Making Learning Visible
What role does the creation of physical products and displays play in the success of this method? What purpose does “making learning visible” serve for the children? The teachers? The families? What are some techniques you can or have used to make what the children know and are learning more visible?
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Children’s representations play an integral part in the success of the Reggio method. The children are able to see how their work is valued by peers, teachers, and parents. They have an opportunity to explore, investigate, and create in a variety of mediums and can partner with others to expand the investigations. Teachers use the physical products to facilitate children’s thinking, inform their practice and guide the direction of the investigation. Parents love to see what their children are learning and where they may be able to encourage further investigation at home. They may even inspire donations of items to extend the learning and/or replenish the classroom supplies.
I have not used the Reggio approach, but I have used photo displays and albums to highlight the children’s projects (especially creations that cannot be kept indefinitely such as those out of blocks, sand, etc). I have kept block and duplo creations “safe” for viewing at pick up time. Of course, displaying children’s artwork is standard practice. Children’s creations out of collage materials including wood scrap and recycled product structures were displayed for a time and then send home. I would often choose a sampling of the children’s artwork and writing and laminate it to show the child’s development. These were especially appreciated when they were received along with a photo album when the child exited my program.
Making learning visible is a way of group learning. Everyone becomes involved in the learning process by discussing projects as a group.
Teachers identify learning goals for themselves as well as for the students.
Documentation of the project is one technique that can be used to make what the children are learning more visible.
I agree that documentation helps to make children's learning more visible for the children themselves (to revisit ideas and feel like their work is valued), parents (to build the home/school connection), and teachers(to help to further facilitate children's learning and to look for meaning in their work, so as to plan future activities.)
In our classroom, we use bulletin boards that include photos, artwork, and dialogues, but we aren't always consistent in how we create them. Sometimes they include an introductory statement and sometimes they don't. When using wall space for bulletin boards, we also run out of space very quickly. I like the idea of using smaller panels, but it seems like creating them would be very time consuming. Does anyone use panels? How do you display and store them?
The creation of physical products and displays is one of the unique components of the Reggio method of learning. It allows children to express their understandings, thoughts and feelings on the topics they have explored. It also provides a means for the key elements of reflection, revisiting and reconstruction that foster deeper understanding for the child.
The visible learning piece is a great way to gain parental support because it engages parents by sharing what goes on in the classroom and draws them in to the learning process. It enables parents and teachers to observe growth by reading documentation of conversation as well as the child’s interpretation of the experience.
The physical or visible presentations need not be limited to panels or photos but can also be in the form of print, art, models or constructions, drama, music, dance, or even puppet shows. A variety of visible learning products can appeal to all of the various “learning types” found in the classroom and allow children to demonstrate what they have learned in a way that is best for them. In doing this a little of what is described by Howard Gardner in his Multiple Intelligence Theory can be interjected in to the Reggio method.
Being an artist I can appreciate all the importance documentation plays in the various ways a child learns. The visible learning piece gives evidence to use for evaluating, engaging parents, and teachers. The reflection, revisiting and reconstruction helps a child to deeper understand that which has sprked their interest. It makes it real for the child and I fiind they can better verbalize what they liked about it, or how it was made. or the purpose behind their decision to create. Mutiple media available at all times offers children the avenue of choice to represent. We use pictures, bulletin boards, art display areas, and children made books to engage the parents. Children create whole areas based on group interest and this approach offers so much more for creativity then labeling areas. Our children love the farm setting and the nature trails. I find they come up with scientific approaches to problem solving. Documentation is a must in this type of data gathering. It gives the children's work a sense of importance for them.
Visible?
For thwe children it is that “look mom what I made” expirienc---A huge self-esteem boost at the least. For the teachers the visibles serve also as an accomplishment and a reflection purpose for either its success or not! For the families it is confirmation that learning is happening. It invites them to get involved in the school and/or maybe expand on a project at home possibly.
One technique , much like the port folios would be an idea of journals for either the teachers to maintain or the parents to log in comments of progression! Maybe scrapbook style. Or even an annual yearbook edited and/or printed and sold as a fundraiser ?? Making the learning visible is a teaching tool for all, ( a win win situation here) The parents would not be able to resist involvement as the exhibits and displays lure them in with curiosity.
when working with the 3 and 4 year old children, art was done in small groups. i the traditional themed activities as well as open ended. the children would sit and talk as they went along. they would name their elephants for the jungle theme and also, they helped other children who they thought were having trouble (teachers in the making) i had boards for the themed art and the open ended art was put on display in a spot of their choice. the only problem with that was the same children wanted their picture on the main door of the room. it was a struggle to try and alternate the door space so that everyone had a turn to have their project seen first.
when we do projects we hang them up on the wall the children love to have their work shown off especially when parents come to pick up they grab their hand and rush to the board. i love the board in the book where the childs past present and current work is on it the teachers and parents can see progression
First I have the same question as Joanne Hogan regarding the storage of panels. Also, where do you put them when showing them. I can't put them on a table, they are always in use, not on a shelf, it could fall on a child..on the floor? Then parent's are crouching and such. We cannot put them in the hall on tables due to fire regulations.
We are always hanging children's art work up, our bulliten boards are always changing, weekly. (we shold buy stock in masking tape) Making learning visable goes a long way in boosting self esteem, self awareness and self appreciation. What more can you ask for :) I'll tell you...it can "stimulate further constructions, drawings, interpretations and revisions."(p.87)
We also use the bulletin boards for discussions at lg group time. I don't often see parent's go over to our boards but we do see children taking parents over to them, sometimes with reminders from teachers.
Making Learning Visible
I feel that it is important to “make learning visible” in the classroom mostly for the
benefit of the child. It helps to promote a positive self-esteem as well as showing their peers
how to create something. The younger children often look to the older ones who may be more
skilled in building with manipulatives or drawing. Children in our classroom can save what they
have make on a shelf by using a “Please Save Sign”.
It benefits the parents because they want to see what their child is doing during the day. Many
have asked in the past, Are they just playing all day? or Where are the worksheets? The children's
work is displayed on the bulletin boards as well as digital photos in the hallway and in the classroom.
If we do graphs or charts, they are put in the hallway near our dry erase board for the parents to read.
We also have a display case for three dimensional creations such as clay.
For the teacher, it helps us to know where the children's interest is for future planning as well
as knowing what skills to focus on.
for me, the idea of "making learning visible" is less about the display of children's work and projects, and more about how the teacher can use observation and documentation to convey what the students are actually learning through their play, exploration and work. i don't have a problem displaying children's artwork, or documenting the progress they make in the stages of a project; my problem is pinpointing their "ah-ha" moment - the one where you can SEE and HEAR (in their words) the child moving from one understanding to another, or building on their previous knowledge to move forward. it's easier, i think, to see the mastery and progress in physical things and skills - but much harder to follow in pictures and words a child's growing understanding of a concept or idea...as a teacher, i know when it's happening - but i find it very difficult to convey it in a visual+writing documentation format. how can i best make the LEARNING (not my agenda, or what i planned to happen, but what REALLY happened for an individual child) visible to others?
if you can understand my problem (i'm not sure that i'm explaining it well)- do you have any advice?
In the infant room, I guess the only way to explain the childs progress is through pictures or art work. We do tell them what the infant accomplished today, for instance, pulled self up to a push toy or noticed self in mirror and smiled. There really isn't any other way except through observation to describe the infants day.
Under the “family involvement” section of this blog, I wrote about the bulletin boards that I put together in our classroom hallway for parents to see. This is one way I make the learning visible to the families.
Another way I make the learning visible to the families is by creating a portfolio of their child’s work throughout the year. Included in this portfolio is a variety of artwork created by the child on different topics he/she learned about throughout the year. Some are drawings with comments written below them explaining their picture. These comments were dictated by the child (or sometimes written by the child). Other art work created by the child shows the progress of their fine motor skills with drawing, writing, painting, cutting, and more. I usually include a few of their self-portraits over the year as well to show the progress in their representational drawing. And most enjoyed by the parents are the many photographs I take of their child learning/mastering different skills. This portfolio is presented to the parent during our parent-teacher conferences which we have twice a year.
I understand what you mean Debbie, and I struggle with that too. I’m also looking for advice. The closest I’ve come is a group-generated display. I usually begin a project by having a discussion. This is followed by a web that is very visual. Everyone can see what the children’s prior learning is. I think it is especially good for the children to see how much THEY know about a topic. This is usually posted on a wall or bulletin board. Lots of times the children show their parents the comments, and they all know who said what. After they have explored the project and interest has waned, we usually review the first web and then discuss what else they’ve learned. Then we generate a follow-up web board that lists what they remember that they learned. It is not an individual assessment but I think it is a valid group documentation of new information. Information that they were interested in learning for themselves. I think before, during, and after drawings sometimes show learning too, but my group is multiage (2-5), so it isn’t always developmentally accurate. Two-yr-olds scribble for a long time, so it’s difficult to see learning unless we had a project that lasted for half the year or longer!
Like Jane mentioned, we also make portfolios of the children's work, and give them to the parents twice a year. They love getting them and are very proud of their children's progress.
I would like to make some of the display panels that are typically used in Italy, but it seems SO time-consuming. Maybe I don't feel that creative. I'd like to take a class on documentation or be in a support group that designed documentation display boards.
Since children of this age group are not reading but may recognive a word or letter visuals give them a independence to try making something on their own without an adults input thou some children do lean on the need for encouragement. But displaying ones work when done gives the child a sense of pride and the parent information of how that child & other children are developing.Everyone loves to see accomplishments no matter how great or small!
i agree with deb lynn roy because one day we had p.j day and one little boy came in without them on. the mom had no idea mind you we put it in the weekly newsletter sent home a reminder and we have it posted at our rooms welcome area!!!!!!
Visible learning techniques allow children to think out loud and help them explain their interests. A child’s representations create a better self image and positive reinforcement with a “finished idea” that is on display in the classroom. Physical products create a world where a child or small group can use their imagination and teamwork in the Reggio principle style through their free play. The teacher can continue their creations by first listening, observing, and then asking questions that will enhance the continuation of ideas, communication, and learning. One of the best visible learning environments is outside in a nature setting where a child or children can initiate their agenda through exploration, questions and interests that can be created through pictures and projects in the classroom where everyone wants to contribute.
The one Reggio principle that the children have an easier time revisiting is that if visible learning. Families enjoy the projects their child brings home on a daily basis where many questions about the project are encouraged and posed to the child. The visible learning in a nature setting is one that a family can easily continue with their child at home.
Involving children directly in the documentation of their work and ideas gives children the clear message that their work is important, worth thinking about together, and worth sharing. We’ve also found that the process of documentation can help children slow down, encouraging them to take some time to think about their play, constructions, drawings, etc. more deeply. This type of documentation isn’t necessarily part of a project or study, but is simply incorporated into the everyday life of the classroom.
For example, we keep a book of block building ideas near the block shelf, so that we can either draw the block building (if it is something we can draw) or add a photo of completed work. If teachers can get past the limits of their drawing abilities, taking the time right there to draw the building adds an important dimension to conversations about the building, because the children involved need to help the teacher know where and how to start drawing. They describe how the building was made and describe some of its features. Teachers ask questions like, where did you start? Should I draw this part like this…How did you get that tall part to balance? etc., encouraging the children to remember their processes and talk about the building challenges they faced (balance, or creating a solid base, etc). Typically, other children come over to see what’s going on, and teachers have an opportunity to let others know that if they ever need help with that kind of building, this would be a good child to ask. Some of the children try drawing their own buildings, using this process as a model. The other by-product of documentation of constructions in particular is that it gives us a product to share with parents later, even if the building falls down. This helps us assure that all children’s work (not just those whose products can travel home) is validated and valued by important adults.
Since I work directly with 3 and young 4 year olds, the majority of children start off the year pre-representational, and often unsure about their abilities to draw. When we find something that the children care deeply about we might model possible ways that we can draw ideas about it. The children often seem highly motivated to join the process of realizing their ideas on paper after this stimulation. We might present an idea at meeting, modeling possible ways to use the tools that will be available later to the children. Then, at the “project table” we use conversations (let’s think about what you might need in your drawing…what shape could you use to start…), photographs, or books to help children realize their ideas. It isn’t uncommon for the children’s first representational work to emerge from these processes.
Having work available in the classroom (in book form, on bulletins, etc) helps everyone – teachers, children and parents, remember the processes shared, and important themes. Revisiting this work over time may bring new perspectives, and we may add details. At the very least, it gives a concrete way to share our memories of classroom experiences, and gives us something important to talk about. This is an important element in our building a sense of community among the children.
Because we have limited space, our featured projects are typically displayed in the hallway directly outside the classroom. This means displays are available for family members to look at while they wait for our door to open, and makes it available to children and family members from other classrooms, who may stop by to see what our class has been doing. For our children, the space feels a bit like “museum space” and they do visit it with family members or teachers periodically. Although in principle it seems better to have these displays more directly available in the classroom, using the hallways avoids the problem of over-stimulating classroom walls.
In my work with young toddlers I find that many parents are excited to see their child's artwork as they are just beginning to express themselves. The parents are equally pleased to see it on display throughout the classroom and then to have it sent home on a regular basis.
Linda, this is so true. Another observation I've noticed in the toddler room is not only are they proud of the work but the parents LOVE to see how their children are interacting with new friends. They don't get to see this as much in the infant room. It helps the parents to actually see that their children do enjoy being with others and engage in activities as a group.
i work with prek children ages 4 and 5 in each childs file we have their name that they wrote in september and again june (i love seeing the huge change!!!!!!) and obviously in between they attempt to write their name on projects or finished work so at the end of the year graduation we give parents the file and they get to see how far their childs come not only in the work wether its something they cut out or something they drew but especially their name:) we dont ever force writing we have them at least try and at some point they all want to write their own name but we dont make them HOWEVER i have a parent who is sending their child to a private school for kindergarten and shes nervous he wont be ready -mind you hes the youngest 4 year old in the class just makes the cut off - she makes him write his name over and over again and even puts m&ms in front of him so hell finish!!!!!!!! she also wants us to pull him out of the room to practice!!!!!! when she picks him up she searches his mailbox for his practice work and if he didnt do it that day she would get mad!!!!!!!! why does this women want her child to grow up so fast!!!!!!! makes me so sad!!!!! is it me or is that a little way over the top what should/can i do???
yes exteen that is way over the top!we all have that parent who wants their child to be ahead of the class.pulling him out of the room to practice is just crazy...there is nothing wrong with her wanting to write his name although he doesnt need to do it all day!she is forcing him to do this and he is resenting it.she really needs to understand that he cant be forces or bribed to do this. if she is like this with his name i can only imagine the pressure he must constantly be feeling! just give him m&ms infront of his mom and say these are for all the nice things you did today..show his mom that he should be valued for who he is.
It's funny how times have changed. When my girls went to Kindergarten , a BIG MUST was knowing how to tie their shoes. Name writing wasn't even mentioned.
So believe it or not my girls stressed over it more than I did.
Now that I think of it I think peer pressure played a roll in this because kids in the neighborhood would make fun of anyone that couldn't tie their shoe.
Thank goodness for velcro!!!
I like what Debbie Ellenbogen added to the conversation on Feb. 14th. The displaying of children's work is one thing, and useful in its own right on many levels. But the real power is in the hard thinking and collaborative insights that go into deciding WHAT to display - not just the thing itself, but a description of what prompted it, what else was going on before and while it was happening, and what stikes us about it that is important, puzzling, or otherwise worth remembering. We grow as educators by collectively chewing on what the children have done and by making what we know and suspect visible. Parents not only get insights into what their children are doing but what WE are doing with them - and why. I think it is the best tool we have going for us to earn the parents' respect and put their fears to rest about whether their children are "learning anything."
Regarding the issue of space: One of the nice features I've noticed in some centers I've visited is a large reception area at the front of the building where parents can pause and relax a while, and there are display cases and bulletin boards displaying some of the children's recent output in their classrooms. Much more inviting than hallway displays.
I also wonder if we're not taking adequate advantage of technology readily at hand. What if the pieces making up the display were photographed or digitized and turned into a simple PowerPoint slide show? These could be taken home, or being shown on a continuous loop on a screen where parents and children could pause, notice, reflect, and comment.
In response to Greg’s comments, we have been doing more and more with digital photography, looped slide shows of various aspects of the children’s day and/or investigations, and books that collect and organize photos and sample work from past projects for parents to look through. These have been wonderful to keep available when prospective parents visit – they get much more of a concrete sense of what we do and why. We also keep them available on the shelves of our school library in a front room we call the “welcome” room – a place for parents to gather, cubbies, reading books, etc.
We’ve found that many parents are more likely to sit and watch a presentation on the computer while they wait for their child than to look at displays. This is especially true when slides show children engaged in the processes involved in their activities. A sentence or two voiced over the slide while text is there for readers to read helps make sure everyone has a context for what they are seeing. Slides can be organized in a variety of ways: “Day at School” organization helps new families understand routines and transitions, documentation of specific projects/investigations, learning through play, focus on specific learning like literacy, math or science, etc. One of our goals is to develop a lending library of CDs for families to borrow.
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