?? Let's Play: Teaching Strategies for Playful Learning Apr. 21 to May 18 (4 Weeks) REGISTER TODAY! https://lnkd.in/gBtQiDgJ Play is central to how children learn, but incorporating play into a formal school setting can be a challenge! Based on frameworks developed in PZ’s Pedagogy of Play (funded by The LEGO Foundation), this course will help you: ?? Learn core principles and practices of playful learning ?? Design and try out a playful learning approach in your own context ?? Participate in virtual hands-on activities and illustrations from classroom and online practice Past participant: “As we began to pilot principles from the course, we saw the joy of learning come to life. I was able to see so many skills I had been helping my students develop, and many more I didn't even know they had.” ?? Experiment with playful learning and teaching tools and explore ways to bring more playful learning into your classroom today! Location: Online Teaching approach:?Teams and study groups, with direct feedback from coaches and instructors Cost: $310 for persons on teams of 3-6; $399 for individuals (scholarships available!)
Project Zero, Harvard Graduate School of Education
教育业
Cambridge，MA 5,616 位关注者
Project Zero is an educational research group composed of multiple, independently-sponsored research projects.
关于我们
Project Zero is an educational research group at the Harvard Graduate School of Education. Its mission is to understand and enhance learning, thinking, and creativity in the arts, as well as humanistic and scientific disciplines, in formal and informal contexts, and at the individual, group, and institutional levels.
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https://www.pz.harvard.edu
Project Zero, Harvard Graduate School of Education的外部链接
- 所属行业
- 教育业
- 规模
- 11-50 人
- 总部
- Cambridge，MA
- 类型
- 教育机构
地点
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主要
获取路线
13 Appian Way
US，MA，Cambridge，02138
Project Zero, Harvard Graduate School of Education员工
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Carrie James
Co-Director & Principal Investigator, Project Zero. Managing Director, Center for Digital Thriving, Harvard Graduate School of Education
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Vincent Ferguson
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Kristin Livingston
Director, Communications and Strategy
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Cecilia Oubel
Consultora y capacitadora en educación y gestión directiva
动态
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“How was school today?” “Fine.” How do you turn routine questions into sparks for deeper conversation? Using research from The Family Dinner Project (formerly led by PZ's Lynn Barendsen), Ellen Winner?shares how to?*really*?get kids talking.
Research shows that regular family meals lead to better mental health, stronger academic performance, and greater resilience in kids. But getting meaningful conversations started isn’t always easy. That’s where "thinking routines" from Project Zero, Harvard Graduate School of Education comes in. They have developed simple interventions that can transform your family dinner conversations—helping kids dig deeper, think critically, and engage in meaningful discussions. As Anne Fishel, executive director of The Family Dinner Project, explains, regular family dinners are linked to lower rates of depression, anxiety, and substance abuse, along with higher self-esteem and resilience. Incorporating "thinking routines" into your meals strengthens connections and builds lasting family traditions. Learn more on our website and bring these routines to your table tonight! https://lnkd.in/e_Qqz2sA #familydinner #betterfamilydinners #philanthropy #nonprofitorganization #bettermakers
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Add the ?? The Good Project at HGSE Value Sort to your agenda today: Diligence. Balance. Forgiveness. Growth. Power. Trust. Knowing what we value most in our work, relationships, and commitments makes it easier to respond to opportunities—and conflicts—with integrity. Because, at our core, our values are the underlying forces that shape our decisions. ?? The Good Project’s Value Sort activity has helped thousands of people, of all ages, reflect upon what is most important to them, exploring: ?? What are your personal beliefs? ???How do they contribute to your achievements—or hinder them? ???Do your values match those of the people around you? Sort your values, compare them against each other, and better understand how they can play a role in big decisions. It’s a great way to stimulate conversations in group settings—and to explore what is truly important to you and others. https://lnkd.in/gWQUWa8x
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Listen Now:???"Perspective Taking: It's All in your Point of View" The Thinkability Podcast, S4 E3 Perspective taking is truly an amazing human capacity. ?? It involves stepping outside of our present vantage point to try to perceive someone or something from a different point of view, and it figures endlessly in our lives. But it isn't so easy to leave our regular selves behind. In the first of this two-part series, PZ's Shari Tishman and Dave Perkins look broadly at what perspective taking is, including the different forms it takes, and some of its inherent challenges. In Part Two, coming soon, they'll explore a variety of perspective taking strategies, focusing in on how we can foster better perspective taking in ourselves and others.? LISTEN NOW: https://lnkd.in/dXMvERsZ
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We love seeing students get "hooked" through thinking routines. Thanks for the update, Tim!
It's been incredibly rewarding to see this year's PLC come to life. This week, I had the chance to observe upper elementary students engage in a Project Zero, Harvard Graduate School of Education Visible Thinking routine to launch their new novel study. The provocation was a masterclass in student engagement—students were literally leaning in, eager to listen and share. Needless to say, they’re already hooked and excited to jump into their new novel! #MakingThinkingVisible #StudentEngagement #HGSE
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"The premise is simple yet profound: to nurture future stewards of our planet, we must develop their connection to the natural world today." ?? PZ's Reimagining Early Childhood Education team checks in from England, one of many stops on their 5-year research journey.
Embracing the Outdoors: Weather is No Obstacle at Guildford Nursery Schools Rain or shine, the outdoors is a vital part of early childhood education at Guildford Nursery Schools in the UK. During our visit on a damp, misty morning, we discovered a lively outdoor scene. Kids and teachers, adorned in rain gear, were joyfully jumping in muddy puddles. Our trip to England marked the first leg of our International Field Study, aimed at observing diverse early childhood education practices worldwide. At Guildford, we saw firsthand how outdoor experiences are woven into the daily routine, regardless of the weather. The school provides rainboots ("Wellies") and waterproof suits in every size to ensure all students—and teachers—can participate in outdoor play. Witnessing so many young people engaging in creative outdoor activities was inspiring. From mixing mud with paint to crafting mud-based pastries and pizzas, the children were fully immersed in their natural surroundings. This hands-on approach not only enhances their learning experience but also fosters an early appreciation for the environment. The premise is simple yet profound: to nurture future stewards of our planet, we must develop their connection to the natural world today. The determination to prioritize outdoor experiences is a common theme we've heard, whether it's dealing with rain, snow, or sun. For some, weather may be seen as an obstacle to engaging kids in the outdoors. But for many others, the old adage “there is no bad weather, just bad gear,” holds true. Beyond having the right gear, many early childhood educators have found innovative ways to connect their students to the natural world. In Abu Dhabi, where the challenge is intense heat, educators also find innovative means to engage children with nature, demonstrating that weather should not be a barrier to outdoor learning. We invite you to reflect on your local weather conditions and how you ensure students access the outdoors. How do you adapt to your environment to provide meaningful outdoor learning experiences—whatever the weather may be? #ECE #OutdoorLearning?#RECEPZ #ADEK Project Zero, Harvard Graduate School of Education
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?? Daniel Wilson breaks down a recent white paper he co-authored with colleagues at Universidad Camilo José Cela on Places of Agency: “At the heart of human learning is agency—the ability to make choices, take action, and shape one’s experience.?… So, how can we design places that nurture agency?”
My colleagues at Universidad Camilo José Cela Faculty of Education recently shared a research whitepaper I co-authored on Places of Agency. While I hope many read it, I thought I'd spare some folks time and offer a pithy overview...
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How do you raise awareness about Pink Shirt Day with "See, Think, Wonder" and ChatGPT? Kateryna Jzaerli has the answer!
Impact-Driven Educator | Language Instructor | Early Childhood Educator | Facilitator
Years ago, I was given Making Thinking Visible, a book that profoundly shaped the way I teach - thanks, Tim Logan! Recently, while preparing for a session, I needed a thought-provoking icebreaker - something that would spark deep discussion. I kept searching, each idea feeling like biting into a sour apple. Then, I remembered I See/Think/Wonder, a powerful routine from Project Zero, Harvard Graduate School of Education that encourages careful observation and critical thinking. There was just one problem: I couldn’t find the right photo to ignite ideas. For a long time, I told myself AI wasn’t for me. I thought: I have a Master’s degree - I don’t need AI! I can think creatively on my own! I’m not "allowed" to use AI - it feels like cheating! But after hours of searching for the perfect image, I decided to try ChatGPT. To my surprise, it helped me generate exactly what I needed - an image that sparked a rich, meaningful discussion with my learners. The conversation became a bridge to raising awareness about Pink Shirt Day. I wanted to go beyond simply talking about standing up to bullying on the last Wednesday of February - I wanted a deeper discussion about what it truly means to create a culture of respect to others' choices. Then, I took it a step further. After our discussion, I asked AI to modify the image based on the most common insights my learners shared. What I got was food for thought - a new image shaped by collective perspectives revealed a huge amount of stereotypes that exist in societies. I’m still learning how to integrate AI into my practice, but one thing is clear: resisting a tool just because might mean missing out on something valuable. Credit: ?? Making Thinking Visible by Ron Ritchhart, Mark Church & Karin Morrison | Project Zero, Harvard University ?? Pictures generated by ChatGPT #visiblethinking #teachingstrategies #pinkshirtday #lifelonglearning #educationmatters #makingthinkingvisible #projectzero #iseethinkwonder
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The Good Project at HGSE?is one of PZ’s longest-running projects. Started in 1995 by Howard Gardner and other education leaders, TGP is still going strong. Explore their robust library of free resources today: https://lnkd.in/ePpcsdQj Some highlights: ?? TGP’s Value Sorts activity has been used by thousands of educators, learners, and leaders to help identify personal values that can then relate to and support how they work ??TGP’s Lesson Plans offer 15-minute, 1-year, and 4-year programs that are mapped out in detail for easy implementation and integration ??TGP’s professional development program encompasses 18 videos that delve into an array of classroom-changing topics, from ethics and values to dilemma discussions Stay tuned throughout the month ?? as we spotlight TGP’s amazing resources! Kudos to TGP's current PZ team Kirsten McHugh, Danny Mucinskas, Lynn Barendsen, and Shelby Clark, Ph.D.
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A new article from PZers María Ximena Barrera Reyes and Adriana Garcia Nu?ez explores how thinking routines have transformed pedagogy in Spanish-speaking classrooms: -- In Peru, a teacher said: “Adriana, I wanted to share with you what has been going on in my classroom after using thinking routines for some time. I have good news and bad news.” I asked her to share the good news first. ? She said she had never seen her students so motivated and engaged. They were using the thinking routines in other classrooms and in their homes. They were more curious and participative, and asking a lot of questions. I asked her to share the bad news. She replied, “Exactly the same.” I was confused. She then explained that she was becoming anxious by seeing her students asking for more in the classroom and bringing questions that she did not have the answers to. This gave us the chance to address something that is very common: teachers being expected to know all or the “right” answers. We encouraged her to use this motivation and curiosity to promote deeper learning and that it was okay to say: ??♂? “I actually don’t know, what if we find out together?” What we observed during our time: 1?? Thinking routines foster deeper learning:?Structured approaches can encourage deeper engagement from both students and teachers. 2?? Transformation requires time and effort:?Implementing TRs is a gradual journey that requires slowing down, patience, and consistent effort. 3?? Shifting control is crucial for empowering students:?Use TRs to allow students to explore, reflect, question, and share their ideas. Allowing space for experimentation and making mistakes is also essential. 4?? Reflection and documentation are vital:?Tracking student progress and analyzing teaching practices drive successful implementation. Teacher Vanessa García says: "I learned to feel free, to enjoy my classes, not to live waiting for something, but to allow myself to be surprised by the new. Now I enjoy what my students share, as they are more autonomous. They question each other while also offering each other support. They generate their own learning based on their needs." Some common challenges?teachers might encounter: ?? Treating TRs as isolated activities, rather than integrating them into the curriculum?? ?? Rushing through TRs, potentially limiting students' thinking time ?? Overlooking the importance of documenting?ideas and reflecting on activities ?? Difficulty in releasing control?to allow student exploration or to handle unexpected questions ???? How do you potentially address these challenges? Read the full article in English and Spanish at the link in comments!