Making Learning Visible: Inquiry-Based Documentation

For easy reference, here is a transcript of the video:

S1: Alright [cross talk] well [cross talk] we will go ahead and get started here thank you so much for joining us everyone who is here today [cross talk] this webinar is about making learning visible [cross talk] through inquiry based documentation I am David Sall director of educational partnerships here at Kaymbu.

S2: Hi I am Nicole Grubby the school ambassador here at Kaymbu.

S1: And [cross talk] yeah so [cross talk] we will both be doing part of this webinar I am going to start it up just so you know the structure [cross talk] with a little bit more about the [cross talk] theory behind inquiry based documentation and why it is a really important part of practice and then Nicole is going to go a little bit into how you can actually do this in practice and how technology can facilitate that specifically through Kaymbu [cross talk] I want to mention that you know we are not here today to sell you anything [cross talk] Kaymbu is a free app for teachers [cross talk] so you can just sign up anytime you will see the website [cross talk] there that you can do that at any time if you’d like. [1.00] 

[Cross talk] today we won’t have any time unfortunately for questions during the webinar but we will present our email addresses at the end and you can email us any questions that you have or a scheduled time for us to talk to you we would be happy to do that. [Cross talk] so with that I will get started [cross talk] so [cross talk] I am going to start on focusing on what we hear from the schools in terms of feedback [cross talk] that we generally get about documentation and sometimes we ask what schools are doing for documentation and [cross talk] we get a lot of different answers.

[Cross talk] I think documentation seems to be kind of broken into these four broad categories [cross talk] and I will start by talking about the ones that you see at the bottom by compliance and photo sharing [cross talk] you know I think these are really typical [cross talk] early childhood documentation that’s there [cross talk] they happen daily they happen ad hoc [cross talk] but [cross talk] they usually family facing. [2.00]

So [cross talk] you know [cross talk] things like compliance through daily sheets or [cross talk] just you know one of photo sharing video sharing things like that. Sometimes done through technology sometimes done through pen and paper [cross talk] but typical [cross talk] but I think the more sophisticated documentation that a lot of schools do but I think is less typical than photo sharing and compliance [cross talk] documentation, are these more assessment based kind of documentation talk] so [cross talk] inquiry based and standard based, so I will tell you how I differentiate those in a minute.

[Cross talk] but these with anecdotal evidence trough photos through videos through notes [cross talk] to show [cross talk] to show academical growth or developmental growth or [cross talk] you know student development over time. [Cross talk] so I [cross talk] if you’re wondering what the difference is between these [cross talk] and I think it’s open to interpretation for the people but by the literature that your inquiry based documentation [3.00] is really about highlighting student interest [cross talk] it’s much more organic and aligned to student interest and that helps teachers [cross talk] reflect on their individual students their needs and [cross talk] kind of bringing that to the table through planning [cross talk] for further lessons.

[Cross talk] standard based documentation on the other hand is [cross talk] much more recommended in terms of [cross talk] it’s aligned to specific standards and although you have a curriculum you have curriculum indicators and you have your anecdotal evidence that shows proficiency or growth on these [cross talk] on these standards.

[Crosstalk] there is still a lot of reflection and planning that goes into that but then again it’s more based on these individual curricular [points. [Cross talk] you are wondering what that looks like I mean it looks different in every classroom but here on the left we got a very good example of documentation panels that I would call inquiry based documentation from one of the schools we work with, which is [4.00] university of south Florida preschool for creative learning [cross talk] and [cross talk] on the right [cross talk] you will see a kind of more traditional rural based [cross talk] you know points that has your indicators on one side and shows proficiency on the other.

[Cross talk] and you know I think it’s important to keep in mind that these are both really important kinds of practice so this webinar is about inquiry based documentation that’s not to say that it’s better [cross talk] but I think what’s important to do is when [cross talk] you’re documenting [cross talk] students [cross talk] in everyday activity making sure that you not just keeping an eye out for [cross talk] plan motor skills or for [cross talk] you know social emotional growth but you also keeping an eye out for what individuals students are interested in within the curriculum and then using that to inform [cross talk] further planning [cross talk] as a teacher or director plus the inquiry.

[Cross talk] and if you’re wondering why you should [5.00] be looking at student work over time which I am sure a lot of you do [cross talk] this is one of my favourite findings from an older source [cross talk] in 1989 but [cross talk] it really you know to this day looking at student work over time is just undeniably more reliable as a as in terms of [cross talk] data plans on student learning than something than a standardised based performance.

[Cross talk] so again it’s really important to [cross talk] show longitudinally how students are growing [cross talk] you know in many different organic ways and it is going to look different for every classroom. [Cross talk] so for just of a little graphic of how we fit in as a company we also kind of just process in terms of how technology is facilitated [cross talk] you know it really starts with collection so collecting your observations trough photos videos an notes [cross talk] Nicole will go into how we do that in our system but we call that Kaymbu moments [6.00] the section of our system.

[Cross talk] and then as far as analysis goes in terms of tagging them with curricular indicators [cross talk] but then in terms of displaying [cross talk] the authentic assessment [cross talk] it may be in a more traditional assessment tool and we are familiar with those but we, we have a platform that shows it a little more collectively as a documentation based or story board.

[Cross talk] and then you know getting that engaging road families with each other and teachers and with students [cross talk] so that’s [cross talk] I am going to leave it there and [cross talk] and give this to Nicole who can [cross talk] walk you through a little bit more about how our system works.

S2: Alright thank you David, so David already mentioned the University of South Florida but [cross talk] I want to start off by showing you guys an example of what they have done with making the system related to that. [7.00] so they are definitely a school that follows the approach of the product approach and after they have gone through the entire process of first students of identifying interest and then going through fitting the curriculum fitting the math skills into that topic fitting all those things in.

What they’ve done is they’ve created this webinar which you’ve got to kind of highlight the work that they’ve done sharing it with their director sharing it with other colleagues and then of course with families and then the students themselves. So scrolling through I am just going to show you an example of, of what this is.

So it starts out with a high level of explanation of what the project approach is, taking the time to educate these families and really anyone doing this about what this about what this philosophy is from there they break it down into what they actually show the students. So identifying the students interest is right here [8.00] and the walking them through what this project is focused on so in this case they take the time to share with us that you know while they were working with the students on something that related to peter and the wolf they used this a way to kind of ignite that interest and decide that their entire next semester will be devoted to this idea of music.

So for me in general they are talking about fitting the standard into braid topic that students are already showing high levels of engagement around. So from here each phase of the project [cross talk] is really clearly showing through photos and videos and then also explains [cross talk] so they’ve gone through with phase one so how did they discover what the students already knew about the topic?

When we are talking about inquiry based learning [cross talk] it’s not only about finding the interest and fitting the standards in it’s meeting with students where they are, so discovering what things they already know and the thinking about how you can, how you can [9.00] draw up on those skill sets to you and form your future clients.

And then you know going through phase two. So this is the investigator stage this is very typical in terms of the process here with this. Once you’ve identified a topic you aware of what they know you really immersing them in a true investigative approach here. So getting in as you can see they using the cubes to measure and getting in those mass standards [cross talk] you know you can chose in so many ways but they doing it here in this very engaging way by teaching them through musical instrument.

And then of course interjecting this with teachers of [cross talk] you know tax related to, to what this practice is and you know as the families receive all this information are getting so many different perspectives and they getting the [cross talk] you know the students perspective of what we are seeing here they getting the teachers perspective also at a high level here so a little bit more as well. [10.00]

[Cross talk] and then they are ending up their this one right here by the culminating performance so phase two right here we are seeing what actually what happened here what was the output so how did they really test them so in this case it was through the natural performance or the students created original aspect to it and we able to really tell what they knew in a very powerful and in empowering way.

[Cross talk] one thing that I’d like to point out here is that they have an actual performance with inviting the family institutor without [cross talk] showing this without showing the family the story board and walking them through the process the families will not really understand the learning they just get that final product here so this is a really easy way to highlight [cross talk] you know the entire process from the very beginning to the very end.

[Cross talk] so without further ado we going to jump right into how they did this, so let’s know fairly professional [11.00] very nice the design that is really simple to do this within this system [cross talk] so what they use within this system within Kaymbu is what we call story boards I am going to spend just a second telling you a little bit more about moments.

Moments are what we call the individual photos and videos that you’re putting into the system. So there is lots of ways to do this if you have a device [cross talk] iPad iPhone anything that’s an android that you can capture through the camera [cross talk] and publishing through those moments. If not you can go online and you can always upload the information there. [Cross talk] you can attach them to various students here, so clicking them I can see with students are associated with the moments and you can even attach your learning tags to it to kind of further categorise your, your information.

Now what they have done is use a story board as a way to compile all of this information. So a very simple process here. You click on new story board here and then you [12.00] just come up with whatever your title is, so let’s say that I am doing this with my students and we have been doing a product on reptiles perhaps we had gone outside and some has seen something and then it kind of initiated the dialogue with the students and then decided to go in and, and go from there.

You just have the plus button and then you think about what sections you want to add so you might add photos at the beginning and then go again maybe you going to take some time to explain something in a paragraph from there plus button maybe a couple more photos. So you just adding different sections coming up with the templates that you want and that works best for your name.

This is a process that can be done over time so you don’t have to do everything from beginning to start here and you can always just kind of go back read the story board come back a week later and add more information.

Really easy to delete various sections as well if you decide that you don’t want something we arrange sections here as well [13.00] and we got some themes dotted in here if you want to make it you know a little bit cleaner or something right here and lots of ways to just kind of create these templates and insert the information that makes sense to you.

When you are done with your story board you don’t have to send this out this might be something that you’re going to print out for displaying around the school but if you did want to email it out to your families really simple, email, who do you want to send it to and then and the you can go from there.

So that is story board in a nutshell [cross talk] you know if anyone has questions about the specific of how to make them and these are the ideas of what you could do with them [cross talk] David is going to wrap up in just an second but he will be sure to answer your emails and we can help you guys out with anything like that.

S1: [Cross talk] thank you Nicole alright [cross talk] well [cross talk] I think [cross talk] you know Nicole said [14.00] said during her section [cross talk] you know a huge part of authentic assessments is [cross talk] taking really starting with how students is interacting with you know with each other with exilhities.

And [cross talk] also making sure that [cross talk] you are [cross talk] aligning standards to that [cross talk] so [cross talk] similarly well with Kaymbu what we’ve tried to do is [cross talk] you know create a tool that’s aligning the practice that you’re already doing in the classroom so it’s not supposed to be changing your practices drastically but it is supposed to be [cross talk] making them easier for you [cross talk] over time.

[Cross talk] so with that I am, going to leave this with our email addresses [cross talk] and then also again if you want to create a free account [cross talk] to do everything that you saw here today [cross talk] feel free to do that and you know you can do that [cross talk] and ask any questions about how to do that so [15.00] we will keep this up for a few minutes [cross talk] but [cross talk] we look forward to speaking to you [cross talk] and hopefully that you find this useful [cross talk] just so you know there will likely be a survey going out [cross talk] about how [cross talk] you know how this content worked for you and what’s going to help us create more content in the future [cross talk] we haven’t done way to many of these webinars but we planning on continuing to do them based on the interests that you have. So [cross talk] yeah please feel free to interact with that as well alright well thank you and we look forward to talking with you soon. [15.44]