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Before it was a tile and "stuff" found on the beach- sea glass, crab shell, rocks, shells.
After it is a mosaic to remind me of a specific beach.

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I learnt to make paints from soil during the Summer camp for educators conducted by NMWA. It was a wonderful experimental process (try and retry). Attached artwork is the outcome after many failures. Thank you NMWA.
Sara Ma

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I used to think that soil is just dirt beneath our feet and it is used for agricultural productions but now I know it has other uses such as creating paint naturally.

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I used to think that soil is just dirt beneath our feet and it is used for agricultural productions but now I know it has other uses such as creating paint naturally.

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I used cotton rag paper in three patterns to cover the inside and the flaps. This will be fun to use!

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Self portrait 7-  3 objects from my travels

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Self portrait 7-  3 objects from my travels

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1.  Bastet from a trip to the Studio Museum in Harlem many years ago when there was a collaborative of 3 museums on African History.
2.  An Ethiopian Silver Shield pin
3. A piece of American Indian pottery from one of the tribes in Colorado.

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My 2 travel journals so far. The bigger one has a cover of spray ink with a feather on the front. The binding is from the inside.  The shorter book is more rectangular in shape;  the binding on the outside has paper circle embellishments.  I like the ease of this book and will make many more.
Thank you. 🙏🏽🙏🏽🙏🏽

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Cover. I didn't have any 17" long decorative paper, so I used stamps on drawing paper to design my own.

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Creativity and imagination are explore doing a book
I enjoy doing this travel journal work I will be Amazing do it with children.
This kind of activity relax while you are involved in a magic moment of creativity
Rossana

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1. I treasure this hand painted plate from Lisbon 2. I love to collect things I find in thrift stores or antique stores while travel - my favorite is a kokeshi bobble head doll I picked up in Seattle 3. I also collect pressed pennies from the National Parks I visit

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Headlines Harvard Project Zero thinking routine

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Take a moment to reflect on your learning today and throughout our camp sessions this summer. ​
​
​

Respond to the following prompts by typing in the "Add Comment" field below and clicking on the right arrow to submit:​

​

Write a headline (one short phrase or sentence) that captures the most important aspect (the essence) of today's "Travel Journal Books" session. ​

Write a postcard-length note (four sentences or fewer) to your learners about your experience at camp.

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1) Beautiful decorative handmade ceramic plates from Spain, Turkey, and Greece 2) serpentine rock from Newfoundland and 3) owls from almost everywhere in Europe (I couldn't pick just one).

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Treasure Box Book

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Addie Gayoso, 1) Buttery soft leather loafers (Italy); 2) Perky puffin/lovable lundi sculpture (Iceland); 3) Shoe-shaped P&S shakers  (Haines House, York, PA)

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Name three of your favorite souvenirs from your travels. ​

​

Take a picture of at least one.

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Before: my grandmother’s carnival glass candy dish. Now: my soap dish

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Before you were disposable tags, now you are documented and made permanent 

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Before you were disposable tags, now you are documented and made permanent 

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Before: It held amazing pickles; After: It holds paper-like flower jewels.

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Before: floating remnants in the sea
After: archive of our constant impact

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Before you, we grew.

After, are we you?

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Before: the can was full of a frozen watermelon margarita

After: a new home for a propagated money plant

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Except for putting the accordion folds on the wrong side, it turned out well.

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+1 Harvard Project Zero thinking routine

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​​​Take a moment to reflect on your learning during today's "Secret Treasure Altered Books" session.

1. Recall: For yourself, generate a list of key ideas that you recall from today's session that you feel is important to hang onto. ​

2. In this post, click on "Add Comment" to add (+) 1: Add one new thing to the list. The addition might be an elaboration (adding a detail), a new point (adding something that was missing), or a connection (adding a relationship between ideas). Click on the right arrow next to your contribution to post.

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Addie Gayoso, Before: You were lost leaves; ​After: You are an Ana Mendieta-inspired artwork

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Take a picture of something you repurposed for another use. ​

​

Share a bit more about why you repurposed it using these sentence starters:​

Before… ​

After…

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@SAMA San Antonio Museum of Art

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Print I made after a friend brought me this bird, yes it had passed but it inspired this print and created a long time friendship.”Memory”

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Life is a never-ending story, This book reminds us of its glory.

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This book is a festival for your eyes; on every page you'll find a surprise

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I used to think... now I think... Harvard Project Zero thinking routine

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Take a moment to reflect on your learning during today's "Monoprints and Double Accordion Books" session.

Respond to the following prompt by typing in the "Add Comment" field below:

I used to think _______________________________,

but now I think _______________________________.

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Inside

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My tiny book

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I wasn’t a fan of the designs of food boxes in my pantry, so I covered it in paper before creating the book. The signatures are a mix of grid paper, vellum, copy paper & cardstock.

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Not a food package, but I have been saving this box for years- I knew it would become part of a project, I just didn’t know it would become a book!

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Addie Gayoso, Extreme emotions are tough whether you're big or little, ​This tiny book helped me find a sweet spot in the middle.

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Take a picture of a print or a book that’s meaningful to you.

Share why it’s meaningful to you by writing a rhyming couplet.

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2023 Educator Summer Camp Prep: Cake Box Books with Esther K. Smith

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Watch this video to prep your signatures and cover.

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2023 Educator Summer Camp: Cake Box Books with Esther Smith

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Thanks to Pamela Lawton for sharing this link!

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Junk Mail Envelope Journal - TUTORIAL (Step-by-step DIY)

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Cake box book- collage cover, front, back and spine

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What is the most important point?

Have fun while making books and learning will just happen. I learned to make the weavers knot with success!

What are you finding challenging, puzzling or difficult to understand?

The looping of the stitching on the top and bottom- totally missed it. From this first book I now know what to do to get the type of cover and size that I want. Additionally, there are so many idea to try.

What question would you most like to discuss?

Hearing a practicing, published, successful working book artist was very inspiring.  Outside of what is shared in Making Books with Kids, what would be the next book structures to learn?

What is something you found interesting?

The collaboration process- it showed how much math is in making books and the importance of interpersonal skills. Esther ability to communicate is to be applauded.

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Not your average tea container

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I enjoy & appreciate the ease of using a cake/cereal/cracker book for the cover.

Great possibilities for themes of what is illustrated inside.

Thom

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Thank you so much! I'm excited to practice this new skill. Reflection: the most important part for me was making sure to keep the correct tension.

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Thanks to Pamela Lawton for sharing these images!

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Eye catching colors, clean typeface

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Take Note Harvard Project Zero thinking routine

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Take a moment to reflect on your learning during today's "Cake Box Books" session.​
​

Respond to at least ONE of these prompts by clicking on the "Add Comment" below:​

​

What is the most important point? ​

What are you finding challenging, puzzling or difficult                                    to understand? ​

What question would you most like to discuss?​

What is something you found interesting?

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Addie Gayoso, Sweet alliteration, treat, voice; heart

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Take a picture of a food package you like because of its design. In five words or fewer, tell us what you like about it.

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Inside cover

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cover

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Self portrait prompt 1  Favorite color in nature

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Self portrait prompt 1  Favorite color in nature

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Waters edge blue

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Whoo

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Texas sky

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$3 garage sale find.
I love the design and colors. I can imagine the artist spending hours on this needlework.

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I used some paper I've been doing prints on to create the flip book. Such an easy option for wonderful little books. Thank you Imin Yeh!!

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Hardcover tiny book made during the session. Wow, that was fun!

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My Bloom's Spikes Wait for a Bee in the Sun

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I love PowerPuffing myself, but I "Popped" myself too: https://funko.com/pop-yourself/ --Ashley NMWA

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Creative Prompt New acquisition. JOY and a SMILE

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Creative Prompt New acquisition. JOY and a SMILE

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A beautifully handcrafted dip pen. A true work of art.

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Review measuring/ruler skills
Review how to cut with an Xacto knife

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What not to do is make anything to lengthy and keep it simple.

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It would help to go slower so we could do it along with the artist. Very interesting though!

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Use scrape paper when gluing

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When teaching bookmaking you need visual and text directions with inspirational examples.

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First Day: tiny pin given to me by a student on my first day teaching art.

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Take a moment to reflect on your learning during today's "Tiny Books" session.

Respond to these prompts by clicking on the "Add Comment" below:

1.What do you need to be-sure-to do or incorporate when teaching bookmaking?

2.What do you need to be-sure-to avoid or not do when teaching bookmaking?

Source: Ron Ritchhart and Mark Church, The Power of Making Thinking Visible: Practices to Engage and Empower All Learners, 2020

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Description

The long-awaited follow-up to Making Thinking Visible, provides new thinking routines, original research, and unique global case studies
Visible Thinking-a research-based approach developed at Harvard's Project Zero - prompts and promotes students' thinking. This approach has been shown to positively impact student engagement, learning, and development as thinkers. Visible Thinking involves using thinking routines, documentation, and effective questioning and listening techniques to enhance learning and collaboration in any learning environment. The Power of Making Thinking Visible explains how educators can effectively use thinking routines and other tools to engage and empower students as learners and transform classrooms into places of deep learning.

Building on the success of the bestselling Making Thinking Visible, this highly-anticipated new book expands the work of the original by providing 18 new thinking routines based on new research and work with teachers and students around the world. Original content explains how to use thinking routines to maximum effect in the classroom, engage students exploration of big ideas, link thinking routines to formative assessment, and more. Providing new research, new global case studies, and new practices, this book:

Focuses on the power that thinking routines can bring to learning

Provides practical insights on using thinking routines to facilitate student engagement

Highlights the most effective techniques for using thinking routines in the classroom

Identifies the skillsets and mindsets needed to truly make thinking visible

Features actionable classroom strategies that can be applied across grade levels and content areas

Written by researchers from Harvard's Project Zero, The Power of Making Thinking Visible: Using Routines to Engage and Empower Learners is an indispensable resource for K-12 educators and curriculum designers, higher education instructional designers and educators, and professional learning course developers.

About the Author

RON RITCHHART is a Senior Research Associate at Harvard Project Zero and Fellow at the University of Melbourne, Australia. His current research focuses on developing intellectual character, making thinking visible, and promoting deep learning.

MARK CHURCH has been an educator for over twenty years and has particular interest in helping teachers and school leaders think deeply about their efforts to cultivate thinking and learning opportunities for students.

Ron Ritchhart and Mark Church (with Karin Morrison) are the coauthors of Making Thinking Visible.

Table of contents

List of Figures ix

Acknowledgments xi

About the Authors xv

Introduction xvii
Part One Laying the Foundation for Power 1 One Six Powers of Making Thinking Visible 3
Fostering Deep Learning 6

Cultivating Engaged Students 7

Changing the Role of the Student and Teacher 9

Enhancing Our Formative Assessment Practice 11

Improving Learning (Even When Measured by Standardized Tests) 13

Developing Thinking Dispositions 17

Conclusion 19
Two Making Thinking Visible: A Goal and Set of Practices 21
Making Thinking Visible as a Goal of Teaching 23

Making Thinking Visible as a Set of Practices 24

Organizing Thinking Routines 33
Part Two Eighteen Powerful Routines 37 Three Routines for Engaging with Others 39 Give One Get One 42 Ladder of Feedback 50 The Leaderless Discussion 59 SAIL: Share-Ask-Ideas-Learned 67 Making Meaning 76 +1 Routine 86 Four Routines for Engaging with Ideas 95 Question Sorts 98 Peeling the Fruit 107 The Story Routine: Main-Side-Hidden 117 Beauty & Truth 124 NDA 132 Take Note 140 Five Routines for Engaging in Action 147 PG&E: Predict-Gather-Explain 150 ESP+I 158 Be-Sure-To 166 What? So What? Now What? 174 The 3 Y's 182 The 4 If 's 190 Part Three Realizing the Power 199 Six Using Thinking Routines for Maximum Effect 201
Planning for Thinking 204

Being Primed for Thinking 211

Pressing for Thinking 215

Positioning for Thinking 219
Seven Learning to Support One Another as We Make Thinking Visible 223
Beyond the Toolset: Developing Our Skills at Using the Tools 226

Beyond the Skill Set: The Mindsets That Motivate Action 231

Supports for Developing Skill Sets and Mindsets 233

In Conclusion 239

References 241

Index 245

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The Power of Making Thinking Visible: Practices to Engage and Empower All Learners

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The long-awaited follow-up to Making Thinking Visible, provides new thinking routines, original research, and unique global case studies Visible Thinkinga research-based approach developed at Harvards Project Zero prompts and promotes students thinking. This approach has been shown to positively impact student engagement, learning, and development as thinkers.

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Added some tacky glue to the gritty goo at the bottom of the jars and painted it on paper. Also put some turmeric in it for the yellow color. Great for texture!

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Drying the "paint" after the sedimentation process

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Drying the "paint" after the sedimentation process

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The goo in the creek that I started with

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I played around with the paint making process that Karen taught us with some gooey soil from the creek in our back yard. I have it in powder form and will make paint next week when I get the binding materials.

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I played around with the paint making process that Karen taught us with some gooey soil from the creek in our back yard. I have it in powder form and will make paint next week when I get the binding materials.

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Addie Gayoso, Mom's and Mine: ​Small States, Big Fun ​

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Take a picture of something teeny tiny or SUPER-SIZED that speaks to you. Create a caption that's made up ONLY of:​

Monosyllabic words if your something is tiny. ​

Polysyllabic words if your something is ​
HUGE.

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The summer is passing by in a blur!

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I used to think….
of soil as a medium to grow in. As a tool.

Now I think….
of Soil as a living creature with so much history and intricacy and with a newfound respect.

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I used to think making paint out of soil would be very complicated and something not worth trying to do. Now I think it is a little complicated, but something I'd like to try. I also think my students would love to do this!

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I used to think artists were them. Now I believe artists are us.

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Into the woods

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Take a moment to reflect on your learning during today's "The Art of Soil" session. ​

​

In the Padlet, complete these sentence stems by clicking on the "Add Comment" below:

​

1. I used to think...​

2. Now I think...

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Addie Gayoso, "Pansy Purple Haze, Summer 2023"​

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Find your current favorite color in nature, take a photo of it, and come up with a creative name that expresses your mood.

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Laura R

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The Art, Books, and Creativity (ABC) curriculum consists of 14 lessons, which combine visual arts and writing activities. ABC introduces students to artworks by women, as well as basic art vocabulary and concepts. It leads students through the process of creating artists' books in a range of book formats and culminates with a classroom exhibition and critique of students' works. Designed for use in 4th- and 5th-grade classrooms, the curriculum can be differentiated for other grade levels.

NMWA developed and evaluated the ABC Curriculum and the ABC Teacher Institute from 2004 to 2011 with the support of two consecutive grants from the U.S. Department of Education. Findings from the three-year curriculum study and four-year professional development study show positive impact on student learning in the visual arts and writing and on teachers' ability to integrate arts in the classroom.

Each July, NMWA offers a weeklong ABC Teacher Institute led by museum educators, a professional book artist, and art and literacy specialists. Institute alumni have additional opportunities to explore the ABC curriculum during the weeklong Advanced Teacher Institute and three-day ABC Intensive.

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Arts, Books, and Creativity (ABC) Curriculum | NMWA

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The Art, Books, and Creativity (ABC) curriculum consists of 14 lessons, which combine visual arts and writing activities. ABC introduces students to artworks by women, as well as basic art vocabulary and concepts. It leads students through the process of creating artists' books in a range of book formats and culminates with a classroom exhibition and critique of students' works.

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Deborah B.'s Reflection 3-2-1 Bridge
3 thoughts/ideas: “Getting to Know" Self Portraits - create (1) PowerPuffYourself self-portrait using technology, (2) current and historical photographs/portraits, and (3) “book” self-portrait
2 questions: As a Preschool - 8th Grade Library & Technology Specialist, I want to help students learn how to read deeply, research and ask questions, and share information creatively. (1) What technology programs and databases will help students create a current/historical photograph self-portrait? (2) How can we make a “book” that represents ourselves?
1 connection: Starting with the Smithsonian Summer Session for Teachers training I took, I’d like to build on the following:
Enduring Understanding: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art and stories.
Essential Questions: How do art and stories help us understand the lives of people of different times, places, and cultures? How are art and literature used to impact the views of a society? How do art and stories preserve aspects of life?
Supporting Questions: How do we describe people/artwork/stories? What kind of personal connections can we make with historical photographs?
Think-Create-Share-Grow: Explore Dianne Smith’s work. Create our own current and historical photograph portraits exploring our family and community history. (I wonder what other artists use a similar technique. What age groups will this work best with?)

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It tickles me to display my new night guard splint mold.

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Creative Prompt: New Acquisition, New Joy

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Creative Prompt: New Acquisition, New Joy

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love cherish together anniversary adventure

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I have ADHD and the speed of the presentations today was perfect for me. I found it very relaxing!

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I have ADHD and the speed of the presentations today was perfect for me. I found it very relaxing!