{"id":506,"date":"2021-10-06T16:51:12","date_gmt":"2021-10-06T15:51:12","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/?page_id=120"},"modified":"2026-03-31T15:04:21","modified_gmt":"2026-03-31T14:04:21","slug":"making-learning-visible","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/making-learning-visible\/","title":{"rendered":"Making Learning Visible"},"content":{"rendered":"
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Making Learning Visible<\/h1>\n

Resources<\/strong> \uf0ad<\/span><\/span><\/a><\/p>\n

What is it?<\/h3>\n

“Every day, children and adults learn from and with others, encountering new perspectives, strategies, and ways of thinking.\u00a0 Together, groups can achieve greater perspective and understanding than any individual can alone, but we need tools for sharing thinking and making learning visible to others.”<\/cite><\/p>\n

(Harvard Graduate School of Education, 2022)<\/p>\n

The ‘Making Learning Visible’ project began as a collaborative project between Harvard University and educators in Reggio Emilia<\/a> to promote group learning.\u00a0 The approach uses documentation to “make visible” both what and how students learn, “through observation, evidence collection, interpretation, and information sharing… (which) produces a record that students and teachers can use to build self-awareness and guide instruction” <\/cite>(Harvard Graduate School of Education, 2022).\u00a0 Project Zero<\/a> continues to promote and offer training on making learning visible aligning with the original project.<\/p>\n

“Documentation is a tool to make children’s learning visible.\u00a0 It can help practitioners gain greater insight into children’s thinking throughout everyday experiences.\u00a0 It is also used to reflect children’s thinking, to help them generate new ideas, learning, and discoveries.\u00a0 Documentation allows us to gather, share, and discuss evidence of development and learning with parents, children and other practitioners.”<\/cite><\/p>\n

(Algonquin College of Early Childhood Education<\/a>, 2021)<\/p>\n

Documentation can be described as visible records (written observations<\/a>, mind maps, Floorbooks, photos, videos, audio recordings of children’s work) that enable teachers, families<\/a>, and children to discuss, interpret and reflect upon what is happening from their various points of view.\u00a0<\/p>\n

Documentation should show evidence of the learning process and the product.\u00a0 It is not just a record of what happened but analysis or interpretation of the learning.<\/p>\n

Learning needs to be shared back with the learners.\u00a0 It can involve more than one medium, needs to be analysed by the adult to identify the different facets of learning evident through the interaction, and should inform future planning and revisit previous learning.<\/p>\n

Key messages:<\/h3>\n