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Monit

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borativ ive e Inquir nquiry Wit ith h Peda edagogical gogical Document

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ion

March 2015

Overview

Relating Ideas

Monitoring

Pedagogical Documentation

Collaborative Inquiry

Collaborative Inquiry

Pedagogical Documentation

Monitoring

Collaborative Inquiry

Monitoring

Pedagogical Documentation

Collaborative Inquiry Monographs

Pedagogical Documentation Monographs

What is pedagogical documentation?

Pedagogy is the understanding of how learning takes place and the philosophy and practice that supports that understanding of learning. (How Does Learning Happen? p. 16) We define documentation as the practice of observing, recording, interpreting, and sharing through a variety of media the processes and products of learning in order to deepen and extend learning … These physical traces allow others to revisit, interpret, reinterpret, and even re-create an experience. (Visible Learners, 2013, p. 74) … pedagogical documentation is a process for making pedagogical (or other) work visible and subject to dialogue, interpretation, contestation and transformation. (Dahlberg, p. 225)

What is Monitoring?

Monitoring is the ongoing gathering, reviewing and assessing of information to track and document progress towards achieving results and goals. Monitoring is also a way of owning one’s learning.

How is framing your inquiry a crucial step in monitoring?

INTRODUCTION

“In our culture, we believe that every child is born with gifts. What will our schools do to uncover and develop the gifts of

• ur children?”
• An Aboriginal Leader

Achieving Excellence: A Renewed Vision for Education in Ontario http://www.edu.gov.on.ca/eng/about/renewedvision.pdf

Reflecting on your Inquiry Question

Culture of Inquiry

• How does our culture promote risk-taking, dialogue, and

co-reflection necessary for our inquiry to flourish? Pedagogical Knowledge

• Is the question open with many possible answers?
• How will our CI contribute new knowledge?

Professional Discourse

• How does the question capture the curiosity and passion of the team?
• In our professional context, how is our inquiry feasible in terms of time,

effort and resources? Is our CI work connected to our SIPSA? Student Experience

• How are students engaged as active partners in our inquiry?

How can viewing CI as a spiral process encourage continuous revisiting of our CI focus?

DESCRIPTION

Protocol Considerations

• Ensuring that judgement is put on hold during the description phase

– “When you said … what did you see/hear that made you think that …?”

• Connecting description with specific details to interpretations and

implications

– “When I saw/heard … it made me wonder if …”

• Informing analysis with research, at any phase, is critical for

provoking new understanding

• Negotiating the tension between taking action versus slowing down

to consider multiple viewpoints (Little, 2012)

• Facilitation is often required to promote diverse perspectives and to

coordinate understanding (Little, 2012)

Teachers’ work is transforming as the kinds of available data multiply and expectations for their use begin to shift. – Little, 2012

Describe your own protocol for examining evidence of student and professional learning.

– What challenges do you encounter? – What opportunities exist to go deeper?

How do we ensure our interpretations of student and professional learning are credible and authentic?

INTERPRETATION

Trustworthiness Credibility Applicability Reliability Authenticity

Fairness New Learning Action Focused Make a Difference

Checking Your Interpretations

Ownership of Monitoring

When is monitoring collaborative?

Collaborative

• Top-down goal setting
• Autocratic process
• Accountability for learning

is externally imposed

• Non-reflective
• Interpretations and

judgements are often made in isolation from context

Non-Collaborative

• Co-constructed goals
• Participatory process
• Accountability for learning

is shared

• Inquiry-stance
• Interpretations attend to

local contexts including processes, relationships & change

How are we engaged as co-learners?

How are our monitoring practices ethical?

IMPLICATIONS

Both educators and researchers must negotiate their way amongst the continually flickering shadows of the ethical dilemmas that arise when we work with visual images intended to bring visibility to the lives of children in way that include their voices in a collaborative endeavor. Pat Tarr (2011)

Ethical Considerations

human dignity vulnerability privacy consent do no harm confidentiality maximize benefits

Implications for Monitoring Ethically

How are our monitoring practices ethical?

• How do we represent students in ways that are ethical

and respectful?

• In our documentation, are we unintentionally “other-ing”

learners’ moments of struggle?

• How do we engage learners as partners in our own

professional learning?

How do the inherent tensions of CI affect our monitoring practices?

REFLECTION

Navigating Inherent Tensions of CI

Educator Learning Educator Problem-solving Process Self-Directed Student Focus Student Learning System-wide Knowledge Generation Product System Directed Students as Partners

What are the implications for our monitoring practices?

Relating Ideas

Monitoring

Pedagogical Documentation

Collaborative Inquiry

Collaborative Inquiry

Pedagogical Documentation

Monitoring

Collaborative Inquiry

Monitoring

Pedagogical Documentation

Thank You

• Did today’s session add to your understanding of

CI? How or how not?

• Did today’s session address your needs? How or

how not?

• What other areas of CI would you like to explore

further?

• Introduction

– How is framing your inquiry a crucial step in monitoring?

• Description

– How can viewing CI as a spiral process encourage continuous revisiting of CI focus?

• Interpretation

– How do we ensure our interpretations of student learning are credible and authentic?

• Implications

– How are all engaged as co-learners?

• Reflection

– Are our monitoring practices collaborative and ethical?