Making Learning Visible
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      • Getting Started with Learning Groups >
        • Creating a Community of Learners in your Classroom
        • Looking at Learning in Groups: Visual Essay and Classroom Discussion Guidelines
        • Group Learning Features in Practice
      • Considerations when Forming a Learning Group >
        • The Individual in the Group: The Entrypoints Chart, Student Interviews, and Student Surveys >
          • Teacher Examples
        • Student Study Group Planner
      • Creating A Culture of Dialogue >
        • Changing our Skin: Creating Collective Knowledge
        • Helping Students Give and Receive Feedback
        • The Ladder of Feedback: A routine for giving feedback about an idea or artifact
      • MLV for Secondary Schools
    • Teacher Learning Groups >
      • Adult Learning Groups >
        • Sharing Documentation with Colleagues
        • Making Learning Visible Cycle of Inquiry
      • Activities for Exploring Group Learning and Documentation >
        • “Throwing Your Money Away”
        • "What Does the Internet Look Like?”
        • “Going Public: Transforming the Bulletin Board”
      • Protocols for looking at documentation >
        • Looking at Documentation: Protocols for reviewing and critiquing documentation
        • See-Think-Wonder: A routine for exploring and noticing
        • Ladder of Feedback (see Supporting Learning in Groups in the Classroom)
  • Documenting Learning
    • Getting Started with Documentation >
      • Getting Started with Documentation in Your Classroom
      • Documentation and Display: What’s the Difference?
      • Documentation: When Does it Make Learning Visible?
      • MYST (Me-You-Space-Time: A Reflecting Routine)
      • Documentation Features in Practice
      • Photographs as Documentation: Some Guidelines
    • The Documentation Process >
      • Sharing Documentation with Colleagues
      • Using Video: From Capturing to Downloading to Editing to Sharing
      • Documentation: Photo and Video
    • Revisiting Learning Moments >
      • Making Students' Words Visible: Speech Bubbles
      • Small books
      • Reflecting on post-its, photographs and video
  • Engaging Families
    • Informing Families about Making Learning Visible (or MLV: Why Bother?) >
      • Sample Letter Home
      • “Why Don’t You Tell the Other Kids?”
      • An Elementary School Parent’s Reflections
      • “Exploring Group Learning: An Activity and a Thought Problem”
    • Involving Families in the Learning Process >
      • Refrigerator Reminders: 5 ways to make learning visible at home
      • Inviting family members in before the end of a unit/Documenting at home and in the classroom
      • Family Study Groups
    • Communicating with Families about Learning >
      • Making Learning Visible Family Survey
      • Sharing Images of Learning
      • Another Way To Think About Bulletin Boards
  • MLV Beyond the Classroom
    • Sharing Stories of Learning >
      • Bulletin boards that make learning visible >
        • More Bulletin Board Examples
      • Engaging City Hall: Children as Citizens
      • “Zooms”
    • Schoolwide Exhibitions of Teaching and Learning >
      • Creating an Exhibition of Teaching and Learning >
        • More Exhibitions of Teaching and Learning
      • Components of Making Learning Visible
      • Graphic Design Principles: Considerations for making visual displays
    • Making Learning Visible in the Community >
      • DVD
      • Places to Play in Providence
      • Menu: “A Taste of MLV”
  • FOL/PZC
    • Blog MLV in Practice
Accountability in Three Realms: Making Learning Visible Inside and Outside the Classroom
This article describes the changing culture of a public school as members of its community explore new ways of being accountable to pro- gressive ideals in an age of skills-based learning and standardized testing.

accountabilityin3realms.pdf
File Size: 202 kb
File Type: pdf
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COMMENTARY: “Diversity and Progressive Education: How Italian Preschools Are Proving Dewey’s American Detractors Wrong”
krechevskymardellseidelproged.doc
File Size: 51 kb
File Type: doc
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Challenging Educational Assumptions: lessons from an Italian-American Collaboration
krechevskystorked.assumptions.pdf
File Size: 1645 kb
File Type: pdf
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Who are the Teachers? Who are the Learners?
In Reggio Emilia classrooms, working in small groups and documenting the learning process bring to light new understandings of teaching and learning for both children and adults.
krechevskyturnerwhoarethelearners
File Size: 841 kb
File Type: krechevsky&turnerwhoarethelearners
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"Why don't you tell the other kids?"
"Since my encounter with Reggio, I have changed the way I interact with children. I don't accept an initial "I don't know." I allow for silence. I wait more. I encourage children to share their ideas with other children, and refer them to other children to find things out."
krechevskywhydontyoutelltheotherkids.pdf
File Size: 8621 kb
File Type: pdf
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Zooms: Promoting Schoolwide Inquiry and Improving Practice
How can focusing on a particular moment of classroom life help teachers understand children’s capabilities and concerns and support their collaborations with peers?

mardell_etal.zooms.pdf
File Size: 3676 kb
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Lessons from Reggio
Through a decade of collaboration and association around the Making Learning Visible project and through the friendships that have evolved in that time we at Project Zero have learning many lessons.
seidel_forewardlessonsfromreggio.pdf
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