She designed a sailboat and a ferris wheel. He designed a motorcycle and a roller coaster. They're a team and they have jobs that most kids (and a lot of adults) would envy: They design toys and get paid for it.
Inquiry-based learning is not a new technique—in fact, it goes back to education philosopher John Dewey—but it does stand in contrast to the more structured, curriculum-centered framework of today's schools.
What is documentation? Knowing what is documentation is the first stage of understanding the process. Katz and Chard offer this explanation: “Documentation typically includes samples of a child’s work at several different stages of completion: photographs showing work in prog- ress; comments written by the teacher or other adults working with the children; transcriptions of children’s discussions, comments, and explana- tions of intentions about the activity; and comments made by parents” (1996, 2).
Welcome to the Making Learning Visible Resources Weebly! This site provides resources and tools to support learning in groups in the classroom and the staffroom. Most of the tools you will find here are intended for teachers, professional development designers and coaches, and administrators, though some are also designed to help families support student learning. Many also include ways to involve students more directly in teaching and learning decisions. Almost all of the tools emphasize greater intentionality combined with careful looking and listening. Making learning visible is not a recipe; it will take time to discover and adapt the tools and resources for your own setting.
Bulletin boards that make learning visible focus on what was learned as well as what was done. They reveal the learning process as well as product, and balance content learning with learning about learning.
Follow two teachers as they explore and learn about Inquiry-Based Learning We are working on this project through the support of the TEACHER LEARNING and LEADERSHIP PROGRAM (TLLP) - Ontario Ministry of Education. Our project Uncovering Content-Integrating Critical Thinking into Social Studies for 21st Century Learners was developed because as teachers we felt we needed to enhance our knowledge of using critical thinking questions and inquiry-based learning in order for our students to become actively engaged in their learning.
Most of us are in groups all the time. But are these groups learning groups? When does a group become a learning group? Can a group construct its own way of learning? Can documenting children's learning lead to new ways of learning?