<p>In mathematics classrooms, students express their reasoning not only through spoken words but also through non-verbal communication channels such as gesture, gaze, and movement. Therefore, pre-service teachers can better attend to and interpret students’ thinking if they develop their multimodal noticing of student thinking, i.e., their noticing of student thinking conveyed both verbally and non-verbally. As part of a multi-year design-based research project to inform creation of a video club curriculum to support preservice teachers’ noticing of students’ multimodal algebraic reasoning, we iteratively altered the design of video clubs in a middle school mathematics teaching methods course. This paper presents the early iterations of our research focused on how these alterations affected the pre-service teachers’ multimodal noticing. We found that “tagging” and annotating their noticings within an online video viewing/tagging/annotation platform improves their multimodal noticing, but only when they are encouraged to use a particular tool within that platform, the draw tool.</p>