A progressive, research-based approach for making learning visible Based on the Reggio Emilia approach to learning, Visible Learners highlights learning through interpreting objects and artifacts, group learning, and documentation to make students' learning evident to teachers. Visible classrooms are committed to five key principles: that learning is purposeful, social, emotional, empowering, and representational. The book includes visual essays, key practices, classroom and examples. Show how to make learning happen in relation to others, spark emotional connections, give students power over their learning, and express ideas in multiple ways Illustrate Reggio-inspired principles and approaches via quotes, photos, student and teacher reflections, and examples of student work Offer a new way to enhance learning using progressive, research-based practices for increasing collaboration and critical thinking in and outside the classroom Visible Learners asks that teachers look beyond surface-level to understand who students are, what they come to know, and how they come to know it.
ACKNOWLEDGMENTS vii FOREWORD x By Deborah Meier INTRODUCTION xiii PART I: SIX LEARNING PORTRAITS 1 CHAPTER 1: THE YELLOW DOOR: TURNING PROBLEMS INTO PROJECTS IN KINDERGARTEN 3 CHAPTER 2: THE VERNAL POOL: SEVENTH-GRADERS INVESTIGATE AND PROTECT A LOCAL HABITAT 13 CHAPTER 3: GRAPPLING WITH GREATNESS: NEGOTIATING DIFFERENT POINTS OF VIEW IN AP LITERATURE 20 CHAPTER 4: THE AMAZING CIRCUS ACT: MAKING VISIBILITY PART OF THE EQUATION IN HIGH SCHOOL MATHEMATICS 26 CHAPTER 5: MEET THE DIRECTORS: KINDERGARTNERS STUDY THE BOSTON MARATHON 33 CHAPTER 6: EYES ON ENGAGEMENT: SUPPORTING STUDENT INQUIRY IN A FOURTH 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 ACCOUNTABILITY 95 PART III: TOOLS FOR MAKING LEARNING AND LEARNERS VISIBLE 107 CHAPTER 11: SUPPORTING LEARNING IN GROUPS IN THE CLASSROOM 109 1 Getting Started with Making Learning Visible 110 2 Looking at Learning in Groups: Classroom Discussion Guidelines 112 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 STAFFROOM 124 6 Throwing Your Money Away : Exploring Group Learning and Documentation 125 7 Designing and Facilitating Adult Study Groups 127 8 Looking at Documentation: The Collaborative Assessment Conference 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 LEARNING 151 17 Introducing Families to Making Learning Visible 152 18 Refrigerator Reminder: Five Ways to Make Learning Visible at Home 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 Visible 163 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
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