A foundation for all services is an approach for noticing what’s already there. This allows learning to emerge from the inside—for children, educators, communities, and systems.
Growing from a place of inner knowing and strength allows learning to be internalized and sustained across context and time.
No deficits. No scarcity. No “improvement” models. No fixing.
This is about abundance—learning from a place of growth and joy.
This framework supports a focus on slow, rich description and a focus on wonder and reflection instead of knowing. As a general framework, it allows thinking, learning and collaboration on many levels. There are multiple ways to interpret and practice inside this framework, yet it holds a simplicity and focus that matters for a 4 year-old child noticing a button or an urban public school district noticing how learning operates inside its system.
noticing—finding what is there, what is not there, what may have been there before, what might be dreamed there. Noticing is more than a process of looking closely, it is a process of getting into the skin of what is being noticed. Seeing beyond what is there. Seeing into one’s own seeing, thinking and feeling about noticing itself.
What follows are examples of practice with a noticing framework approach across levels inside systems of learning:
student or educator or any person who practices noticing an object (or text, image, moment) as a part of their own learning
anyone/group who practices noticing others in their processes of learning
anyone/group who practices noticing a larger system that is purposed to support learning for others
Consulting services can focus on noticing as a way to support schools, organizations, districts, and other systems to make decisions about where to focus attention and resources in support of learning. And/or consulting services can focus on supporting educators and other leaders with practice that grows this kind of approach in teaching and learning.