noticing framework

 

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This framework supports slow, rich description and wonder and reflection rather than fast next steps or easy solutions. 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 depth that matters for a 4 year-old child wondering about a button, a maker space wanting to extend its focus on process learning, or an urban public school district wanting to uncover more layers to how learning operates inside its system.

 
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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.

-Melissa Butler


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What follows are examples of practice with a noticing framework approach across levels inside systems of learning:

individual learning

student or educator or any person who practices noticing an object (or text, image, moment) as a part of their own learning

 

educator learning

anyone/group who practices noticing others in their processes of learning

 

system learning

anyone/group who practices noticing a larger system that is purposed to support learning for others

 
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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.