FEEL

WE EXPERIENCED

Since Riverside did not follow a ‘One size fits all’ approach for teaching, learning or assessment, parents were keen to be informed and involved in this journey!

Watch Kiran share the instance that led to the creation of this process.

2:55

Try the empathy lens:


Reflect on the time when you participated in a workshop where you had to only sit and listen, and remember how it made you feel.


Then, reflect on a time when you were part of a workshop or a conference where there were multiple engaging things; it was very interactive and there were wonderful experiences designed.


Keep this in mind next time when you design something. This will tell you how to timetable for such a practice in the curriculum.

Try the empathy lens

OUR INSIGHTS

  • Children, especially in Key Stage 1, cannot always share at home the richness of all the opportunities that they experience. Whenever we shared the learning journey with parents, they always felt more reassured!

  • Whenever parents got an opportunity to observe children demonstrating their performance of understanding after a visit, experience or challenge, they were able to better appreciate the competent curriculum.

  • Even though we were sending regular email updates to parents, actual evidence deepened their belief in the pedagogy. We also realised that parents' ownership increased when they were invited for volunteering and mentoring.

We did not want to leave this involvement to chance but rather ensure it happened by design. Thus, Making Learning Visible was timetabled through the year!

IMAGINE

WHAT IF...

there was a simple way to make visible the Competent Curriculum through the Competent Child?

WE DESIGNED

The simple process which gave educators the opportunities to share with parents at key milestones, the richness of the learning experiences their children have gone through!

A process that gives regular opportunities to children for making visible how they learn what they learn!

A process that allows the teacher and the child to reiterate with pride that learning is NOT just about studying through textbooks.

By inviting parents to get involved and enrich the coming journey, learning becomes Better Together. It also becomes a great time to connect with parents on a personal level.

DO

HERE IS WHAT WE DO

This video helps make visible the process of MLV from ‘intention’ to ‘action’.

5:11

Watch here the overview and relevance of Making Learning Visible (MLV) as defined by Nandini Parekh. Also, see glimpses of the pre work required for a successful MLV, what happens during the event along with the post MLV Reflections.

Additional Videos:

  • 5:39

    a) Case Study 1: GEMS Genesis International School, India

    Shares how they understood and implemented the process of Making Learning Visible which led to stronger parent partnership.

  • 4:55

    b) Case Study 2: Grade 2, Riverside School, India

    Watch how Riverside School's grade 2 students demonstrate their successful MLV, emphasising the pre-work required, what happens during the event, and post-MLV reflections to ultimately build a stronger parent partnership.

STAKEHOLDER INSIGHTS

In this section, Riverside edu-heroes share strategies and insights from their experience of the process and how the process has impacted their practice.

  • 4:48

    FAQ Video

    Watch Itchha share how she ensures that the entire MLV process is smoothly planned and executed.

  • 3:18

    Impact Video

    Watch how the MLV process impacted Itchha in her practice and the relationship with her students.

  • 2:28

    Alumni Video

    Watch Ananya talk about the impact of the ‘Making Learning Visible (MLV)’ on her journey beyond Riverside school.

Resources

checklist Sample Email Invitation to Parents - 1 Sample Email Invitation to Parents - 2 Suggested LOL

TIPS FOR THE LEADERS

  • Observing and experiencing an actual MLV in action with some of your teachers is a great way to be inspired and inspire the team!

  • When your teachers are having MLV for the first time, try to be there to support them and help the parents understand the purpose of the process.

  • Ensure that the teachers understand that this is not a performance by the students and that the process is as important as the final product.