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关键词：创造、玩、游戏、探索和实验、科技、联系、建构

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关键词：创造、玩、游戏、探索和实验、科技、联系、建构

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“当我们有机会创造一些有个人价值的东西, 並能够與人分享的时候，那我们的学习便有最大的收获。”

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“当我们有机会创造一些有个人价值的东西, 並能够與人分享的时候，那我们的学习便有最大的收获。”

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“「教学」不单是讲解；更重要的是给予学生适当的指导与支持。

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“「教学」不单是讲解；更重要的是给予学生适当的指导与支持。

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“「学习」就是与知识和事物建立密切的关系。”

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“「学习」就是与知识和事物建立密切的关系。”

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“如果你只认识到事物的一面，那么，你还没有真正了解它。”

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“如果你只认识到事物的一面，那么，你还没有真正了解它。”

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“制造过程远比制成品重要”

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“制造过程远比制成品重要”

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21世纪能力——“孩子们不需要技能，而是需要让他们每天都愿意起床的理由(我们都需要)。一个拥有目标的人，将自然地获得实现他目标所需要的技能。一个没有目标的人可能会拥有几十种技能，但却长年累月过着机械性和没趣的日子。”

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21世纪能力——“孩子们不需要技能，而是需要让他们每天都愿意起床的理由(我们都需要)。一个拥有目标的人，将自然地获得实现他目标所需要的技能。一个没有目标的人可能会拥有几十种技能，但却长年累月过着机械性和没趣的日子。”

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How do we distinguish knowledge, skills, and thinking from.... learning? How do we make learning visible, so that we might surface and document powerful discoveries about the influence of our teaching on learners? These questions will guide several of my conversations with teachers on the ground this week, as we begin exploring John Hattie's work and the Reggio Emilia approach.

Both concern themselves with the moves that students and teachers make as learning occurs, and both inspire teachers to commit to documentation, as the evidence captured helps teachers and students assess the impact of their efforts far better than grades do.

Here are six ways to make learning visible:
1. Display student work collected over time, and invite learners to reflect:

How is each piece distinct from the others?

What specific moves were made in the creation of each piece? How were the moves distinct as well?

Describe what was learned, using evidence from the work to support your thinking.

2. Make time and space for exhibition:

Exhibition differs from celebration in that the emphasis is on the learning rather than the product.

When learners participate in exhibitions, they identified key learning and strive to make it transparent to others who may benefit from it.

Exhibition doesn't have to take significant amounts of time. Reserving a few moments at the end of a class period for learners to share their expertise and reflect on how it was gained is often enough.

Photos enable us to capture learning made transparent without disrupting the process.

Zooming in helps us notice things we may not have otherwise.

Photos serve to illustrate the stories that students tell about their learning, and stories can reveal different things that matter more than numbers might.

4. Audio record the learning:

Apps like Dragon Dictation and Storykit enable teachers and learners to audio record their work and relevant reflections.

Audiences and reviewers can add audio layers of their own to the original recording, so that learners may benefit from their observations and feedback.

Like photos, video enables us to record learning without disrupting it.

Video enables learners to record experiences over time, though. Rather than capturing isolated moments, recordings like these allow us to study the moves that learners make from the beginning of an experience right up until the end.

Video is also dynamic, enabling us to study multiple aspects of the learning experience at once.

6. Sketchbooks are expansive and enable creative reflection:

Rather than reducing learning to numbers, sketchbooks provide teachers and learners a place where they can collect and organize learning made visible.

Most importantly, sketchbooks provide learners and teachers plenty of white space to fill. As bits of evidence find their way into the book, users reflect in the spaces in between. Data aren't just for spreadsheets anymore.

Sketchbooks inspire doodling, visual note-taking, and the use of mixed media. These are beautiful ways to make learning visible and surface unexpected discoveries.

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About The Author

angelastockman

A former English teacher, Angela Stockman is the founder of the WNY Young Writer's Studio, a community of writers and teachers of writing in Buffalo, New York. She is also an education consultant with expertise in curriculum design, instructional coaching, and assessment. Read more from Angela at Angelastockman.com.

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How do we distinguish knowledge, skills, and thinking from....learning? How do we make learning visible, so that we might surface and document powerful discoveries about the influence of our teaching on learners? These questions will guide several of my conversations with teachers on the ground this

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Making Learning Visible has a goal to create and sustain powerful cultures of learning in classrooms and across schools that nurture individual and group learning. Though the project focuses on using documentation as a central pillar of group learning, MLV is ultimately a project about democracy. By learning in groups, we also learn about the cultures and values of others. By seeing how these unique perspectives influence the learning process, we gain a greater understanding of what we learn as well as each other.
For access to all Making Learning Visible resources on this website (as used to be accessible from the original MLV website), click here.

Additional Publications

Making Learning Visible: Children as Individual and Group Learners
Project Zero and Reggio Children (2001)

This book reports on a collaboration between Project Zero and the Municipal Preschools and Infant-toddler Centers of Reggio Emilia, Italy, on the nature of learning in groups and how to understand, support, document, and assess individual and group learning. The authors argue that systematic and purposeful documentation of the ways in which groups develop ideas, theories, and understandings is fundamental to the meta-cognitive activity that is critical to the learning of individuals as well as groups.

Selected Articles

Selected Videos

Related Websites

The Wheelock Documentation Studio: The Wheelock Documentation Studio is a space for educators to learn about, develop, and exhibit documentation from a variety of learning contexts.

The Boston Public Schools Early Childhood Making Learning Visible Weebly: This site includes videos, documentation examples, and other resources related to MLV practices in early childhood classrooms.

Reggio Children: International Center for the Defense and Promotion of the Rights and Potentials of All Children - is a mixed public-private company established in 1994 on the initiative of Loris Malaguzzi and a group of local citizens. Reggio Children's mission is to carry out experimental research and to promote and disseminate high quality education worldwide. Reggio Children also manages the educational and cultural exchange initiatives between the municipal early childhood institutions of Reggio Emilia and educators and researchers from around the world.

Pictures of Practice

Documentation collected for this purpose helps teachers stay close to students' learning and interests by enabling them to revisit a learning experience. It leads teachers to compare what they thought would happen to what really went on and informs decisions about where to go next. Sharing this kind of documentation with others reduces the subjectivity of a single person's analysis and interpretation and can deepen understanding. This form of documentation is the least shaped (or the most "raw") of the three types described here. Reviewing this type of documentation often influences the amount of time a group spends on a topic and the level of student involvement in shaping the learning experience.

Making visible images of learning and being together in a group is a way to foster group identity and learning. This type of documentation promotes conversation or deepens understanding about one or more aspects of a learning experience. It can serve as a memory of learning in the classroom, allowing children and adults to reflect on, evaluate, and build on their previous work and ideas. Sharing documentation back with learners can take many forms: a photocopied sheet of paper, words repeated back to students, work brought back to a small group or put up on a wall, or a carefully arranged panel. The examples in this section range from more immediate and "in the moment" to more fully framed and shaped.

Documentation is an act of communication; it makes public a conversation about what we value. When preparing documentation to stand on its own, documenters need to provide enough context and framing so that others can derive meaning from it. Depending on the purposes and setting for the documentation, the context could include logistical information, such as key names, dates, and age group represented, as well as the purpose of the learning experience.

Project Info

Funders: Atlantic Philanthropies, the Barr Foundation, the Ohio Department of Education, and the Massachusetts Department of Education

Events

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Making Learning Visible has a goal to create and sustain powerful cultures of learning in classrooms and across schools that nurture individual and group learning. Though the project focuses on using documentation as a central pillar of group learning, MLV is ultimately a project about democracy.

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HGSE Offers New Program on Making Learning Visible

In this era of globalization, our ability to learn and function as part of diverse groups is essential to our capacity to survive and thrive. Yet almost all assessment and most aspects of instruction in schools still focus on promoting individual performance and achievement. In this course, you will investigate the power of the group as a learning environment, and documentation as a way to shape, extend, and make visible how and what we learn.

The work of the schools in Reggio Emilia, Italy, has drawn international attention to children's capacities as individual and group learners. Based on a collaboration between Project Zero at Harvard, Reggio educators, and over 100 U.S. educators, the Making Learning Visible (MLV) framework extends key ingredients of the Reggio approach to primary and secondary schools and learners of all ages. Documenting children's and adults' learning challenges our assumptions about children's capabilities and what thinking and learning look like.

In this course, you will examine rich examples of individual and group learning in a variety of classrooms. Aided by extensive online and text-based resources, you will learn what the MLV framework is, why and when it is useful, and how to apply it in your own setting to benefit students, teachers, and your school community as a whole.

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.

Welcome to the Making Learning Visible Resources Weebly! This site provides resources and tools to support learning in groups in the classroom and the staffroom. Most of the tools you will find here are intended for teachers, professional development designers and coaches, and administrators, though some are also designed to help families support student learning. Many also include ways to involve students more directly in teaching and learning decisions. Almost all of the tools emphasize greater intentionality combined with careful looking and listening. Making learning visible is not a recipe; it will take time to discover and adapt the tools and resources for your own setting. We hope you will find this site useful and enjoy exploring it. The site includes five kinds of tools and resources:

Supporting Learning in Groups in the Classroom Documenting Individual and Group Learning includes resources for understanding, creating, and sharing documentation with students and colleagues. Some tools will help you think through the purpose of your documentation; others provide guidelines for gathering or sharing documentation via video, computer, photographs, or powerpoint.

Making Learning Visible beyond the Classroom provides tools and templates for creating bulletin boards, documentation panels, visual essays, and schoolwide exhibitions that make learning and learners visible, with examples from preschool-high school.
Engaging Families in Supporting Student Learning offers resources to inform families about visible learning, involve families in supporting their children's learning, and communicate with families about learning. Tools range from a refrigerator reminder to guidelines for parents interested in forming their own study group.

Supporting Learning in Groups in the Staffroom

Documenting Individual and Group Learning

Engaging Families in Supporting Student Learning

Making Learning Visible Beyond the Classroom

Supporting Learning in Groups in the Classroom includes practical tools with suggestions for creating learning groups at the beginning of the school year, forming study groups in classrooms, and promoting a culture of dialogue. provides tools for forming adult study groups, hands-on activities for adults to explore learning groups and documentation for themselves, and conversation structures for discussing and reflecting on student learning.

Supporting Learning in Groups in the Staffroom provides tools for forming adult study groups, hands-on activities for adults to explore learning groups and documentation for themselves, and conversation structures for discussing and reflecting on student learning.

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HGSE Offers New Program on Making Learning Visible In this era of globalization, our ability to learn and function as part of diverse groups is essential to our capacity to survive and thrive. Yet almost all assessment and most aspects of instruction in schools still focus on promoting individual performance and achievement.

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以兴趣为启动点，贯穿人的一生的，对待小朋友的时候要尊重他们的想法，还有一些事生存技能，一定要学习，作为老师要把它想办法做成有趣的方式让学生接受。误区是始终拖着孩子向老师的目标走。

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以兴趣为启动点，贯穿人的一生的，对待小朋友的时候要尊重他们的想法，还有一些事生存技能，一定要学习，作为老师要把它想办法做成有趣的方式让学生接受。误区是始终拖着孩子向老师的目标走。

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玩在每个年龄的不同理解，低段的学生注意力

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玩在每个年龄的不同理解，低段的学生注意力和兴趣点要更多设计游戏为主，高段孩子注意力加强了，比例可以有所调整。抓住高年龄孩子的好奇心也是和“玩“的本意想通，不一定真的是游戏。在真实生活中实验，尝试，结合也是一种玩

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现在的app很多，如何用到学习中去，带动

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现在的app很多，如何用到学习中去，带动家校合作达成一个目标，需要老师很用心地研究和考虑的。可以让一些有兴趣老师，committee，建立一个库，什么样的学生可以试用哪些科技内容。
现在的班级授课制是工业革命的产物，现在是科技革命已经完成，孩子生来和我们已经不同，主观上要面对这样一个事实，共同协作完成数码一代孩子的培养，希望是长期的，不是短暂地操作。有一个评估的体系，评估这个科技对孩子的学习影响是多少。可见性教学的效果参数需要大于0.4才是有效的合理的。

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STEAM 和 CODING课程最近非常火，怎么把这些理念融入到我们现有的课程，可能适合高年级的跨学科的项目，低年级的中文课程目前结合性比较少。