The Visible Learners: Promoting Reggio-Inspired Approaches in All Schools

The Visible Learners: Promoting Reggio-Inspired Approaches in All Schools

Paperback

By (author) Daniel Wilson, By (author) Mara Krechevsky, By (author) Ben Mardell, By (author) Melissa Rivard

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  • Publisher: John Wiley & Sons Inc
  • Format: Paperback | 208 pages
  • Dimensions: 214mm x 272mm x 12mm | 520g
  • Publication date: 28 June 2013
  • Publication City/Country: New York
  • ISBN 10: 111834569X
  • ISBN 13: 9781118345696
  • Sales rank: 54,019

Product description

A progressive, research-based approach for making learningvisible Based on the Reggio Emilia approach to learning, VisibleLearners highlights learning through interpreting objects andartifacts, group learning, and documentation to make students'learning evident to teachers. Visible classrooms are committed tofive key principles: that learning is purposeful, social,emotional, empowering, and representational. The book includesvisual essays, key practices, classroom and examples. * Show how to make learning happen in relation to others, sparkemotional connections, give students power over their learning, andexpress ideas in multiple ways * Illustrate Reggio-inspired principles and approaches viaquotes, photos, student and teacher reflections, and examples ofstudent work * Offer a new way to enhance learning using progressive,research-based practices for increasing collaboration and criticalthinking in and outside the classroom Visible Learners asks that teachers look beyondsurface-level to understand who students are, what they come toknow, and how they come to know it.

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Author information

Mara Krechevsky is a senior researcher at Project Zero atthe Harvard Graduate School of Education. Ben Mardell,Ph.D., is an associate professor at Lesley University and a formerresearcher at Project Zero. Melissa Rivard is a senior researcher and visual mediaspecialist at Project Zero. Daniel Wilson, Ed.D., is a principal investigator andlecturer at Project Zero.

Back cover copy

Inspired by the innovative educational philosophy that originated in Reggio Emilia, a small city in Italy, "Visible Learners" offers research-based practices for fostering learning in groups through documentation. In this approach, first developed during a long-term collaboration between researchers at Harvard's Project Zero and Reggio educators, learning becomes a visible activity that develops students' intellectual capacities as well as their individual and group identities as learners. Visible classrooms can be identified by five key principles--that learning is purposeful, social, representational, empowering, and emotional. The authors define each principle using illustrative learning portraits, quotes from students and teachers, pictures, reflections, and examples of student work. Additionally, the authors offer teachers and administrators practical ways to enhance learning by increasing collaboration and critical thinking across grade levels and subject matter. Also included is a section containing dozens of tools for making learners and learning visible, incorporating guidelines for the classroom and the staffroom as well as ideas for engaging students' families. "Visible Learners" shows how observing and documenting learning can change the nature of that learning, and asks teachers to look beyond surface to understand who their students are, what they come to know, and how they come to know it. " We are at a critical moment that cries out for 4 C's learning (critical thinking, communication, collaboration, and creativity). "Visible Learning" addresses this very challenge by offering rich examples and practical guidance for creating powerful learning experiences in our classrooms, schools, and communities." --Ken Kay, CEO of EdLeader21 and cofounder and president, Partnership for 21st Century Skills " Many educators have pondered whether the 'Reggio approach' can be employed with older children and under different conditions. In this highly original book, the authors demonstrate how the principles developed in a small city in northern Italy can be realized across the ages, across the curriculum, and across the seas." --Howard Gardner, Hobbs Professor of Cognition and Education, Harvard Graduate School of Education

Table of contents

ACKNOWLEDGMENTS vii FOREWORD x By Deborah Meier INTRODUCTION xiii PART I: SIX LEARNING PORTRAITS 1 CHAPTER 1: THE YELLOW DOOR: TURNING PROBLEMS INTO PROJECTS INKINDERGARTEN 3 CHAPTER 2: THE VERNAL POOL: SEVENTH-GRADERS INVESTIGATE ANDPROTECT A LOCAL HABITAT 13 CHAPTER 3: GRAPPLING WITH GREATNESS: NEGOTIATING DIFFERENTPOINTS OF VIEW IN AP LITERATURE 20 CHAPTER 4: THE AMAZING CIRCUS ACT: MAKING VISIBILITY PART OF THEEQUATION IN HIGH SCHOOL MATHEMATICS 26 CHAPTER 5: MEET THE DIRECTORS: KINDERGARTNERS STUDY THE BOSTONMARATHON 33 CHAPTER 6: EYES ON ENGAGEMENT: SUPPORTING STUDENT INQUIRY IN AFOURTH GRADE CLASSROOM 39 PART II: PRINCIPLES AND PRACTICES 49 CHAPTER 7: MAKING LEARNING AND LEARNERS VISIBLE 51 CHAPTER 8: UNPACKING THE PRACTICE OF GROUP LEARNING 61 CHAPTER 9: UNPACKING THE PRACTICE OF DOCUMENTATION 74 CHAPTER 10: MAKING LEARNING VISIBLE IN AN AGE OF ACCOUNTABILITY95 PART III: TOOLS FOR MAKING LEARNING AND LEARNERS VISIBLE107 CHAPTER 11: SUPPORTING LEARNING IN GROUPS IN THE CLASSROOM109 1 Getting Started with Making Learning Visible 110 2 Looking at Learning in Groups: Classroom Discussion Guidelines112 3 Considerations for Forming Small Groups 115 4 Entry-Point Charts: Engaging All Members of the Group 117 5 Structures for Giving and Receiving Feedback 120 CHAPTER 12: SUPPORTING LEARNING IN GROUPS IN THE STAFFROOM124 6 Throwing Your Money Away : Exploring GroupLearning and Documentation 125 7 Designing and Facilitating Adult Study Groups 127 8 Looking at Documentation: The Collaborative AssessmentConference 130 9 Creating Documentation for Public Viewing: Protocol 1 132 10 Creating Documentation for Public Viewing: Protocol 2 134 CHAPTER 13: DOCUMENTING INDIVIDUAL AND GROUP LEARNING 136 11 Documentation: When Does It Make Learning Visible? 137 12 Beginning to Document through Intentional Inquiry 139 13 Beginning to Document by Stepping Back 140 14 Considerations for Selecting a Documentation Tool 143 15 Guidelines for Shooting Video and Photographs 146 16 Making Learners Words Visible: Speech Bubbles 149 CHAPTER 14: ENGAGING FAMILIES IN SUPPORTING STUDENT LEARNING151 17 Introducing Families to Making Learning Visible 152 18 Refrigerator Reminder: Five Ways to Make Learning Visible atHome 154 19 Making Learning Visible Family Survey 156 20 Involving Families in the Learning Process 158 21 Documenting Learning at Home 161 CHAPTER 15: MAKING LEARNING VISIBLE BEYOND THE CLASSROOM 162 22 Bulletin Boards That Make Learning and Learners Visible163 23 Creating Exhibitions of Teaching and Learning 165 24 Anatomy of an Exhibit Panel 167 25 Zoom Guidelines and Template 169 ABOUT THE AUTHORS 172 NOTES 174 INDEX 179 PHOTO CREDITS 185