What are We Learning About Learning: Young Mathematicians K-3

Module 4

Documentation Analysis Protocol

The documentation analysis protocol below could be used with different forms of pedagogical documentation.

For the purpose of this provocation we will use it to study the learning in video format

  • Please note that you may choose to view the video once and engage in the entire protocol based on that one viewing. Or,
  • You may choose to view the video once and then engage in the description phase. Then you may want to view it a second time and engage in the interpretation/analysis phase, and so on.

This protocol/process can be used with your own video documentation and revisited with children.
Documentation Analysis Protocol

One Example of a Protocol for Analysis of Pedagogical Documentation

Adapted from: Making Learning Visible Project at Harvard Graduate School of Education and National School Reform Faculty

Part 1:

Description -Studying the Documentation …

  • Individually study the work of a child(ren)
  • Make notes of what you see and / or hear to gather as much information as possible from the documentation
  • What do you see?
  • What do you hear?
  • Review notes with the team, compare and contrast descriptions and observations

Part 2:

Interpreting the Documentation (analysis begins here)…

  • “What does the documentation suggest about the children’s thinking?”
  • “What are some questions we have?”
  • What are some assumptions we make about children and the learning?”
  • What ideas and questions are children exploring?
  • How did my words/actions influence the experience?
  • Were there other influencing factors (e.g. environmental elements, shared learning, and accommodations)?
  • What changes am I noticing over time? What do I notice in different contexts?

Part 3

Reflection - Implications for Practice…

What are the implications of this documentation for assessment for learning?”

  • What further evidence of learning or information do you still need (what is missing)?
  • What further kinds of documentation could provide this information?
  • How are you making students the focus of documentation, as well as partnering with them in the process?
  • What might be the next action for the child?
  • How might this information be used to plan for learning?
  • What does the evidence suggest to inform your pedagogical moves?
  • What further professional learning might you need?