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.

2. W = Worrisome What do you find worrisome about the challenge?

3. N = Need to Know What else do you need to know or find out about this challenge?

4. S = Stance or Suggestion for Moving How might you move forward in your evaluation of challenge?

(A routine for silently considering ideas, questions, or problems and responding to others.)

Looking at the topical question written on the chart paper:

• What ideas come to mind when you consider this idea, question, or problem?

• What connections can you make to the others’ responses?

• What questions arise as you think about the ideas and consider the responses and comments of others?

1. What can the person perceive?

2. What might the person know about or believe?

3. What might the person care about?

Looking at the image, imagine being a person on this waka and answer the following three questions.

This self-assessment plan helps girls reflect on their social skills.

• Keep the self-assessment process positive and focused on growth.

• Use language that is age-appropriate and easy for 9-year-old girls to understand.

• Provide opportunities for girls to practice social skills in a safe and supportive environment.

• Celebrate the unique strengths and communication styles each girl brings to the classroom.

• CREATE A HAPPINESS JOURNAL - Start with a vision board, include daily reflection prompts that focus on the ATL social skills prompts, and self-assess according to an ATL rubric.

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Step 1: Understanding Social Skills

• Brainstorming Session:

  • Begin with a group discussion about social skills. What are some ways we interact with others? What makes someone a good friend or teammate?

  • Create a word bank together listing social skills like active listening, taking turns, showing empathy, and resolving conflicts peacefully.

• Visual Aids:

  • Use age-appropriate posters or infographics that depict positive social skills in action, such as pictures of students collaborating on a project or greeting each other respectfully.

Step 2: Reflecting on Group Interactions

• Scenario Prompts:

  • Present a few written scenarios that depict situations where social skills are essential. Explicit teaching.

  • Examples:

    • A group project at school - How did you communicate your ideas? Did you listen to others' ideas?

    • A disagreement on the playground - How did you resolve the conflict?

    • Working with a new classmate - Did you make them feel welcome?

• Journaling:

  • After each scenario, have students write a short reflection in their journals.

  • Prompts:

    • How well did I use my social skills in this situation?

    • What could I have done differently?

    • How can I improve my social skills in the future?

Step 3: Peer Feedback (Optional)

• Partner Reflection:

  • Students can take turns reflecting on each other's social skills in pairs based on recent group activities or projects.

  • Encourage them to use positive and constructive language, focusing on specific examples.

• Class Discussion:

  • Facilitate a class discussion about the importance of peer feedback in developing social skills.

  • Remind students to be respectful and focus on offering suggestions for improvement rather than criticism.

Step 4: Setting Goals and Tracking Progress

• Goal Setting:

  • Based on their reflections, have students identify one or two specific social skills they want to improve.

  • Encourage them to set SMART goals (Specific, Measurable, Achievable, Relevant, and Time-bound).

• Tracking Sheet:

  • Create a simple self-assessment tracking sheet to monitor students' progress towards their goals.

  • It can have columns for the target skill, specific situations where they practised it, and a rating on how well they used it (e.g., excellent, good, needs improvement).

Step 5: Celebrating Success and Sharing Learnings

• Recognition:

  • Acknowledge students' efforts to improve their social skills. Celebrate their achievements and offer encouragement to continue developing these important skills.

• Sharing Session:

  • Organize a voluntary sharing session where girls who feel comfortable can share their goals and strategies for improving their social skills. This can inspire and motivate others.

Exchanging Thoughts and Information:

• Reflect on a recent conversation you had. How effectively did you exchange information and ideas? What could you have done differently?

• Imagine you're explaining a complex topic to someone younger than you. How would you adapt your communication style?

Giving and Receiving Feedback:

• Recall a time you received feedback on your work. How did it make you feel? Did it help you improve?

• Think about a situation where you gave feedback to someone else. Was your feedback clear and constructive? How could you improve your feedback skills?

Intercultural Understanding:

• Have you ever encountered a situation where cultural differences caused a misunderstanding? How did you overcome it?

• Research a cultural tradition or social etiquette from a different country. How does this impact communication styles?

Speaking Techniques:

• Choose a topic you're passionate about. How would you present it to a younger audience vs. an expert audience? What speaking techniques would you use for each?

• Imagine you're giving a persuasive speech. What techniques would you use to engage your audience and get your point across?

Writing for Different Audiences:

• Compare and contrast the writing style you'd use for a blog post, a formal letter, and a creative story.

• Imagine you're writing instructions for a complex game. How would you ensure clarity and ease of understanding for your audience?

Media Communication:

• Reflect on your media usage. What types of media do you use to communicate with different people? What are the benefits and drawbacks of each?

• Choose a topic. How would you communicate your message using a video, an infographic, or a social media post?

Non-Verbal Communication:

• Pay attention to non-verbal cues throughout the day. How do facial expressions, body language, and tone of voice impact communication?

• Practice conveying emotions (happiness, sadness, anger) solely through body language and facial expressions. Discuss the challenges and importance of non-verbal communication.

Negotiation and Collaboration:

• Describe a situation where you negotiated a solution with a friend or classmate. What communication skills were essential for success?

• Imagine you're collaborating on a project with someone from a different country. How would you ensure clear communication and understanding despite potential cultural differences?

Digital Communication:

• Reflect on your online interactions. How do digital platforms like social media influence how we communicate and share information?

• Choose a cause you care about. How could you use a digital platform to spread awareness and collaborate with others to create positive change?

• Developing positive interpersonal relationships.

• Developing Social-emotional skills.

• What search terms to put into Google or other search engines

• What search results to click on and read through (while avoiding inappropriate or irrelevant sites or advertisements)

• How to determine what information is credible, relevant and student friendly 

• How to process, synthesize, evaluate, and present the information

• How to compare a range of sources to evaluate their reliability and relevancy

• How to cite sources correctly