Resources and Links:
- To watch the webinar please click here and you will be redirected to our YouTube channel.
- To see the complete chatbox please click here.
- Hewett, V. M. (2001). Examining the Reggio Emilia approach to early childhood education. Early Childhood Education Journal, 29(2), 95-100.
- Ontario Ministry of Education. (2015). Pedagogical Documentation Revisited, Capacity Building Series K-12. Available online: http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_PedagogicalDo cument.pdf
- Ontario Ministry of Education. (2014). How Does Learning Happen? Ontario’s Pedagogy for the Early Years. Toronto, Ontario: Queen’s Printer for Ontario. Available online: http://www.edu.gov.on.ca/childcare/HowLearningHappens.pdf
- Ontario Ministry of Education. (2013). Inquiry-based Learning, Capacity Building Series K-12, Secretariat Special Edition, #32. Available online:http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_InquiryBased.pdf
- Ontario Ministry of Education. (2012a). Pedagogical Documentation, Capacity Building Series K–2, Secretariat Special Edition, #30. Available online: http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_Pedagogical.pdf
- Ontario Ministry of Education. (2012b). The Third Teacher, Capacity Building Series K-12, Secretariat Special Edition, #27. Available online: https://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_ThirdTeacher.pdf
- Ontario Ministry of Education. (2009). Acting today, shaping tomorrow; A policy framework for environmental education in Ontario schools. Toronto, Ontario: Queen’s Printer for Ontario. Available online http://www.edu.gov.on.ca/curriculumcouncil/ShapeTomorrow.pdf
- Southcott, L.H. (2015). Learning stories: Connection parent, celebrating success, and valuing children’s theories. Voices of Practitioners: Teacher Research in Early Childhood Education, 10(1), 34-50.
- Wien, C.A. (2013). Making learning visible through pedagogical documentation. Ontario Ministry of Education. Queen’s Printer of Ontario. http://edu.gov.on.ca/childcare/Wien.pdf
- Wien, C. A. (2011). Learning to Document in Reggio-Inspired Education. Early Childhood Research & Practice, 13(2), n2.
Description: In the words of Loris Malaguzzi,“Stand aside for a while and leave room for learning, observe carefully what children do, and then, if you have understood well, perhaps teaching will be different from before.” Join into a conversation about the value of documenting Learning Stories as experienced through a unique University and School Board research partnership. Webinar facilitators will discuss how observing and documenting learning in, about and for the environment alongside learners, is slowing down the process of learning and offering a space for thoughtful reflection about relationships, stewardship and global citizenship to inform pedagogy. Examples (artifacts, photos, narratives and video), references and practical strategies will be shared. As we know, learning moments are happening all around us all the time. Let your students help you tell the story of their learning. It’s not about getting the perfect photo, but rather about exploring the perfectness in moments of learning. Listen. Think about perspective. Focus. Enjoy and be prepared to be surprised! In the words of an inspired kindergarten scientist, “Observe. It’s like using your senses but in a fancier way.”
Lotje Hives is a professional learning facilitator from Northern Ontario. She brings perspective most recently as Education Officer with the Ministry of Education of Ontario, and as Acting Vice Principal of Program working alongside educators and students. Her leadership and research interests include the process of pedagogical documentation, and the Environment as Teacher – indoors and out. Astrid Steele is an Associate Professor in the Schulich School of Education at Nipissing University, in North Bay, Ontario. Prior to this, she was a teacher in both elementary and secondary schools (including at a First Nations reserve school), and she has taught adult education at the college level and worked with youth at risk in outdoor education settings.