- Who We Are
- Agency by Design
- Artful Thinking
- Causal Learning Projects
- Children Are Citizens
- Creating Communities of Innovation
- Cultures of Thinking
- EcoLEARN Projects
- Educating Global Citizens Through a US and China Lens
- Engaging the Arts and Museums with the World in Mind
- Global Children
- Globalizing the Classroom
- Higher Education in the 21st Century
- Humanities and the Liberal Arts Assessment (HULA)
- Interdisciplinary & Global Studies
- Leading Learning that Matters
- Learning Innovations Laboratory
- Learning to Think, Thinking to Learn
- Making Learning Visible
- Multiple Intelligences
- Out of Eden Learn
- Pedagogy of Play
- Professional Development
Making Learning Visible
Creating strong learning cultures in schools using documentation as a tool to deepen and extend learning.
Making Learning Visible: Children as Individual and Group Learners
Project Zero and Reggio Children (2001)
This book reports on a collaboration between Project Zero and the Municipal Preschools and Infant-toddler Centers of Reggio Emilia, Italy, on the nature of learning in groups and how to understand, support, document, and assess individual and group learning. The authors argue that systematic and purposeful documentation of the ways in which groups develop ideas, theories, and understandings is fundamental to the meta-cognitive activity that is critical to the learning of individuals as well as groups.
- Accountability in Three Realms: Making Learning Visible Inside and Outside the Classroom
- Challenging Educational Assumptions
- Changing our Skin: Creating Collective Knowledge in American Classrooms
- Engaging City Hall: Children Are Citizens
- Places to Play in Providence: Valuing Preschool Children as Citizens
- Zooms: Promoting Schoolwide Inquiry and Improving Practice
Pictures of Practice
Documentation collected for this purpose helps teachers stay close to students' learning and interests by enabling them to revisit a learning experience. It leads teachers to compare what they thought would happen to what really went on and informs decisions about where to go next. Sharing this kind of documentation with others reduces the subjectivity of a single person's analysis and interpretation and can deepen understanding. This form of documentation is the least shaped (or the most "raw") of the three types described here. Reviewing this type of documentation often influences the amount of time a group spends on a topic and the level of student involvement in shaping the learning experience.
Making visible images of learning and being together in a group is a way to foster group identity and learning. This type of documentation promotes conversation or deepens understanding about one or more aspects of a learning experience. It can serve as a memory of learning in the classroom, allowing children and adults to reflect on, evaluate, and build on their previous work and ideas. Sharing documentation back with learners can take many forms: a photocopied sheet of paper, words repeated back to students, work brought back to a small group or put up on a wall, or a carefully arranged panel. The examples in this section range from more immediate and "in the moment" to more fully framed and shaped.
Documentation is an act of communication; it makes public a conversation about what we value. When preparing documentation to stand on its own, documenters need to provide enough context and framing so that others can derive meaning from it. Depending on the purposes and setting for the documentation, the context could include logistical information, such as key names, dates, and age group represented, as well as the purpose of the learning experience.
Funding & Quick Facts
Start Date: 1997
Funders: Atlantic Philanthropies, the Barr Foundation, the Ohio Department of Education, and the Massachusetts Department of Education