Santagaga, 2011: On the other hand, Star and colleagues (Star, Lynch, & Perova, this volume, chapter 8; Star & Strickland, 2008), in their studies on preservice teachers’ noticing skills, defined noticing as the process of attending to important elements of classroom teaching. These authors argued that preservice teachers need to be able to focus on certain details of a classroom lesson before they can reason about them. Their notion of noticing is, thus, limited to the first element of Sherin’s notion. Although I agree with Star and colleagues that selective attention is conducive to a productive analysis of teaching, I propose that what one notices and the kind of reasoning one performs on what one notices are interrelated processes. That is, when one’s purposes for noticing go beyond the intellectual exercise of studying teaching, or teachers’ conceptions of teaching, and include reflection on teaching guided by the goals of learning from it, the two processes—attending and reasoning—inform each other.