descriptive process

I.Getting started Facilitator starts introductions-- name, role, organization Facilitator explains process Introduce facilitator, teacher, notetaker Focus on description Option to pass Optional use of double entry journal (in folders, Google Docs, etc.) Teacher presents work only given grade level and subject matter. Participants observe or read the work in silence, using their...
The process of looking at student work can and should change as you use it.  It might change because the piece you are describing has three or four parts (For example: a website with many images, an embedded Animoto, and even drawings done by the student in Google Draw or scanned; a long iMovie, with a trailer and a blooper section; a videogame with a walkthrough).  The process might change...
In the process, we train ourselves towards generativity and production and away from negativity and stagnation.  We also become makers, not grade makers or number assigners or red pen wielding markers.  We make knowledge about teaching from our students’ work.  From participating in a session to look closely at an augmented reality poster created by one of Erin Klein’s 2nd graders, I brainstormed...
This process packs a punch because we do it IN COMMUNITY.  Check out these reflections after a large professional development.  Note the ways teachers were struck by the power of looking at the student work together. “The depth of knowledge and care in the room was evident.”   “Learning takes place in community.”   “Both teaching and learning is accomplished through structured discussion.” “Time...
Part of the power of this process comes from its grounding in the DESCRIPTIVE, in the non-judgmental, non-evaluative world that is hardly seen or heard from in schools.  In schools, we are often forced into being a grading people, a community of disparate rubric makers.  I often say that, with this process, we are looking with our third eye.    This tethers us to the composition and also frees...
1.  It is an antidote to the culture of deficiency. 2. We make a professional development community by doing this work together. 3. Looking closely can happen anywhere. 4. We learn about the process of creation, and generate new work and ways of working. 5. It is a remixable process.
“The teacher is of course an artist, but being an artist does not mean that he or she can make the profile, can shape the students. What the educator does in teaching is to make it possible for the students to become themselves.” Paulo Freire, We Make the Road by Walking: Conversations on Education and Social Change  Eight teachers from around the country gather online in a google hangout on...