought of as strategies and/or resources for student learning.  Engaging students in collecting, sharing, and reflecting on evidence of their own learning allows students to take responsibility for and direction of their own learning facilitated by structures of documentation for- and as- learning.  Student-centered documentation structures include protocols for students to record, track, reflect, and share their learning through the use of images, videos, portfolios, tracking tools, samples of work, and other artifacts of learning.  

Resources

Pedagogical Documentation:  Opening Windows Onto Learning (Campbell, Brownlee, Renton, 2016)
Documentation of Learning Makes Growth Visible (Hale & Mulcaster, 2018)
Documenting Learning (Curriculumdecisions.com)
Four Ways to Document Student Learning
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  • Home
  • Framework
    • Effective Professional Development
    • Domains & Competencies >
      • Community Builder >
        • Promotes Diversity Sensitivity
        • Builds Relationships & Culture
        • Works in a Community of Practice
        • Accesses & Builds Systemic Supports & Services
      • Classroom Manager >
        • Manages Behavior
        • Creates & Manages a Learning Environment
        • Monitors Progress Towards Learning Goals
        • Communicates Progress Towards Learning Goals
      • Instructional Designer >
        • Develops Research-Based Instruction
        • Aligns Instruction to Goals, Curriculum, and Assessments
        • Uses Data to Make Decisions
        • Differentiates to Meet Unique Student Needs
        • Plans Student Progress Monitoring
        • Designs Learning Activities, Tasks, and Experiences
        • Selects, Aligns, & Curates Strategies
      • Facilitator of Thinking & Learning >
        • Promotes Student Use of Technology
        • Facilitates Self-Directed Learning
        • Fosters Student Communication & Expression
        • Advances Critical Thinking & Problem-Solving Skills
        • Facilitates Student Inquiry & Research
        • Promotes Connection of Prior Knowledge to New Information
        • Engages Students in Content
      • Reflective Learner >
        • Increases Knowledge & Skill Through Professional Learning
        • Engages in On-Going Reflective Practice
        • Evaluates Effectiveness of IInstruction
        • Sets Growth Goals
      • Professional >
        • Understands & Promotes the Profession
        • Supports School District Vision, Mission, & Goals
        • Demonstrates Professional Growth & Development
        • Communicates Professionally
    • Glossary, Terms and Phrases >
      • Action Research
  • RPDC Programming
    • Contact
    • Program List
  • Registration
  • Facilitator Log-in
    • Career Levels >
      • Aspiring >
        • Aspiring A
      • Preparing >
        • Preparing A
        • Preparing B
        • Preparing C >
          • Level-Specific Learning Statements-Peparing-C
        • Preparing D
      • Emerging >
        • Emerging A >
          • BTAP Information
        • Emerging B
      • Developing
      • Mastering
      • Leading >
        • Level-Specific Learning Statements-Leading
  • Director's Corner