A Guide to Documenting Learning: Making Thinking Visible, Meaningful, Shareable, and Amplified
Publication Year: 2018
A new approach to contemporary documentation and learning What is learning? How do we look for, capture, reflect on, and share learning to foster meaningful and active engagement? A Guide to Documenting Learning helps educators answer these questions. Documenting learning is a process that makes thinking about learning processes visible, meaningful, shareable, and amplified. It facilitates student-driven learning, helping students reflect on and articulate their own learning processes. It also helps teachers reflect on their own learning and classroom practice. When teachers are co-creators with their students, both gain valuable insights that inform future learning and empower students as engaged learners. This unique how-to book • Explains the purposes and different types of documentation • Teaches different “LearningFlow” systems to help educators integrate documentation throughout ...
- Front Matter
- Back Matter
- Subject Index
- Chapter 1: Documenting Learning Types and Purposes
- Chapter 2: Documenting Learning and the Now Literacies
- Chapter 3: Documenting Pedagogy and Heutagogy
- Chapter 4: Documenting Engagement and Learning Layers
- Chapter 5: Documenting With Sharing and Amplifying in Mind
- Chapter 6: Documenting Phases
- Chapter 7: Documenting Learningflow Routine
- Chapter 8: Documenting With Text and Visual Platforms and Tools in Mind
- Chapter 9: Documenting With Audio, Video, and Blogging Platforms and Tools in Mind
- Chapter 10: Documenting With Unpacking in Mind
- Chapter 11: Documenting Challenge: 21st Century Skills and the Now Literacies
- Chapter 12: Documenting Learning and Branding: Administrative Actions
- Chapter 13: Documenting Learning: Moving Forward
A SAGE Company
2455 Teller Road
Thousand Oaks, California 91320
SAGE Publications Ltd.
1 Oliver’s Yard
55 City Road
London EC1Y 1SP
SAGE Publications India Pvt. Ltd.
B 1/I 1 Mohan Cooperative Industrial Area
Mathura Road, New Delhi 110 044
SAGE Publications Asia-Pacific Pte. Ltd.
3 Church Street
#10-04 Samsung Hub
Copyright © 2018 by Corwin
All rights reserved. When forms and sample documents are included, their use is authorized only by educators, local school sites, and/or noncommercial or nonprofit entities that have purchased the book. Except for that usage, no part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher.
All trademarks depicted within this book, including trademarks appearing as part of a screenshot, figure, or other image, are included solely for the purpose of illustration and are the property of their respective holders. The use of the trademarks in no way indicates any relationship with, or endorsement by, the holders of said trademarks.
Printed in the United States of America
Library of Congress Cataloging-in-Publication Data
Names: Tolisano, Silvia Rosenthal, author. | Hale, Janet A., author.
Title: A guide to documenting learning : making thinking visible, meaningful, shareable, and amplified / Silvia Rosenthal Tolisano, Janet A. Hale.
Description: First edition. | Thousand Oaks, California : Corwin, a Sage Company,  | Includes bibliographical references and index.
Identifiers: LCCN 2017041327 | ISBN 9781506385570 (pbk. : alk. paper)
Subjects: LCSH: Educational evaluation. | Curriculum planning. | Student participation in curriculum planning.
Classification: LCC LB2822.75 .T65 2018 | DDC 379.1/58—dc23 LC record available at https://lccn.loc.gov/2017041327
This book is printed on acid-free paper.
Acquisitions Editor: Ariel Bartlett
Senior Associate Editor: Desirée A. Bartlett
Editorial Assistant: Jessica Vidal
Production Editor: Amy Schroller
Copy Editor: Lana Todorovic-Arndt
Typesetter: C&M Digitals (P) Ltd.
Proofreader: Dennis W. Webb
Indexer: Maria Sosnowski
Cover Designer: Gail Buschman
Marketing Manager: Margaret O’Connor
Praise for A Guide to Documenting Learning[Page i]
In A Guide to Documenting Learning, the authors seek to qualify, rather than quantify, what contemporary learning is all about: looking for, capturing, reflecting, sharing, and amplifying the learning that is taking place. In this text, they break down these actions and how they apply to before-, during-, and after-learning moments and describe a new way to approach contemporary work and self-determined learning.—Michael Fisher, Author and ConsultantThe Digigogy CollaborativeAmherst, NY
I love the idea that students can be aware of their learning. It can be documented, reflected on, curated, and shared in order to garner feedback, and the student owns the learning every step of the way.—Kathleen Rodda, Literacy Coach AffiliationEucalyptus ElementaryHawthorne, CA
This book touches upon information that would be useful to any school system because it scaffolds ways that educators can help students make their thinking known, which will only improve their future reasoning skills.—LaQuita Outlaw, PrincipalBay Shore Middle SchoolBay Shore, NY
Educators trying to create compelling learning experiences confront the daunting challenge of content-coverage requirements and expectations of teaching to the test. Students and their thinking are often invisible as the only representations of learning made public are marks and rankings. Tolisano and Hale take the inspirational Reggio Emilia approach and scale it into new contexts to create deep learning experiences for today’s learners, with an eye on the future of learning as well.—Cameron Paterson, Head of Learning and TeachingShore SchoolNorth Sydney, Australia[Page ii]
This book will become an important guide for schools and educators to have on their shelves. The content is original and highly organized, and it presents many new ideas on documenting learning. This book takes what is happening in the world of teaching right now and elevates it to a coherent pedagogical process. The graphics are a fantastic resource.—Andrea Hernandez, Educational ConsultantamplifiEDucation and edtechworkshop.blogspot.comJacksonville, FL
Silvia Rosenthal Tolisano
To my father, Jochen Rosenthal,
who showed me the importance of
where I come from and where I am going.
Janet A. Hale
To my lifelong friends,
Lisa Frederick, Linda Isaac, and Rondi Little,
who love and support me unconditionally.
I am very proud to write the foreword for this book. Every once in a while, a really important, practical book comes along that can make a difference every day for a wide range of learner abilities. A Guide to Documenting Learning is just such a book. This step-by-step guide provides a framework for helping students and professionals to “learn how to learn.” Specifically, these pages can help students and teachers capture their learning, reflect on their learning, share their learning, and ultimately, amplify their learning.
My own experience as a teacher, administrator, and now a consultant who has had the opportunity to visit schools around the world has convinced me that many learners are not aware that documentation is a valuable strategy or do not know how to document their learning well. As I am sure you are aware, there has been an explosion of tools and platforms available on every device that, when used creatively, can organize, share, and amplify learning. Silvia and Janet’s book provides educators with a framework for introducing these tools and platforms to learners and, most importantly, documenting phases and learningflow routine steps to use them well every day. Making sense of tools to purposefully capture learning and understanding how to manage the learning evidence can be overwhelming for even the most tech-savvy educators. Silvia and Janet have done years of experimentation with students and professionals and various tools to provide a clear road map for success.
On a personal note, Janet and Silvia have shared these ideas at my summer conference in Boston for the past few years to educators from around the world. Teachers walk out of their workshops on fire.
I have had the pleasure of collaboratively working with Silvia on the concept of the Digital Learning Farm where students have responsibility to research and create content that adds value to peers. Examples of the jobs associated with the digital learning farm that are specifically presented in A Guide to Documenting Learning are The Official Scribe, The Tutorial Designer, Global Communicators, and Collaborators. I have been working for years using an action research model for many of the main process concepts presented in these pages.
Another concept that Silvia and I have been collaborating on is a powerful framework called the First Five Days of School where a specific skill set is frontloaded during the first five days of school that has a learning payoff throughout the year. Almost all educators agree that how you begin the school year can make a huge difference to the success of the entire school year. While there are applications for all five days, Day One and Day Five are of particular note. Day One is where the daily discipline of carefully documenting learning is introduced. Day Five is where students begin to understand the power of sharing their work authentically with a global audience. Authentic presentation of ideas can be highly motivating and provide invaluable feedback. I am always amazed at how some students will work harder and with more care for an authentic audience than if the work is only for themselves. Of course, the learning strategies of the first five days extend naturally to the first five weeks, [Page xii]the first five months, and throughout the school year. The documentation learning phases and learningflow routine that Silvia and Janet explain in detail and articulate through helpful examples and implementation suggestions are perfect for supporting and expanding all of the First Five Days of School skills and strategies.
Although Silvia and Janet advocate the use of technology, their book is not about technology. They leverage the use of tools and platforms for the sole purpose to amplify learning and to share learning beyond an audience of one (the student or professional) or few classmates or colleagues. It is their belief that documenting OF learning becomes more than display of “What did we do?” and moves into the realms of documenting FOR learning and documenting AS learning.
We need to help teachers make their students’ thinking visible. One of the most powerful results of implementing the ideas in A Guide to Documenting Learning is the constant opportunity to do just that—making learners’ thinking visible. As we all know, every student does not ask for help at the moment it is needed. Many students do not even know what questions to ask sometimes, or they think they do not need any help when they are heading down a wrong path. Once the concepts of this book are applied in any learning environment, teachers, administrators, and professional development leaders will have a deeper understanding of how their learners are making meaning. There will be very clear evidence of where learners need help and where learners can help one another! Silvia and Janet’s book is jam-packed full of ideas to use tools, platforms, and thinking routines that allow learners to make their thinking visible, reflect deeper, and prepare to share their learning-thinking artifacts with an authentic global audience.
All of us are concerned about the ethics and moral ground of helping learners gain awareness of how to navigate the potentially treacherous course of social media. The majority of our students will not have been guided by an adult on how to use Facebook, Twitter, Instagram, Pinterest, and more that are yet to come. For those of you who are concerned that our students must have the high moral ground of adult guidance, this book points out clearly and in detail how to provide students with sophisticated social media skills for learning opportunities.
Ultimately, what A Guide to Documenting Learning is about a framework that can be applied to lifelong learning. The ongoing results of the documentation work can also inform teachers of the impact of their own work that can be in turn shared in Professional Learning Communities and Professional Learning Networks. This book should be essential reading for all veteran and prospective teachers, as well as administrators and educational leaders. Enjoy!
—Alan November, Founder, November Learning
Author, Empowering Students With Technology
When you need to innovate, you need collaboration.—Marissa MayerA Collaboration Invitation
Silvia and I met in person for the first time in 2010 at a Curriculum21 summer conference. I knew of her innovative documenting work due to following her on Twitter, reading her Langwitches blog posts, and interacting with her virtually in preparation for the conference. I had been inspired (and still am) by Silvia’s forward-thinking around evidence of learning, and especially challenged by her stance on the act of documenting to go beyond merely displaying what had been learned at the end of a unit, lesson, or activity.
About two years later, I made an offer to Silvia, “If you ever want to write a how-to book based on your documenting learning concepts, I’d love to coauthor it with you!” I knew that her ideas needed to be articulated and shared via a professional book and I felt I could be of service, given my professional-writing experience with Corwin and ASCD. Silvia shared that she was not ready at the moment, given her life was busy with moving to Brazil, teaching, coaching, consulting, and blogging.
Fast forward to the fall of 2015. I received a phone call that began a virtual collaborative writing and image-creating journey that we would not trade for the world. You are about to embark on the result of our journey. Before you begin reading, we want to share a quick glimpse into our collaborative process.
Silvia created the majority of the visuals based on our frequent Skype and Facetime calls, Google Doc comments, and text messages. Our decision-making process involved agreement on the placement of images and the written text for each visual.
The majority of the QR codes in this book will take you to specific Langwitches blog posts for extended reading and viewing. Given Silvia has been working on the action-researched documenting learning framework we share in this book for over 10 years, there were plenty of posts for us to read through together to determine the one that best enhanced a particular key point.
When I asked Silvia what she felt I contributed to our book’s collaboration, she shared insights that included:
There is no denying that I am a blogger at heart. I love the immediacy of being able to link, embed, publish, edit, and add to posts at any time. I love my forgiving blog audience with my tri-lingual spelling and grammar errors that naturally occur. With Janet’s book-writing experience and meticulous attention to detail, I was reminded often throughout our drafting, revising, and editing process that her patience, explanations, and editing of my German run-on sentences and Argentine culturally influenced metaphors helped to make us the perfect writing team for this project.
[Page xiv]Just as the opening quote suggests, one learns and grows through collaboration with others. Growth for both of us as textual writers and visual communicators was invaluable. Our hope is that as you read through the chapters and begin to apply what you discover and realize about our documenting learning ideas, phases, and routine, you will find a colleague (or two) with whom to collaborate. Together, you can grow wiser as you begin or make advancements in your classroom and professional documenting learning journeys.A Guide to Documenting Learning Rationale
We believe, and have found in practice, that the documenting learning framework—making thinking about learning processes visible, meaningful, shareable, and amplified—provides students and educators (as active learners) with an interconnected, metacognitive approach for creating evidence of their learning.
Our framework aids learners in owning their learning process, as well as assisting others in their learning growth. When deep learning experiences are visible and involve students directly in the documentation process, it enables them to identify moments worth remembering. When teachers are co-creators with their students, both gain valuable insights that inform future learning and empower students as engaged learners.
Educators will find the information shared in this book thought-provoking and invaluable for improving pedagogical and heutagogical practices, including those involved in
- personalized learning and ensuring student voice,
- contemporary learning and assessment alternatives,
- competency-based classrooms,
- technology integration that transforms teaching and learning,
- social-media engagement to foster learning and teaching,
- Reggio Emilia’s framework for pedagogical documentation, or
- becoming a National Board Certified teacher.
As the title indicates: This book is a guide: a how-to that provides insights into contemporary learning and teaching documentation practices in classroom and professional learning environments. There are other documenting learning books available that have a similar call for observing, recording, interpreting, and sharing to positively impact student engagement and learning. While we were inspired by Reggio Emilia’s early learning philosophy, and affirmed by the book Visible Learners, which shares practices for fostering K–12 learning through documentation, A Guide to Documenting Learning is unique because it
- Extends the use of documentation for all learners—pre-K through lifelong learners
- Uses the power of technology to amplify teaching and learning beyond the walls of classrooms and schools
- Expands students and teachers sharing beyond displaying and discussing their learning with peers at the same school
- Focuses on amplifying to reach from parents and a local community to a global community in dynamic ways
- Takes advantage of transformative teaching and learning opportunities through authentic uses of social media[Page xv]
- Encourages educators to document, reflect, and share their professional learning beyond same-site colleagues to inform immediate or future teaching and learning
While the documenting learning framework is not meant to be considered an add-on,
- we are not advocating you document everything every day, every lesson, or in every unit; and
- we acknowledge that documenting is a process. There is a learning curve involved, and putting it into practice will help you and your students improve its use and application.
Documenting learning is not the answer to all teaching and learning problems:
- We do not have every answer related to documenting learning figured out. We are continuing to search, research, pilot, revise, retry, share, and ask for feedback to become better at our documenting work.
- We will rely on your imagination and inspiration to tweak the examples and vignettes sprinkled throughout the chapters for you own purposes and personalized situations.
- We will count on your willingness to push yourself outside of your comfort zone to observe, reflect, and share your work openly and transparently.
- We will trust in your readiness to be (or continue to be) a globally connected educator who disseminates his or her own learning to collaborate, communicate, and connect with learners outside your zip code.
- Thank you to Alan November for his vision that pushes our thinking. Thank you for being provocative and continually questioning the ways learning and teaching have always been done.
- Thank you to Heidi Hayes Jacobs for being a mentor, coach, guide, and inspiration. She started it all with her collaborative book, Curriculum21. We are honored to keep the collaboration going.
- Thank you to Mike Fisher for taking any idea we come up with, getting passionate about it, and adding your genius spin and out-of-the-box thinking to push our thinking even further.
- Thank you to these educators and learners from around the world who have contributed their work, thinking, and curiosity to dive deeper into documenting OF, FOR, and AS learning: Claire Arcenas, Gabriela Bechmann, Catalina Behrens, Verónica Behrens, Andrea Berteloot, Joel Bevans, Jamie Bielski, Jocelyn Blumgart, Rivka Cohen, María del Carmen Correales, Ana Paula Cortez, Graciela Cusman, Mark Engstrom, Lily & Charlie Fisher, Florencia Gavelio, Marisa Gonzalez, Shana Gutterman, Karin Hallett, Marissa Heavener, Gaby Holm, Cata Horny, Maggie Hos-McGrane, Laurel Janewicz, David Jorgensen, Bena Kallick, Karin Klingspor, Deb Kuhr, Evelyn Mahler, Cristina Massen, Jon Mitzmacher, Mónica Müller, Heidi Musterós, Alejandra Oberbeil, Andy Raitt, Judy Reppert, Esteban Gonzales Rittler, Marjie Rogozinski, Edna Sackson, Mechi Schenzle, Uschi Schwartz, Melina Seifert, Mariana Sturmer, Laura Tagliabue, Stephanie Teitelbaum, Luciana Vallejos, Emily Vallillo, Arlene Yegelwel, and Shelly Zavon.
- Thank you to my grandchildren, Elena and Benjamin, for allowing me to look for, see, and capture the wonders of learning through your eyes.
- Thank you to Andrea Hernandez, Katrin Barlsen Jurado, and Silvana Scarso for always lending a listening ear when I spill over with thoughts, ideas, and plans.
- Thank you to my teacher cohorts from the Goethe Schule in Buenos Aires for their dedication to building windmills instead of walls in times of change.
- Thank you to my fellow bloggers, specifically Donna Miller Fry, Jackie Gerstein, Diane Kashin, and Angela Stockman, for their work in advancing heutagogical and pedagogical documentation and sharing it.
- Thank you to my Langwitches blog readers who show me that documenting and sharing learning amplifies around the world.
- Thank you to Janet Hale for suffering through my German run-on sentences, and for caring about the stories behind them.
- Thank you to Silvia Tolisano for continually stretching my thinking and understanding. Drafting, revising, and refining our words, images, concepts, and examples so that educators and students around the world can grow from their own documenting opportunities has created special memories that I will treasure forever.[Page xviii]
- Thank you to Valerie Lyle for your willingness to drop everything multiple times to review and make recommendations that definitely improved our chapters.
- Thank you to Mike Fisher for your friendship, laughter, energy, passion, and love for your family that continually inspires me and always makes me smile.
- Thank you to my husband, Johnny Hale, for always encouraging me to grow in my learning, including the time-consuming world of professional writing.
Corwin gratefully acknowledges the contributions of the following reviewers:
- Michael Fisher, Author and Consultant
- The Digigogy Collaborative
- Amherst, NY
- Andrea Hernandez, Educational Consultant and Co-Director of edJEWcon
- amplifiEDucation.com and edtechworkshop.blogspot.com
- Jacksonville, FL
- LaQuita Outlaw, Principal
- Bay Shore Middle School
- Bay Shore, NY
- Cameron Paterson, Head of Learning and Teaching
- Shore School
- North Sydney, Australia
- Kathleen Rodda, Literacy Coach Affiliation
- Eucalyptus Elementary
- Hawthorne, CA
About the Authors
Appendix[Page 241][Page 242]Image A.1[Page 243]Image A.2[Page 244]Image A.3
Extending teaching and learning opportunities and one’s influence; make thinking and learning visible beyond own mind and zip code; make learning available to others by inviting them to contribute; action of impacting the learning of others
To make larger or greater; increasing audience reach using social media
Paper based; opposite of digital (e.g., analog chart versus digital chart)
Act of adding notes or comments alongside text, image, video to aid in processing or explaining the media content
Annotate digitally by overlaying text, directional arrows, and/or frames at specific moments on a still image or in a video
Analog or digital media (e.g., text, visual, audio, video) used for documentation purposes
Bite-sized nuggets of content that are easy to consume, sometimes they’re images or image-based, whose meaning can be grasped quickly, and often create deeper meaning by referencing shared experiences or stories (Gutierrez, 2014)
Combination of a blog and portfolio characterized by providing learners opportunities to (a) develop writing skills, increase reflective practices, and connecting with authentic audiences; and (b) use as a platform that embraces creativity, communication, connections, and applications of digital citizenship (term coined by Andrea Hernandez)
mental action or process of acquiring knowledge and understanding through one’s thoughts, experiences, and senses
Group of people living in same area; group of people with common interests
Obtaining information or input into a task or project by enlisting the services of a large number of people (Oxford Dictionary)
Act of determining a resource’s or artifact’s value for current or future learning need or task
The Critical Thinker’s collection, and involves several nuances that make it an independent and classroom-worthy task (Fisher & Tolisano, 2014)
Electronic based; opposite of analog
Quality of habits, actions, and consumption patterns that impact the ecology of digital content and communities (Heick, 2013a)
Selection, preservation, maintenance, collection, and archiving of digital assets which establish, maintain, and add value to repositories of digital data for present and future use. (Wikipedia, 2017)[Page 246]
Compilation evidence of learner’s growth, development, and accomplishments over time that is usually collected, curated, and shared online
Captured, collected, and/or curated evidence of learning
Documenting AS Learning:
Curation decision making for capturing and explaining purposeful moments as evidence of learning. Documentation is strategic, embedded, and ongoing, component of the learning process.
Documenting FOR Learning:
Explanations of selected artifacts to convey purposeful moments during and as a result of learning. Documentation is strategic and purposefully captures learning so that it can be reflected upon to support learning of oneself and/or others.
Documenting OF Learning:
Product or performance documentation display during or after learning has taken place, but no reflection is involved
Prepare for publication by correcting, condensing, or otherwise modifying
Describing facts in a way that makes them understandable (LeFever, 2012)
Ability to understand how the world is organized and interconnected, including four global competencies: ability to investigate the world; recognize perspective; communicate ideas; and take action on issues of global significance
Hash or pound sign directly followed by a word or phrase that conveys topic or concept used strategically on social media platforms
Documentation focused on self-motivated and self-directed learning that aids self-awareness, fueling motivation, and supporting decision making concerning desired learning
Self-motivated and self-directed learning
Clickable online image- or text-based link that transfers user from one location or another
Multilayered writing that takes advantage of the power of hyperlinks to connect personal writing to further content, concepts, ideas, or other sites on the web; writing that transforms static, linear, one layered writing into multilayered, connected, non-linear writing
Ability to filter and find information, analyze, evaluate, tag, categorize, organize, archive, store, find again, connect, curate, present, re-mix, and create new types of information
School’s or district’s analog/digital collection and curation of events, experiences, best practices, values, and beliefs accessed by local and global audiences
Series of steps that creates a fluidity, and ultimately a habit, within the three documentation phases designed to create a flow from documenting initiation to completion based on content-specific focuses and articulated goals
An attribution via a web link or offering (Levine, 2006)
Ability to express informed and critical understanding of mass-media purposes and influences, both explicit and subliminal[Page 247]
Thinking about one’s thinking; refers to processes used to plan, monitor, and assess one’s understanding and performance
Ability to obtain a basic understanding of network technology, being able to craft one’s own network identity, understand network intelligence, and understand network capabilities (Hellweg, 2012)
Orbit of Ability:
A given person’s knowledge, talents, or expertise (Hale & Fisher, 2013)
Methods, techniques, and strategies used by teachers to facilitate learning
Personal Learning Network (PLN):
Group of people who interact (most often) digitally based on common interests and passions
Social media environment enabling a community to meet, share, communicate, and learn together
Four-level taxonomy (Substitution, Augmentation, Modification, Redefinition) developed by Ruben Puentedura that classifies technology, pedagogy, and content knowledge infusion based on teaching and learning impact
Education-specific platforms and tools, purchased through a vendor or online educational company
Act of recording and producing a video of what is transpiring on a screen, which can be recorded via screencasting tools and voice-overs through the device’s microphone
Act of taking a screenshot
A form of taking notes wherein the sketchnoter visually represents his or her thoughts and ideas, which can be created using a digital screen or analog paper format (Rohde, 2014)
Act of combining what is known to create a new or more complex understanding
Device or implement used to carry out a particular function (Oxford Dictionary, 2017b)
Narrative that extends beyond multiple media forms that also plays to the strength of those forms (Heick, 2014b)
Decision-making regarding the usefulness of captured documentation; analyzing media to determine and inform learners of their current capabilities
Denote materials that are created and marketed mainly for purposes other than teaching and learning, but which are also used for teaching and learning (Ehrmann, 1995)[Page 248]
References[Page 249][Page 254]Addison quote [Quote website]. Retrieved from https://www.brainyquote.com/quotes/quotes/j/josephaddi104348.html(n.d.).Ali quote [Quote website]. Retrieved from https://www.brainyquote.com/quotes/quotes/m/muhammadal167367.html(n.d.).2011). Developing & using models [Informational video]. Retrieved from http://www.bozemanscience.com/ngs-developing-using-models(2000). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Upper Saddle River, NJ: Pearson., , , , , , , & (Asia Society. (2015). Global competence outcomes and rubrics [Informational website]. Retrieved from http://asiasociety.org/education/global-competence-outcomes-and-rubrics2014, January 23). Quoted in “20 iconic brands—and why they work” [Blog post]. Retrieved from http://www.creativebloq.com/branding/most-iconic-brands-11121149(2017). 6 soft skills everyone needs and employers look for [Blog post]. Retrieved from https://www.monster.com/career-advice/article/six-soft-skills-everyone-needs-hot-jobs(2016, June 10). The critical importance of 127 [Blog post]. Retrieved from http://daveburgess.com/the-critical-importance-of-127/(2017, January 8). #YourSchoolRocks tweet [Twitter post]. Retrieved from https://twitter.com/burgessdave/status/818153865765752832(Cable News Network. (2017, March 14). #MyFreedomDay [Event web page]. Retrieved from http://www.cnn.com/specials/world/myfreedomday2017). Social LEADia: Moving students from digital citizenship to digital leadership. Dave Burgess Consulting: San Diego, CA.(2007). Zen and the art of remarkable blogging [Blog post]. Retrieved from http://www.copyblogger.com/zen-and-the-art-of-remarkable-blogging/(2017). Metacognition. [Infographic]. Retrieved from https://www.smore.com/ncec?utm_content=buffer04353&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer(2010). Describing the habits of mind [Online chapter]. Retrieved from http://www.ascd.org/publications/books/108008/chapters/Describing-the-Habits-of-Mind.aspx, & (2017). Cotton quote [Quote website]. Retrieved from https://www.brainyquote.com/quotes/quotes/t/tomcotton771331.html(2015b, March 7). New project: #EDUin30 [Blog post]. Retrieved from http://georgecouros.ca/blog/archives/5121(2016, March 17). The (nearly) invisible portfolio [Blog post]. Retrieved from http://georgecouros.ca/blog/archives/6131(2017, June 7). Folding back the “edges” [Blog post]. Retrieved form https://dculberh.wordpress.com/2017/06/07/11615/(2013, October 23). A few words on ePortfolios [Blog post]. Retrieved from http://halfanhour.blogspot.com/2013/10/a-few-words-on-eportfolios.html(1993). An A is not an A is not an A: A history of grading. Educational Forum, 57(Spring), p. 2.([Page 250] (2003). Assessment as learning: Using classroom assessment to maximize student learning. Thousand Oaks, CA: Corwin.1995). “Asking the right questions: What does research tell us about technology and higher learning?” Change, 27(2), 20–27.(2010, October 10). No one who ever bought a drill wanted a drill. They wanted a hole. —Perry Marchall quote [Flicker image]. Retrieved from http://bit.ly/2qOS32t(2014). Digital masters: Becoming a blogmaster, annotexter, or web curator. In (ed.) Mastering digital literacy (pp. 5–28). Solution Tree: Bloomington, IN., & (2016, January 22). Where’s the beef? [Blog post]. Retrieved from http://blog.donnamillerfry.com/collaboration-2/wheres-the-beef-610/(2008, June 30). Nuggets from NECC 2008 (1) [Blog post]. Retrieved from http://www.speedofcreativity.org/2008/06/30/nuggets-from-necc-1-2/(Gauss quote [Quote website]. Retrieved from http://www.brainyquote.com/quotes/quotes/c/carlfriedr319895.html?src=t_learning(n.d.).2015, March 29). Sharing: A responsibility of the modern educator [Blog post]. Retrieved from https://usergeneratededucation.wordpress.com/2015/03/29/sharing-a-responsibility-of-the-modern-educator/(2017a, April 27). You go first [Blog post]. Retrieved from http://sethgodin.typepad.com/seths_blog/2017/04/you-go-first.html(2017b, June 11). “But what if it works?” [Blog post]. Retrieved from http://sethgodin.typepad.com/seths_blog/2017/06/but-what-if-it-works.html(Google. (2017, June 19). Meme definition [Information search result]. Retrieved form https://www.google.com/search?q=memes+definition+humorous+image%2C+video%2C+piece+of+text%2C+etc.+that+is+copied%2C+often+with+slight+variations%2C+and+spread+rapidly+by+Internet+users&ie=utf-8&oe=utf-8#q=memes+definition2014, April 15). The age of bite-sized learning: What is it and why it works [Blog post]. Retrieved from http://info.shiftelearning.com/blog/bid/342367/The-Age-of-Bite-sized-Learning-What-is-It-and-Why-It-Works(2012). The power of pull: How small moves, smartly made, can set big things in motion. New York, NY: Basic Books., , & (2013). Upgrade your curriculum: Practical ways to transform units and engage students. Thousand Oaks, CA: Corwin., & (Halliwell quote [Quote website]. Retrieved from https://www.brainyquote.com/quotes/quotes/g/gerihalliw544997.html(n.d.).2011, October 28). Presentation by John Hattie: Maximising the dividend of professional learning [Edited transcript]. Retrieved from https://visible-learning.org/2013/02/john-hattie-presentation-maximising-the-impact-video-transcript/(2013a, May 3). The definition of digital citizenship [Blog post]. Retrieved from http://www.teachthought.com/the-future-of-learning/digital-citizenship-the-future-of-learning/the-definition-of-digital-citzenship/(2013b, August 31). The definition of transmedia [Blog post]. Retrieved from http://www.teachthought.com/uncategorized/the-definition-of-transmedia/(2012, March 1). Are you network literate? [Blog post]. Retrieved from https://hbr.org/2012/03/are-you-network-literate/(2008, March 10). Thinking ’bout linking [Blog post]. Retrieved from http://budtheteacher.com/blog/2008/03/10/thinking-bout-linking/(2011, September 25). Ruminations on implications: Notes from the thesis [Blog post]. Retrieved from http://budtheteacher.com/blog/2011/09/25/ruminations-on-implications-notes-from-the-thesis/(Hyatt quote [Quote website]. Retrieved from http://www.azquotes.com/quote/1427664?ref=amplify(n.d.).2010). Curriculum 21: Essential education for a changing world. Alexandria, VA: ASCD.(Editor). ([Page 251] , & (2017). Bold moves for schools: How we create remarkable learning environments. Alexandria, VA: ASCD.2017). Students at the center: Personalized learning with habits of mind. Alexandria, VA: ASCD., & (2017, January 7). What about the what? Finding the deeper meaning in pedagogical documentation [Blog post]. Retrieved from https://tecribresearch.wordpress.com/2017/01/07/what-about-the-what-finding-the-deeper-meaning-in-pedagogical-documentation/(2013, July 25) The science behind how we learn new skills [Blog post]. Retrieved from http://lifehacker.com/the-science-behind-how-we-learn-new-skills-908488422(2013). Visible learners: Promoting Reggio-inspired approaches in all schools. San Francisco, CA: Jossey-Bass., , , & (2010, December 1). Hyperlinks: The secret sauce of the world wide web [Slideshare presentation]. Retrieved from https://www.slideshare.net/krochmal/hyperlinks-6001289(2013, October 4). Ev Williams on Twitter’s early years [Blog post]. Retrieved from https://www.inc.com/issie-lapowsky/ev-williams-twitter-early-years.html?cid=em01011week40day04b(2017). Private communication [Virtually shared document].(2012). The art of explanation: Making your ideas, products, and services easier to understand. San Francisco, CA: Wiley.(2006, October 25). Linktribution [Blog post]. Retrieved from http://cogdogblog.com/2006/10/linktribution/(2013, April 22). Digital citizenship [Blog post]. Retrieved from https://anethicalisland.wordpress.com/2013/04/22/digital-citizenship/(Merriam-Webster (2017, June 19). Selfie definition [Dictionary website]. Retrieved from https://www.merriam-webster.com/dictionary/selfieMartin quote [Quote website]. Retrieved from https://www.brainyquote.com/quotes/quotes/a/amyjomarti529774.html(n.d.)2016, March 14). Martin quote [Twitter post]. Retrieved from https://twitter.com/cuelosangeles/status/709929132935655424(2013). Invent to learn: Making, tinkering, and engineering in the classroom. Torrance, CA: Constructing Modern Knowledge Press., & (Mayer quote [Quote website]. Retrieved from https://www.brainyquote.com/quotes/quotes/m/marissamay746990.html?src=t_collaboration(n.d.)2015). Your school rocks . . . So tell people!: Passionately pitch and promote the positives happening on your campus. San Diego, CA: Dave Burgess Consulting, Inc., & (2012, August 28). Teaching is the loneliest profession? [Blog post]. Retrieved from http://www.storiesfromschoolaz.org/teaching-is-the-loneliest-profession/(2010). Empowering students with technology ((2nded.). Thousand Oaks, CA: Corwin.2012). Who owns the learning?: Preparing students for success in the digital age. Bloomington, IN: Solution Tree Press.(2017, February 20). How making thinking visible helps teachers and students [Blog post]. Retrieved from http://novemberlearning.com/educational-resources-for-educators/teaching-and-learning-articles/making-thinking-visible-helps-teachers-students/(Oxford Dictionary. (2017a, June 19). Definition of crowdsourcing [Informational website]. Retrieved from https://en.oxforddictionaries.com/definition/crowdsourcingOxford Dictionary. (2017b, June 19). Definition of tool [Informational website]. Retrieved from https://en.oxforddictionaries.com/definition/tool2009, August). The puzzle of motivation [TED Talk video and manuscript]. Retrieved from https://www.ted.com/talks/dan_pink_on_motivation/transcript?language=en(Polley quote [Quote website]. Retrieved from https://www.brainyquote.com/quotes/quotes/s/sarahpolle329325.html?src=t_challenge(n.d.).2013). OPEN: How we’ll work, live and learn in the future. United Kingdom: Crux Publishing.(2014). Business as unusual: The handbook for leading and managing organizational change. Pritchett, LP: Dallas, TX., & ([Page 252] Project Zero. (2017, June 19). Why Make Thinking Visible [Informational website]. Retrieved from http://www.visiblethinkingpz.org/VisibleThinking_html_files/01_VisibleThinkingInAction/01b_WhyMake.htmlProust quote [Quote website]. Retrieved from http://www.brainyquote.com/quotes/quotes/m/marcelprou107111.html(n.d.).2008, October 27). The horizon report at five: Strategies for innovation. “A toolkit for decision making and design: TPCK + SAMR” [Blog post]. Retrieved from http://hippasus.com/blog/archives/24(2011). SAMR and change [Blog post]. Retrieved from http://www.hippasus.com/rrpweblog/archives/2011/10/27/SAMR_And_Change.pdf(Raindance.com (2014, March 30). The 13 steps of post-production [Blog post]. Retrieved from http://www.raindance.org/the-13-steps-of-post-production/2011). Making thinking visible. San Francisco, CA: Jossey-Bass., , & (2014). The sketchnote workbook: Advanced techniques for taking visual notes you can use anywhere. Berkeley, CA: Peachpit Press.(2008, April 8). Ethics of linking: Jay Rosen [YouTube video). Retrieved from https://www.youtube.com/watch?v=RIMB9Kx18hw(2011, August 8). The next step: Amplification . . . amplify . . . [Blog post]. Retrieved from http://langwitches.org/blog/2011/08/08/the-next-step-amplification-amplify/(2017, June 8). 5 reasons why every school needs to brand NOW [Blog post]. Retrieved from https://www.eschoolnews.com/2017/06/08/every-school-needs-brand-now/?all(2015). Hacking assessment: 10 ways to go gradeless in a traditional grades school. Hack Learning: Cleveland, OH.(2013, June 9). Sharing: The moral imperative by Dean Shareski (2010) [YouTube video]. Retrieved from https://www.youtube.com/watch?v=ELelPZWx7ZsSha(2017). BrandED: Tell your story, build relationships, and empower learning. San Francisco, CA: Jossey-Bass.& (2017, May 30). #l2chat [Twitter hashtag chat]. Retrieved from https://twitter.com/sherrattsam/status/869512395336564737(2010). Creating learning connections with today’s tech-savvy student. In (ed.), Curriculum 21: Essential education for a changing world (pp. 195–209). Alexandria, VA: ASCD.(2011). Cognitive surplus: How technology makes consumers into collaborators. New York, NY: Penguin.(2014). The power of branding: Telling your school’s story. Thousand Oaks, CA: Corwin., & (2011, June 28). Obvious to you. Amazing to others. [YouTube video]. Retrieved from https://www.youtube.com/watch?v=xcmI5SSQLmE(Socrates. (n.d.). Socrates quote [Quote website]. Retrieved from https://www.brainyquote.com/quotes/quotes/s/socrates101168.htmlSokanu.com (2017). What does a filmmaker do? [Informational website]. Retrieved https://www.sokanu.com/careers/filmmaker/2017, January 12). How action research sparks innovation and boosts creativity in the classroom [Blog post]. Retrieved from http://www.spencerauthor.com/2017/01/how-action-research-sparks-innovation-and-boosts-creativity-in-the-classroom.html/(2006). Classroom assessment for student learning: Doing it right—using it well. Princeton, NJ: Educational Testing Service., , , & (2015). Make writing: 5 teaching strategies that turn writer’s workshop into a maker space. Cleveland, OH: Times 10 Publications.(Technopedia. (2017, June 19). Social platform definition [Information website]. Retrieved from https://www.techopedia.com/definition/23759/social-platform[Page 253] (2015, May 15). Humans have shorter attention span than goldfish, thanks to smartphones [Blog post]. Retrieved from http://www.telegraph.co.uk/science/2016/03/12/humans-have-shorter-attention-span-than-goldfish-thanks-to-smart/Wayans quote [Quote website]. Retrieved from https://www.brainyquote.com/quotes/quotes/k/keenenivor282291.html(n.d.).2013). Making learning visible through pedagogical documentation [Online article]. Retrieved from http://www.edu.gov.on.ca/childcare/Wien.pdf(2011). Learning to document in Reggio-inspired education [Informational website]. Retrieved from http://ecrp.uiuc.edu/v13n2/wien.html, , & (Wikipedia. (2017, April 29). Digital curation definition [Information website]. Retrieved from https://en.m.wikipedia.org/wiki/Digital_curation2004, June). Dopamine, Learning and Motivation. Nature Reviews Neuroscience, 5, 483–494.(Yousafza quote [Quote website]. Retrieved from https://www.brainyquote.com/quotes/quotes/m/malalayous569369.html(n.d.)