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I used to think, documentation was teachers scribbling notes, recording conversations. Now I see it’s a form of visible thinking, many modalities.

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I used to think that public documentation is good in many contexts, but can be a threat to the learning environment when outside actors weaponize it as a political act. Now, I wonder how *I* can use public documentation of my classroom as a political act. -Molly

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Reggio as Philosophy, as Culture, and as Work Tools

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Reggio as Philosophy, as Culture, and as Work Tools

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I used to think that the Reggio Emilia approach was a very suis generis educational philosophy that should either be applied in its entirety as a system, or not at all. Now I think that the underlying foundations of Reggio (listening, documentation, collaboration, silence, teacher as researcher, assessment as assidere, teaching as creating the conditions for learning, “emotional cognition” etc.) are at once invaluable philosophies, cultures, and tools that can be adapted and applied to many different contexts globally, to the benefit of all learners (i.e. teachers, students, and the community at large). (Bruno Branco)

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I used to think protocols were a little silly, but now I wonder how and when I will use protocols in my new leadership role. -Annette

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I used to think protocols were a little silly, but now I wonder how and when I will use protocols in my new leadership role. -Annette

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I used to think that learning is more of an individual act, now I really believe that learning is a collective act and we grow in connections with others. (Gloria)

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I used to think that silence was uncomfortable. Now I think that I want to give silence a chance.

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I used to think that children, of any age, are full and capable human beings and citizens of their communities. Now I think that children are capable human beings and citizens with a right not only to participate in the culture and community around them, but also the right to contribute to that culture and community. And, now I wonder what I can do to protect that right throughout my career. - Molly

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I used to think that active listening looked like a certain thing (asking questions, rephrasing what someone said to see if you heard correctly, etc). Now I still think that, but also think that active listening can look like silence, it can look like a gesture, etc.  - emme

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I used to think teachers work with investigators and researchers to improve learning in the classroom. Now I think teachers can also be researchers in the classroom. - Leah

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I used to think that active (vocal) contributions were essential to a productive classroom environment. Now I wonder how I can value, uplift, and honor silent contributions. Jonathan

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I used to think sharing silence with others was uncomfortable, now I think it is necessary.

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i used to think listening was an expert idea to aspire to, now i think its a practice we all can continue perfecting -esther

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I used to think developing community norms was the important practice for creating safety in group learning, but now I think developing and continually reflecting on those group norms are what drive the conditions for a group to thrive. -Annette

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I used to think developing community norms was the important practice for creating safety in group learning, but now I think developing and continually reflecting on those group norms are what drive the conditions for a group to thrive. -Annette

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I used to think that documentation was valuable for my own learning, now I see how it can be used as a source of learning for the students.

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I used to think documentation is used to capture students' learning. Now I think it is a learning process for both students and teachers. - Siri

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I used to think documentation is used to capture students' learning. Now I think it is a learning process for both students and teachers. - Siri

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I used to think documentation was about recording student work, but now I think it is a tool for recalling and reflecting to support the teacher and student as researchers.
~Kate

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Previously, I had started feeling interested and drawn to something that now I can call the Believing Game.
Now, I am more confident/positive about it. I relate it with listening, silence, connections, and hope.
(Caro)

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I used to think that I had to act my part of what my title suggested, but now I want to be vulnerable to collaborative work with colleagues.

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I used to think I needed to learn better ways “how to practice” the Reggio Approach, now I think it's not about better ways, but about being curious, observing, listening to myself and others, asking questions. Elda Chang

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I used to think that documentation is being an outsider to observe, now I wonder the relationship between documentation and the learning group, now I think there are many possibilities…

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I recently learned about the approach of teachers as researchers, now it all makes a ton more sense in the context of this course, teachers bringing the fullness of curiosity, of listening, of presence, of students as co-researchers with the support of group documentation.

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I used to think of "legibility" as an object or measure. I now think of legibility as a vestige of culture, authority, subversiveness, and creativity.

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I used to think documentation is strict, formal, and often not reflected upon. Now I think documentation can be personal, reflective, and can be integrated into daily learning experiences for individuals for individuals and groups. - Leah

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I used wonder about sharing student work with the community, now I’m wondering specifically about sharing the process of learning rather than the outcomes, and how the public might be primed to receive that sort of content.

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I used to think listening was about hearing what others said, but now I think listening is about understanding and seeing things through others' perspectives.
~Kate

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I used to think that documentation was for the eyes of the parents, to prove that we were doing a good job as a school. Now I think that documentation is a tool for understanding the learning journey for student and educator use.

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I used to think documentation works better for younger learners, now I think it works for all ages of learners.    -akira

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i used to think silence could only mean one thing, now i wonder (and am curious about) the colourful things it can mean

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I used to think silence is a difficult moment, but now I think silence is a big part of learning. -akira

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I used to think silence in a class meant a lack of understanding or interest, but now I think silence is a tool that can lead to more learning and understanding.
~Kate

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I used to think teachers should support silent students by creating a learning environment that welcomes and encourages everyone to contribute vocally...Now I think silence has been undervalued and that speaking up should not be considered the only "right" or "good" way to participate in class.

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I used to think of "visible thinking" as a classroom activity. I am now searching for ways to include it when we need adults to be thinking together.

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I used to think that instruction and research were different. Now I see that these acts are essential to and build upon each other. Jonathan

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I used to think and still think that there's always a tension of knowing when having set structure (like a protocol or specific agenda) creates more space and when having that might feel restrictive or limiting. There's a quote I think about often by adrienne maree brown that says "less prep, more presence." How can we leave room for spaciousness and presence within structure? -emme

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I used to think giving good advice is helping, now I think asking probing questions helps more.