Making Learning Visible: Understanding, Documenting, and Supporting Individual and Group Learning
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Overview: Accomplishments

In addition to the findings from our early work (described above), other accomplishments and results from the first phases of research include:

  • A set of publications including two books and several journal articles.

  • Numerous presentations and workshops to share our ideas with a range of educational audiences.

  • Courses and mini courses for in-service and pre-service teachers (e.g., at the Project Zero Summer Institute and Webster University in St. Louis).

  • Growing media coverage including articles on or citing MLV work in the Boston Globe, the Los Angeles Times, the Harvard Gazette, Nickelodeon Parents Magazine, and Teachers Magazine.

  • An ongoing cross-cultural collaboration between two organizations which combine 70 years of research, practice, and advocacy on behalf of children.

  • The establishment of a cadre of pre-K-8 "educational translators" who have extended ideas based in Reggio classrooms to the American context and work with older students.

  • The development of a group learning perspective, including:

    • a conceptual framework for understanding and supporting individual and group learning

    • seven propositions about how learning groups in early childhood form, function, and demonstrate understanding

    • numerous examples of documentation, including vivid images and prose, of individuals learning in groups, many in the form of mini-stories or visual essays

    • an examination of the role of adults (teachers and parents) in learning groups as documenters of children's learning processes and as learners themselves

    • the identification of cultural knots—assumptions, values, and beliefs that frame our understandings and images of individuals learning in groups—which can become barriers to the creation of learning groups.

Copyright 2006 Project Zero, Harvard Graduate School of Education, Harvard University.
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