Listening Palette¶

Element · All elements
Evidence · 1 claim (1 mixed) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

Adapted from choreographer Liz Lerman's Critical Response Process, a listening palette is a low-stakes, multimodal reflection task: learners watch or listen to content, then individually record their noticings in whatever form feels natural — words, sketches, gesture, invented notation, movement. Small groups then share their individual reflections, build on one another's ideas, and create a collaborative representation before presenting to the whole class. The protocol treats multiple modes of expression as equally valid evidence of understanding, rather than privileging verbal/written response.

Design Implications¶

Context¶

Requirements¶

Content worth reflecting on (e.g., a short video) and no single prescribed response format
Group time to build a shared representation before whole-class sharing

Constraints¶

Evidence for this technique comes from a single qualitative study in informal, arts-integrated community settings — Multimodal, culturally grounded assessment supports engagement and agency [~W]

Target Learners¶

Learners for whom verbal/written response is not their most comfortable mode of expression, or who benefit from creative/embodied modes being treated as legitimate

Target Learning Goals¶

Early, informal articulation of developing understanding, without the pressure of a single "correct" response format

Affordances¶

Cultural & Life Experiences Connections — valuing whatever mode of expression a learner brings treats their existing cultural and creative repertoire as a resource

Claims¶

Embodied Choreographic Assessment — a more extended, iterative version of multimodal formative assessment from the same study

Examples¶

Youth in an Embodied Physics Learning Lab used listening palettes after watching short physics-related videos, recording noticings through sketches, movement, and informal notation before building a group representation.

Key Sources¶

Champion, D., Solomon, F., & Lammey, M. (2025). Embodying physics assessment: Reimagining formative assessment as a creative, multimodal, and culturally sustaining dialogic practice. Journal of the Learning Sciences, 34(4), 474-525. https://doi.org/10.1080/10508406.2025.2569583

Page metadata

Field	Value
`type`	`element`
`id`	`listening-palette`
`title`	`Listening Palette`
`description`	`A multimodal reflection protocol in which learners individually record noticings in whatever mode feels natural (words, sketches, gesture, movement), then build a collaborative representation with peers before sharing with the whole group.`
`status`	`review`
`canonical`	`True`
`generated`	by `claude/unspecified` on `2026-08-29`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `champion-solomon-lammey-2025`

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