Klosowski, T., 225
Krathwohl, D. R., 33
Krechevsky, M., 17, 115, 116
Krochmal, M., 171
KWHLAQ chart, 244f
Language clarity, 102
Lapowsky, I., 124–125
Learner engagement, 63–65, 64f
Learnigogy. See Documentation phases; Learningflow routine
Learning, evidence of learningflow routine and, 111–114, 113f
pre-documentation phase and, 89–91, 91f
what acceptable as, 57–60, 60f
See also specific types of documentation
Learning and Leading with the Habits of Mind (Costa & Kallick), 108–109
Learning communities, 59
Learningflow routine overview, 111–112, 112f, 120, 120f
amplification, 118–119, 119f
capture learning, 114–115, 114f
look for learning, 112–114, 113f
policies that hinder, 227–228
reflection, 115–116, 115f
share learning, 117–118, 117f
See also Documentation phases
Learning layers. See Documenting learning layers
Learning networks, 117–118, 218–219, 226
Learning process, 11
Learning-thinking, making visible, 15
Lee, R., 135
Legacies, 71t
Levine, A., 171
The Lily Show—Holiday Craft Edition, 161
Linktribution, 171
Literature circles. See 21st century skills challenge
Look for learning, 111–114, 113f. See also Learning, evidence of
Lowe, E., 209
Lurkers, 42
MacMeeking, M., 30
Mahler, Evelyn, 234–235
Management of information, 39
Mardell, B., 17, 115, 116
Martin, Amy Jo, 121
Martin, Katie, 45
Martinez, S. L., 15
Mastery, 53
Mayer, R. E., 33
McLane, R., 209
Meaningfulness, 18, 18–19t
Media, choice of, 22. See also specific types of documentation
Media literacy, 29–30
Meetings, networks compared, 218
Memes, 212, 212f
Mental models, 76
Messages, 93
Metacognition documenting AS learning as, 11, 67t
Habits of Mind and, 102
post-documentation phase and, 102
pre-documentation phase and, 87–89
Metacognition missions, 159–160
Microblogs, when used, 92t
Mindsets, 224–228, 225f
Missions, 229–231, 230f
Mistakes, 20
Mitzmacher, Jon, 208–209
Mixed-up timelines podcasts, 151t
Moberg, L., 69t
Modification, 46, 47f, 49–50
Morrison, K., 14, 15, 20
Motivation, 51–53
Multicultural perspectives, 34–35, 36
Multilayered writing. See Hyperlinked writing
#MyFreedomDay, 37
Mystery Skype calls, 96–99, 98–99f, 156–157
Narrative artifacts, 27t
Netiquette, 32
Network capabilities, 41, 42–43
Network identity, 41, 42
Networking, 33, 226
Networking technology, 41
Network intelligence, 41, 42
Network literacy, 41–43, 118
Networks, professional, 117–118, 218–219, 226
New eyes, 95
Non-linear writing. See Hyperlinked writing
Notecard confession videos, 154–155
Notetaker role, 98–99
Nothing-worth-sharing beliefs, 226–227
November, A., 20, 66t, 67t, 160, 184
Now literacies overview, 25, 26f
basic literacy, 26–29, 27–28t
communication and, 148
digital citizenship, 30–33, 31f
digital literacy, 78
global literacy, 34–37, 35f
hyperlinked writing and, 170
information literacy, 38–41, 38f
learning layers and, 67t
media literacy, 29–30
network literacy, 41–43, 118
protection of students and, 123
See also Curation
Observation and evaluation of teachers, 217–218
Observation as a thinking move, 16
“Obvious to you” phenomenon, 37
The Onion News Network, 158
Orbits of ability, 113
Organize step, 101, 104
Oxford Dictionary, 121
Paper TodaysMeet postings, 131
Paper tweeting, 125–127
Parody, 158
Passion-based learning, 66t
Past knowledge applied to current situation, 102–103
Pedagogical documentation defined, 45–46
learning layers and, 68t, 69t
SAMR taxonomy and, 46–51, 47–50f, 52f
People react to being called beautiful, 36
Perfection, 20
Perspective taking, 17
Persuasive artifacts, 28t
Phases. See Documentation phases
Photo-a-Day Challenge, 94
Photo documentation. See Image/photo documentation
Photographer role, 98
Pink, D., 51–53
Pinterest, 144
Pintrich, P. R., 33
Planners for documentation, 242–243f
Platforms overview, 121, 144
interaction of tools with, 122, 122f
keeping current with, 113
purposes of, 122–123
schoolware versus worldware, 123–124
selection decisions, 90–92, 90f, 92–93t
sharing and, 118
See also Backchannel platforms; Image/photo documentation
Podcasts, 148–150, 149f, 151t
Polley, Sarah, 189
Post-documentation phase, 100–109, 100f, 104f, 108–109f
Post-It Plus app, 127
Practice, 225
Pre-documentation phase, 84–93, 85f, 86–89t, 90–91f, 92–93t
Price, D., 51, 71t, 232
Primary learners, 63–64, 64f
Privacy, 30–31, 78, 123
Procedure artifacts, 28t
Producers/consumers, 32, 117
Professional development conference hashtag feed unpacking, 179–180f, 179–181
evidence of learning and, 59–60
scavenger hunts, 152
visual quote cards and, 139–140
Professional learning networks, 117–118, 218–219, 226
Professional podcasts, 151t
Project Zero, 15, 111
Proust, Marcel, 95
Purpose, 53
Purposes of documenting learning overview, 12–14, 13f
amplification, 21–23
during-documentation phase, 93–100
making visible, 15–17
meaningfulness, 18, 18–19t
sharing, 19–21
Questioner role, 98
Questions contemplative questions, 108–109
post-documentation phase, 101, 104–105
pre-documentation phase, 17, 85, 86–87t
sharing and, 118
Raindance.com, 101
Raths, J., 33
Reasoning using evidence, 16–17
Recount artifacts, 28t
Redefinition, 46, 47f, 50–51
Reflection duality of, 112
learningflow routine, 115–116, 115f
as step in post-documentation phase, 102, 104–105
timing of, 85, 96
See also Unpacking
Reggio Emilia philosophy, 33, 46
Research artifacts, 28t
Respect, 32
Responsibility, 31–32
Ripple effects. See Amplification
Risk taking, 59, 70
> Ritchhart, R., 14, 15, 20
Rivard, M., 17, 115, 116
Rohde, M., 186
Rosen, J., 170
Routine. See Learningflow routine
Rubin, T., 209–210, 219
Sackstein, S., 233–234, 237
Safe-place opportunities, 59
SAMR taxonomy, 46–51, 47–50f, 52f
Sanfelippo, Joseph, 207, 208
Scaled grading systems, 233–237
Scavenger hunts, 152–154
School branding. See Branding
Schoolware, 123–124
Screencasting, 93t, 158–163, 163f
Screenshooting, 92t, 135
Secondary learners, 64–65, 64f
Selection decisions, 17
Self-assessment, 66t, 69t
Self-awareness, 34–35
Selfies, 210–211, 213, 214f
Self-motivation, 51–53
Sharing overview, 81
amplification and, 74, 75f, 75t
benefits of, 19–21, 77
feeling like I have nothing worth sharing, 226–227
hyperlinked writing and, 169
learningflow routine, 117–118, 117f
learning layers and, 69t
network capabilities and, 42–43
questions to consider for, 118
reasoning for, 73–74
redefinition and, 50
as step in post-documentation phase, 102, 107
tools for, 20
voice and, 23, 33
Sheninger, E., 209–210, 219
Sherratt, S., 237
Sheskey, B., 17
Shirky, C., 20
Sinanis, Tony, 207, 208
Sivers, D., 37
Sketchnotes application of, 92t
image/photo documentation with, 135, 136f, 138
unpacking and, 186–188, 187f
Skitch, 124
Skype, 156
Social media amplification and, 23
response to and motivation, 53
sharing with, 20
See also specific types
Social media artifacts, 28t
Socrates, 173
Soft skills. See 21st century skills challenge
Sound effects, 150
Soundhearing tour podcasts, 151t
Sound recording. See Audio documentation
Spencer, J., 69t
Stager, G. S., 15
Stiggins, R. J., 12
Stockman, A., 69t
Storytelling, 71t
Stürmer, Mariana, 91
Substitution, 46, 47f, 48–49
Supervisor role, 99
Synthesis, 36
Tags, 39
Teacher observations, 217–218
Teachers, characteristics of, 3–4
Team blogging, 166–167, 167f
Technology. See Digital media and technology
Techopedia, 121
Text, when used, 92t
Text documentation, 124
Text types, 27–28t
Thinking moves, 15–17
Thoughtful determination, 84–85
Throwbacks, 213–214, 215f
Time issues, 224–226
TodaysMeet, 130–131, 182–184, 183–184f
Tools overview, 90–92, 90f, 92–93t, 144
for annotexting, 176
defined, 121
interaction of platforms with, 122, 122f
keeping current with, 113
purposes of, 122–123
schoolware versus worldware, 123–124
sharing and, 118
text documentation, 124
See also Backchannel platforms; Image/photo documentation
Transmedia documentation, 51
Tutorial designers, 160–163, 163f
21st century skills challenge overview, 189–190, 190f
amplification step, 198–203, 199–201f
application of, 204–206
capture learning step, 193–194, 193–194f
debriefing, 203–204
discussion protocols step, 193
look for learning stage, 192–193, 192f
reflection step, 194–197, 195–196f, 196t
sharing step, 196–197, 197f
teacher framing of, 190–192, 191t
Twitter overview, 124–129
action steps, 9b
chats on, 125, 127–129
hashtags, 39, 125
unpacking, 176–181, 177–178f
Two-sentence reflections, 151t
Types of documenting overview, 5f, 12
documenting AS learning, 8–11, 11f
documenting FOR learning, 6–8, 9f
documenting OF learning, 4–6, 6t, 7f, 54
Unpacking overview, 188
blog posts and, 173–176, 174–175f
conference hashtag feeds, 179–180f, 179–181
Google Docs and, 184–186, 185f
infographics and sketchnotes, 186–188, 187f
multiple ways for, 132–133
as step, 101, 103
TodaysMeet and, 182–184, 183–184f
Twitter and, 176–179, 177–180f
Upgrading, 224
USies, 210–211, 213, 214f
Vallillo, Emily. See 21st century skills challenge
Values, 229–231, 230f
Video, when used, 93t
Video conferencing platforms, 156
Video documentation overview, 150–152
audio compared, 148
bitesize learning, 155–156
documentaries, 157–158
interviews, 156–157
metacognition missions, 159–160
notecard confession videos, 154–155
scavenger hunts, 152–154
screencasting, 158–163, 163f
tutorial designers, 160–163, 163f
See also Image/photo documentation
Viewpoints, 17
Visible, making, 15–17, 29–30
Visible versus visual, 15
Vision, 229–231, 230f
Visual literacy, 29
Visual quote cards, 139–143, 139f, 141f, 143f
Visual quotes, 216, 217f
Visual versus visible, 15
Voice, 23, 33
Voice recording. See Audio documentation
Watson, L., 138
Wayans, Keenen Ivory, 83–84, 101
What They Think I Do, 212, 212f
What We Remember the Most, 202–203
Wien, C. A., 29, 45–46
Wikipedia, 40
Wilson, D., 17, 115, 116
Wittrock, M. C., 33
Wondering, 17
Worldware, 123–124
Yousafza, Malala, 25
Zmuda, A., 229
A Guide to Documenting Learning Page 34