Documentation
I believe that the ultimate importance of documentation is that it allows students to think about their work, teachers are able to see where students require help as well as where their own instruction could be improved, and as a way of assessment.
When using documentation in the form of writing journals, recording ideas by planning or taking pictures students are able to look at their work while they are creating it. When this takes place students can critically look at their work which can help to stimulate further ideas and concepts of their own, it can help them to figure out what needs attention and it can help them realize how they think about different issues that the project involves by looking at their ideas.
Teachers are able to assess how their students are learning and receiving the information that they have taught by looking at the artifacts of art, by recording questions and worries throughout the process, by looking at the work done by other students in the classroom, by reviewing class critiques of when students explain their work, and also by the behavior of the students throughout the process where they on task or did they stray away and test authority.
In terms of assessment the teacher may look at photographs of teh process, the students reflections and the final presentation of their piece and in each of these categories after assessing how the project developmentally fit the student the teacher may then use the students grasp of the project and process, effort and consideration to evaluate a mark for their project, This will help to alleviate the stress of having to have a 'final product' and they can rather focus on the project in its entirety which is the aim of the projects to begin with.
A teacher is only one body and often in classes in the public education system there are at least 35 students per class. The documentation of a process can become extremely difficult if it comes to projects where during the process students cannot be taking notes or planning (this is often during group activities) or when pictures around the classroom cannot capture all of the stresses, triumphs, and celebrations that are taking place. Teachers may choose to use volunteers or to use question based documentation in the form of multiple check-ins and stations for reflection. Documentation takes up time. Teachers will need time enough to consider the work of their students the form of documentation that took place during teh process, and then assessing the reflections after the experience. Ultimately the teacher needs to pick one form of documentation and specific outcomes that they need to address, such as in orientation activities where the teacher learns about their students teh teacher will need to look at only a few aspects of the child (though not neglecting any other information that appears) so then this way the teacher has a better chance of gaining the information and staying true to the objectives of the project.
I believe that for the students many styles of documentation are important because this way the teacher can look into what works best for the students, the students will be able to try so many different styles of thinking about their work which will help them to take a progressive stance on their work by using different ways to approach their work.
I plan to work with having students explain their process in a critical way to others in critiques so than this way they can involve themselves in peer teaching and learning by learning how to express what they discovered and by listening to the experiences of others.
When using documentation in the form of writing journals, recording ideas by planning or taking pictures students are able to look at their work while they are creating it. When this takes place students can critically look at their work which can help to stimulate further ideas and concepts of their own, it can help them to figure out what needs attention and it can help them realize how they think about different issues that the project involves by looking at their ideas.
Teachers are able to assess how their students are learning and receiving the information that they have taught by looking at the artifacts of art, by recording questions and worries throughout the process, by looking at the work done by other students in the classroom, by reviewing class critiques of when students explain their work, and also by the behavior of the students throughout the process where they on task or did they stray away and test authority.
In terms of assessment the teacher may look at photographs of teh process, the students reflections and the final presentation of their piece and in each of these categories after assessing how the project developmentally fit the student the teacher may then use the students grasp of the project and process, effort and consideration to evaluate a mark for their project, This will help to alleviate the stress of having to have a 'final product' and they can rather focus on the project in its entirety which is the aim of the projects to begin with.
A teacher is only one body and often in classes in the public education system there are at least 35 students per class. The documentation of a process can become extremely difficult if it comes to projects where during the process students cannot be taking notes or planning (this is often during group activities) or when pictures around the classroom cannot capture all of the stresses, triumphs, and celebrations that are taking place. Teachers may choose to use volunteers or to use question based documentation in the form of multiple check-ins and stations for reflection. Documentation takes up time. Teachers will need time enough to consider the work of their students the form of documentation that took place during teh process, and then assessing the reflections after the experience. Ultimately the teacher needs to pick one form of documentation and specific outcomes that they need to address, such as in orientation activities where the teacher learns about their students teh teacher will need to look at only a few aspects of the child (though not neglecting any other information that appears) so then this way the teacher has a better chance of gaining the information and staying true to the objectives of the project.
I believe that for the students many styles of documentation are important because this way the teacher can look into what works best for the students, the students will be able to try so many different styles of thinking about their work which will help them to take a progressive stance on their work by using different ways to approach their work.
I plan to work with having students explain their process in a critical way to others in critiques so than this way they can involve themselves in peer teaching and learning by learning how to express what they discovered and by listening to the experiences of others.
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