Cognition, Thinking & Understanding

Making Learning Visible Beyond the Classroom (Ch. 15)

Tools included in this section of Visible Learners:  

- Bulletin Boards That Make Learning and Learners Visible

- Creating Exhibitions of Teaching and Learning

- Anatomy of an Exhibit Panel

- Zoom Guidelines and Template 

Learning that matters: A review of the research on the qualities of school leadership...

From the introduction: What does it mean to lead learning that matters in schools? This whitepaper aims to spark discussion about this question by examining the research-based qualities of school leadership that support student learning. It reviews concepts of school leadership in which leadership for learning is defined as the social behaviors of envisioning and influencing learning that matters in schools. Although leaders in positions of power can display leadership behaviors, others involved in the school – including parents, teachers, and students – also play pivotal leadership roles. The whitepaper reviews two kinds of research-based school leadership models that differ in the nature of learning that is required in order to reach the goals of school change: technical leadership models and adaptive leadership models. Though the specific leadership behaviors in each model are qualitatively different, research suggests that there are three types of key leadership behaviors in each: setting direction, developing people, and creating culture. The paper illustrates how these behaviors are manifested in the adaptive challenges faced by the Big Picture Schools.

9 Apps for Parents

Nine easy discussion starters for parents of the App Generation:

1. Name and Notice Thinking

Use the language of thinking to name and notice the thinking your child is using and thus make it more visible. I like how you have used what you already know to make connections. That’s a perspective I hadn’t thought about.

2. Develop a Growth Mindset

Develop a growth mindset in your child by focusing your praise on process, learning, and effort (You really worked hard on this and have learned a lot. You’ve really developed as a musician.), as opposed to ability (You’re so clever. You’re good at math.)

3. Challenge but Don’t Rescue

When your child encounters difficulties, don’t jump in to solve the problem and rescue him/her. Instead, ask questions that will help him/her to think through the problem, identify, and choose a course of action to moving forward.

4. What Questions Did You Ask Today?

Our questions drive us as learners. Instead of asking your child, “Did you learn anything today?”, you could say, “Did you ask a good question today?” This will encourage your child to be more invested in the types of questions they ask at school.

5. Focus on the Learning Over the Work

Learning is the goal of an assignment. Take a moment to ask your child what the purpose of each homework assignment is, what do they think the teacher wants them to learn and get better at as a result. Then monitor the learning, not the work.

6. Support Your Child in Arguing Effectively and Persuasively

Research has shown that teenagers who argued constructively with their parents by building a case and providing evidence for their position were more enabled to speak up, voice an opinion, and use evidence in other facets of life.

7. Provide Time to Pursue Passions

Students need time and space to pursue their passions and interests. Pay attention to your child’s learning and passions outside of school and make time for them.

8. Make Your Own Thinking Visible

You are a model for your child of what it means to be a thinker and a learner. Model your own interests, passions, curiosity, reflection, learning, and thinking for your child.

9. What Makes You Say That?

By simply asking, “What makes you say that?”, in a curious and non-judgmental tone after someone has given a response, we are able to get a window into the thinking behind that person’s initial response.

Causal Patterns in Ecosystems: Lessons to Infuse into Ecosystems Units...

Causal Patterns in Ecosystems is a curriculum module for use by teachers who want their students to develop deep understanding of ecosystems concepts. Research shows that students who are taught about the nature of the causal patterns while learning science achieve deeper understanding than students who learn the science concepts only. Each section addresses one of a set of six broad and persistent misunderstandings about ecosystems that most students hold, stemming from their reasoning about the nature of causality. The module introduces RECAST (REveal CAusal STructure) activities, games, and simulations that are designed to reveal the underlying causal structure of concepts and to help students restructure their understandings. Each section contains one main activity, a set of additional reinforcement activities, and supporting materials for teaching them. Background information helps teachers recognize the misunderstanding and how it typically shows up in students reasoning about ecosystems. Understanding goals for the subject matter and the causal patterns are listed. The curriculum incorporates best practices in science education, such as inquiry-based learning and modeling. The module is aimed at upper elementary but can be modified for use with other ages. The module can be infused into broader units on ecosystems. It was developed as part of a research project called the Understandings of Consequence Project, which is supported by the National Science Foundation. 2011

Changing our Skin: Creating Collective Knowledge in American Classrooms

Abstract: In this essay, the author explores the notion that the focus of learning in classrooms and schools extends beyond the learning of individuals to create a collective body of knowledge that is larger than what any one person knows. This idea was examined in a collaboration between Project Zero researchers and educators from the municipal preschools in Reggio Emilia, Italy, around understanding, supporting, and documenting individual and group learning. The author draws on the experiences of classroom teachers in Massachusetts to suggest at least four key components in creating collective knowledge: (a) rethinking the nature of the learning task; (b) fostering a pedagogy of relationships; (c) addressing four kinds of learning; and (d) documenting student and teacher learning.