Making Learning Visible: Understanding, Documenting, and Supporting Individual and Group Learning
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Making Learning Visible: A Charter-District Collaboration
 
Key Ideas & Questions
Key Ideas & Questions
Some Basics
Learning Groups
What is Documentation?
Features of Documentation
Documentation Features in Practice
Other Aspects of Documentation
Features of Learning Groups
Group Learning Features in Practice
Other Aspects of Learning in Groups
Current Essential Questions
 
Publications & Institutes
Publications & Institutes
Publications
Report: MLV Institute '04
Institutes
 
Project History
Project History
Phase I
Phase II
Overview: Accomplishments
Phase III
Fall '04: Seminar Findings
 
Documentation Examples
Documentation Examples
 
More About MLV
More About MLV
Contacts & Links
Who's Who
 
Resources and Tools
Resources and Tools
Tools for Documenting and Making Learning Visible
Documentation Tools
Documentation: When Does it Make Learning Visible?
Documentation and Display: What's the Difference?
Sketching an Exhibition
COMPONENTS OF MAKING LEARNING VISIBLE
A Taste of Making Learning Visible
Definition and Features of a Learning Group and Documentation
Protocols
Choosing a Question Protocol
Looking at Documentation Protocol #1
Looking at Documentation Protocol #2
Modified Collaborative Assessment Conference Protocol
Making Learning Visible and Looking at Student Work: What's the Relationship?
Technical Help
SOME CORE GRAPHIC DESIGN PRINCIPLES
Group Learning Resources
Activities
The Airplane Activity:
Looking at Learning in Groups: Visual Essay and Discussion
Other Group Learning Resources
Seven Propositions about Form, Function, and Understanding in Learning Groups
Making Learning Visible 2004: A Map of Our Work
Making Learning Visible 2004: A Map of Our Work
One-Pager: Learning Group and Documentation Definitions and Features
MLV Seminar Questions about Learning in Groups: 2003-2006
MLV Seminar Member Questions from
Making Learning Visible 2004: A Map of Our Work
Making Learning Visible 2004: A Map of Our Work
 
 

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