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.
Via Miloš Bajčetić