Project Zero Research Articles

Visible Thinking in the Languages Classroom: Building Deeper Understanding and Student Engagement

This document has been developed to support our statewide staff meeting on ‘Thinking for deeper understanding and engagement in the languages classroom’, presented in 2021. You can access the recording on our YouTube channel. The presentation was based on the work of Project Zero, an initiative from Harvard University that focuses on creating a culture of thinking in the classroom. This guide looks at some of the ideas and thinking tools from Project Zero, contextualised for the languages classroom. We’ll look at ways to make thinking visible, to value the thinking of all class members and how to advance the thinking of the group to deepen understanding. Let’s take a moment to visualise a ‘thinking’ languages classroom. What sorts of things would we see, which are evidence that students are thinking about what they are learning and how they are learning? It could be activities, resources, actions or interactions. Implementing a few of the ideas in this guide can quickly change the culture in your classroom, as routines for learning and thinking begin to replace routines regarding behaviour. You may find that classroom management issues decrease as students gain confidence in their learning and also become more independent and engaged learners. Their relationship with you, as their teacher, and with each other may also grow as a result. Student learning outcomes also improve as the class collectively moves from a fixed mindset to a growth mindset.

Teaching science through art studio methods: Impact on third-grade academic achievements

This article explores the integration of the art studio framework developed by Harvard University’s Project Zero into science education and investigates its influence on the academic achievements of third-grade students. This study involved a cohort of 140 third-grade students from a primary school in Iran, 70 of whom were students assigned to an experimental group and taught a specific chapter from a science textbook using the art studio method. A control group of 70 students received traditional teaching methods. During the instructional period, both groups performed identical tests, and the impact of the intervention on academic grades was assessed. Statistical analysis of the experimental and control group scores revealed a significant improvement in academic achievement among students exposed to art-inspired science teaching. The study suggested that adopting the structure and features of an art class in science education positively affects student performance.

Exploring Interactive Roles in the Communication Through Drama Online Classroom in Universiti Teknologi MARA, Malaysia

This qualitative study aims to identify and categorize interactive roles within a Malaysian tertiary drama classroom. It examines the impact of virtual interaction on students' language learning experiences when using drama to improve communication. Employing focus group discussions as the primary data collection method, this research involves 20 undergraduates enrolled in the Communication Through Drama (EPC522) course offered under the LG240 program, i.e., the Bachelor of Applied Language Studies-English for Professional Communication (Hons) in Akademi Pengajian Bahasa, Universiti Teknologi MARA, Shah Alam, Selangor, Malaysia. The study is based on the Social Constructivist theory by Vygotsky (1962, 1978) and the Visible Thinking (VT) approach identified by Ritchhart (2006) as part of Project Zero (PZ) at Harvard University. Online platforms and tools utilized for interactive drama activities are specified in the study. The findings reveal the challenges faced in completing drama activities online and demonstrate that the implementation of VT routines enhances students' interactive roles and communication skills. Despite the challenges, students embraced this new educational experience that fosters a more interactive and student-centered environment. The implications of these findings for language education and drama pedagogy in Malaysia are discussed.

The concept of circular water value and its role in the design and implementation of circular desalination projects. The case of coal mines in Poland

Circular economy has become a popular subject, attracting attention from academics, practitioners, and policy-makers alike. However, despite the excitement surrounding it, the concept of circular economy has been criticized for being vague and having multiple interpretations from different fields. As a result, there is a lack of evidence and guidance for practitioners, making it difficult to put into practice. Our goal is to fill this gap by bridging the design and implementation of circular economy solutions in the water sector. Through an exploratory study of two case studies, we have shown the significance of what we call as “circular water value” in the context of coal mining. This value is strongly influenced by the chemistry, concentration levels and purity of these effluents. We compared the circular value of the two cases (ranging from 2.5 to 6 euros per cubic meter) to the cost of the novel treatment system, developed by the authors through the EU-funded project ZERO BRINE, to capture this value. This allowed us to evaluate the potential for circular economy implementation. We suggest that this circular transition can offer significant opportunities to coal mining regions in enabling a just transition implementation. This is a topic that is increasingly gaining interest among academic and practitioner communities, further triggered by the recently adopted Just Transition Mechanism. This mechanism secures targeted support of 55 billion euro for the period 2021–2027 for the most affected regions within Europe. The concept of “circular water value” introduced in this article can serve as a tool for exploring the creation of emerging circular value chains from coal mines, as well as for other wastewater treatment and resource recovery projects in general.

Exploring the Connection between “Out of Eden Learn” and Competency-based Education

Competency-based education represents an important priority for several countries worldwide. Although national governments and international education communities have identified a wide range of competencies as integral for meeting 21st century learning requirements there is a lack of evidence on how can these be effectively taught, learnt, and assessed in the classroom. A promising approach for competency-based education is “Out of Eden Learn”, a research initiative of Project Zero at the Harvard Graduate School of Education that incorporates several strategies such as thinking routines and dialogue tools that are carefully crafted to facilitate the development of core competencies among learners. This study looks at the “Skills Labs” competency-based educational reform in Greece and presents the process of using “Out of Eden Learn” to develop a curriculum that is both supportive of fostering the requisite competencies and responsive to the needs of primary teachers. A survey questionnaire was used to investigate the views of 120 teachers who piloted the curriculum in 82 kindergarten and elementary schools across Greece. The findings not only reveal the value of “Out of Eden Learn” approach for competency-based education, but they also indicate the interdisciplinarity and the transferability of its related strategies that can guide curriculum design and teaching practice in an array of international educational contexts.

I used to think... now i think...

Abstract This activity will last 20 minutes, aiming to support the consolidation of the new learning. The method Thinking routine, developed by the Project Zero from Harvard Graduate School of Education will be used. Participants will be informed that the activity aims to support them to in reflecting on their thinking about the topic “Access to Health Care” and exploring how and why their thinking has changed. The panelist will guide participants with the following instructions: I. When we started this workshop about access to mental health care, you had some pre-thoughts about this topic. Take a minute to recall what you used to think about the topic and write a few sentences using the sentence starter, “I used to think...”. II. Now, think about whether and how your ideas about this topic have changed as result of what we discussed during the Access Game. Again, in just a few sentences, write what you think now about Access to mental Health Care. Start your sentences with, ‘Now, I think...’”. III. Sitting in a large circle, participants will be invited to share their thoughts and thus visualize the lessons learned from the workshop.

Investment Feasibility in the Framework of Implementation Cooperation in the Utilization of Regional Property

This study aims to analyze the feasibility of investment in the framework of implementing cooperation in the utilization of assets or goods owned by the local government using descriptive semi-qualitative methods. In conducting the analysis, researchers used the investment feasibility approach is the Net Present Value (NPV) method to measure the present value of the expected net cash flow of a project, Internal Rate of Return (IRR) is the discount rate that makes the NPV of the project zero, Profitability Index (PI) to measure the relationship between the present value of net cash flow and initial investment and Payback Period (PP) is the period of time required to recover the initial investment from net cash flow. In addition, in order to develop tourism potential, researchers use the Segmenting Targeting Positioning (STP) strategy, which is an approach used by companies to understand their markets better and develop effective marketing strategies. The results prove that the cooperation plan for the utilization of assets or goods owned by the local government with partners as investors is feasible because it produces additional net cash flow during the project with a positive present value, and the rate of return on the net value of cash flow during the project is greater than the BI Rate and the benefits received from tourism development are more profitable than the costs incurred during the project. In addition, the time span required for payback is shorter than the project period. As an effort to increase tourism revenue and visitors, the Segmenting Targeting Positioning strategy is used.

COMMEMORATING THE 40TH ANNIVERSARY OF THE BIRTH OF HOWARD GARDNER’S THEORY OF MULTIPLE INTELLIGENCES VIA RESEARCH OF HIS APPROACH ON DIFFERENT LEVELS OF EDUCATION SYSTEMS IN THE CARPATHIAN BASIN

Individual and social well-being is a priority of the OECD 2030 Learning Compass aiming at contributing to generally more livable societies. One of the thought leaders of this international professional innitiative and guidelines is Howard Gardner, the father of the theory of multiple intelligences (MI). This approach implies that human intelligence should be differentiated into modalities, rather than be accepted as a general ability. The present publication aims at commemorating the 40th birth anniversary of MI theory, illustrating different ways of its possible educational implications in the Carpathian Basin, that have been carried out in the past fifteen years by a team of researchers lead by Dezső and attached to the doctoral school in education sciences at the Faculty of Hunmanities and Social Sciences of the University of Pecs, Hungary. The teams’ professional results contain edited compilations of lesson plans, and thematic projects using Gardner’s theory, testbook analysis from adequate aspects, and relevant research on coopretion between pre-service teacher education and schools with socially disadvantaged pupils. One of the most longitudinal researches of the field is Schmidt’s development focusing on pre-scool education. Her work is built on one of the US «Project Zero» Project Spectrum methods, and is called EIDW (Everybody is Intelligent in Different Ways). Schmidt adopted games and activities in different locations in the Carpathian Basin and observed different children’s intelligence profiles as well as those of their educators’. Abraham and Kolip’s researches are in their emerging stage. Whereas Abraham has investigated possible manifestations of inter-, and intrapersonal intelligences in a Vojvodinan kindergarten, as part of MI, aiming at illustrating how socialization in the education system affects these components of children’s personalities, Kolip has focused on even younger children and their educators concerning these areas in a South-Transdanubian village nursery. Although the participants of the research team have issued their findings several times, this is the first publication their work is presented as a common achievement. Keywords: the theory of multiple intelligences, individual and social well-being, educational development, professional cooperation.

UMETNIČKO DELO KAO POKRETAČ METAKOGNITIVNIH STRATEGIJA UČENjA

This paper deals with the question of how a work of art, implemented in art education lessons, can help lower elementary school students develop metacognitive learning strategies with an emphasis on both their own learning and learning of others. Metacognitive activities related to art encourage students to explore, reflect and learn about their personal knowledge. The contribution of cognitive and affective aspects of learning in teaching art through observation and study of a work of art can be explained using the American psychologist Gardner’s theory of multiple intelligences and the principle of the entry points. Gardner’s understanding of intelligence is useful when planning activities in an art class, or in a museum when studying a work of art. In addition, the paper presents the re- search of Jessica Davis, Gardner’s collaborator, member of the Project Zero team and the creator of the MUSE Project. She organized collaboration between schools and museums, pointing out the great educational potential of museums. The research results have shown that a successful communication through well-designed questions based on the entry points has a positive effect on the development of children’s thinking, exchange of experiences and cooperation during learning. The entry points method can be implemented into teaching, which would improve the curriculum aimed at developing metacognitive learning, encour- aging students to be active and have self-initiative in teaching.

Art Teaching-learning Guidance Plan for the Studio Habits of Mind in Studio Thinking

포스트 코로나 시대 이후 우리는 지식 자체보다 학생들의 삶에서 역량을 키울 수 있는 교육에 더 관심을 두고 있다. 또한 지식의 상대성과 다양성으로 미술 교과의 통합적 인지 기능이 강조되고 있다. 이러한 맥락에서 지금도 연구되고 전 세계로의 프로젝트 연구 확장 및 홍보를 거듭하고 있는 하버드 대학교의 프로젝트 제로는 미국의 많은 교육 기관 및 해외 기관들과도 연계하여 범세계적 연구 활동을 지속하고 있는 연구로 현장의 교육적 활용에 주목할 필요가 있다. 프로젝트 제로 팀이 진행 하고 있는 다양한 프로젝트 중 미술 실기 수업 방법의 하나인 스튜디오 씽킹(Studio Thinking)의 다양한 수업 사례를 살펴본 후 사고 습관 중심의 교사 발문을 교육 현장에 맞게 재구성하였다. 이를 기반으로 미술적 잠재력을 지닌 6학년 미술 영재원 학생을 대상으로 3주에 걸친 프로젝트 학습을 실행하였다. 이는 스튜디오 씽킹의 8가지 사고 습관(Studio habits of mind)중심의 미술 실기 수업을 통해 굿맨이 말하는 인지주의적 측면의 사고력을 확장하고자 했다. 즉 미술 실기와 사고 습관을 유기적으로 연계하고 구체화하는 과정에서 영재 학생들의 사고력 확장 가능성을 확인하고 스튜디오 씽킹 사고 습관 중심 지도의 연구기반을 마련하고자 한다.Since the post-corona era, we are more interested in education that can develop competencies in the lives of students rather than knowledge. In addition, the relativity and diversity of knowledge emphasize the integrated cognitive function of art subjects. Harvard University's Project Zero, which is still being researched in this context and is expanding and publicizing project research around the world, collaborates with many educational institutions and overseas institutions in the United States to create a global Continuing research activities. It is necessary to pay attention to the educational use in the field. After examining various classes of Studio Thinking, which is one of the art practical class methods, among the various projects being promoted by the Project Zero, we reconfigured the teacher's questions centered on Studio habits according to Elementary School. Based on this, a 3-week project study was carried out for 6th grade art gifted students with artistic potential. Through studio habits-centered art practical classes, this is an attempt to expand the cognitive side of Goodman's ability to think. In other words, In linking practical art and Studio habits, we will confirm the possibility of expanding the thinking power of gifted students and try to establish a research base for studio habits of mind centered instruction.

METHODS OF APPLYING THE CONCEPT OF VISIBLE THINKING IN THE EDUCATIONAL COMPONENT "SELF-MANAGEMENT OF LEADERSHIP QUALITIES AND SOCIAL LEADERSHIP"

The article presents the method of applying the concept of visible thinking as an innovative method of teaching students majoring in 231 "Social Work". The main factors that require updating the content, forms and methods of social workers training are defined; it is also noted that the importance of using the capabilities of modern information and communication technologies (ICTs) in the teaching of compulsory and selective educational components is substantiated. Based on the study of scientific sources and materials of the latest educational Internet platforms, the content and features of the implementation of the concept of visible thinking as a tool to ensure conscious participation of the subjects of educational process are outlined.
 It is proved that the integration of this concept into the direct educational process within the educational program "Social Work" is carried out through its systematic, purposeful and multiple implementation, which allows to form soft skills of students such as: critical thinking, strategic thinking, information skills, creativity, cooperation and dialogue, emotional intelligence, tolerance for other points of view and other experiences. Based on the analysis of Project Zero results, methodological techniques and procedures of thinking are outlined, and their prospects in teaching the educational component "Leadership Self-Management and Social Leadership" at Zhytomyr Ivan Franko State University (using the case "Invisible Women") are extrapolated. The research potential of teaching methods based on the concept of visible thinking (observation and research of interesting things, in-depth research, intensification of search for causes and explanations, research of different points of view, broadening horizons, reflection of ways and factors of changing the opinion, verification of ideas and proposals, substantiation of facts data and judgments)is substantiated. The conclusion is formulated that the implementation of the concept of visible thinking in the educational process of Zhytomyr Ivan Franko State University allows to make the process of thinking conscious by encouraging the active participation of students in the study of the specified educational unit.

Virtual Museum Experience for Critical Thinking Development: First Results from the National Gallery of Art (MOOC, US)

In recent years, the use of innovative learning strategies within museum education contexts has been considerably supported by the use of digital technologies, especially in terms of critical thinking enhancement. As underlined by several studies in the field, the aesthetic experience is particularly effective in terms of reflection skills promotion, critical interpretation and analysis, both at individual and group level, as well as personal and creative reinterpretation (Biasi, Patrizi, & Fagioli, 2020). The present paper describes a research conducted within the MOOC «Teaching Critical Thinking through Art», created by the National Gallery of Art in Washington (DC), under the scientific supervision of the Harvard Project Zero researchers, pioneers of Visual Thinking Strategies within the museum context. The paper is aimed at illustrating the results of a content analysis conducted on the forum section of the above-mentioned MOOC during the 2020 edition. In particular, 163 posts from the «See/think/wonder» activity were assessed by two human evaluators using two different Critical Thinking evaluation tools (Garrison, Anderson, & Archer, 2001; Poce, 2017). In addition, specific analyses were carried out selected users’ writing activities in order to identify possible positive correlations between the characteristics of forum posts and the critical thinking skills solicited.

Project Zero: A Framework for Innovative Pedagogy in the Teaching of English in Malaysia?

This paper marks the beginning of a project aimed at trialing a Western learning model in a Malaysian context where it is yet to be tested by previous research. This paper is the first of a series of research papers written to show the process in which a framework used in a bigger study was designed. It gives a sound theoretical background to support the building of Project Zero (PZ) framework and provides a comprehensive argument to realise the needs identified by the government of Malaysia, by explaining why Visible Thinking (VT) might be a useful tool for developing a more constructivist pedagogy. Most of PZ research was conducted in school classrooms in a Western setting. This study prides itself in taking PZ research to a whole new level, that is to a higher learning institution in a Malaysian classroom setting where undergraduate students were studied, this marks the novelty of this research. The PZ framework for observation and analysis was developed by carefully studying the Visible Thinking Project to determine the thinking routines used, this in turn formed the core of the framework. Data from interviews with 3 groups of 59 undergraduate students and their 3 teachers were then analysed qualitatively. It was found that this Western learning model has positive implications for students’ learning.

Protecting Children From Tobacco Smoke Exposure: A Randomized Controlled Trial of Project Zero Exposure.

Young children are vulnerable to harm from tobacco smoke exposure (TSE). This study assessed the effect of Project Zero Exposure-an intervention program designed to help parents protect children from TSE-on children's exposure. Randomized controlled trial of a home-based, theory-driven intervention. Parents of young children (<8 y) in families with a smoking parent were eligible. The intervention included feedback on child TSE (hair nicotine), and home air quality (PM2.5), with motivational interviewing. Families were randomized to: intervention group (IG, N = 69), regular control group (RCG, N = 70), or to a secondary enhanced control group, (ECG, N = 20). Child hair samples were taken at baseline and follow-up. We report on child TSE in the IG versus RCG at six months. Most enrolled families completed the trial (IG: 98.6%[68/69], RCG: 97.1%[68/70]). Log hair nicotine (LHN [ng/mg]) decreased in both the IG (Baseline: -1.78 ± 1.91, Follow-up: -2.82 ± 1.87, p = .003) and RCG (Baseline: -1.79 ± 1.54, Follow-up: -2.85 ± 1.73, p = .002), but did not differ between groups at study end (p = .635). Three of five parentally-reported outcomes showed improvement over time in the IG, and one in the RCG. Among IG participants, 90% found hair nicotine feedback useful. No difference between the intervention and control groups was found on the objective biomarker, LHN. Child TSE decreased during the trial in intervention and control groups. Trial participation, which included hair nicotine monitoring, may have contributed to decreasing exposure in both groups. Concurrent control group improvements may partially explain lack of proven intervention benefit. Biomarker monitoring warrants further investigation for reduction of child TSE. Project Zero Exposure is an intervention program designed to help parents protect their children from TSE. Results from the randomized controlled trial of the program showed no difference between groups at study end, but a clear and substantial reduction in child exposure to tobacco smoke from beginning to end of the trial, in both intervention and control groups. Biomarker monitoring, a key element of the trial, was used with all participants. Biomarker monitoring of child exposure to tobacco smoke may help parents become aware of their child's exposure and better protect them, and should be explored as a means to reduce child TSE. Clinical Trial Registration: NCT02867241.

Intentional questioning to promote thinking and learning

Questioning is an important cognitive activity that enhances teaching and learning. The quality of the questions that teachers ask plays an important role in promoting or hindering students’ curiosity, thinking, and, consequently, their learning. Asking good questions is an art that requires the teacher’s creative intervention to facilitate learning. Questions create zones of proximal development when teachers are able to grasp their students’ prior knowledge, thinking, and inquiries to scaffold them to the next level. Moreover, effective questioning in teaching marks the difference between being a facilitator of learning opportunities or a consumer of someone else’s ideas. This study reports on a participatory action research project of a learning community of practice in a Reggio Emilia-inspired preschool where the teacher and research team found a way to implement an intentional teaching through questioning. By using documentation to reflect on the questions that the teacher formulated, the teacher became more thoughtful about her questions and learned how to formulate better questions. Furthermore, Harvard Project Zero’s Teaching for Understanding and Visible Thinking frameworks helped the teacher develop a better understanding of fostering an emergent curriculum within the Reggio Emilia philosophy. The experience helped the school build a strong identity and empower teachers to master their teaching with high-quality questions.

The European Competency and the Teaching for Understanding Frameworks: Creating Synergies in the Context of Initial Teacher Training in Higher Education

The aim of this research was to analyze the rich, complex, interrelated relationship that could possibly be established between the Teaching for Understanding framework, pedagogical proposal belonging to Project Zero (Education research team of Harvard University, Boston, MA, US), and the European Competency Framework. Through an in-depth analysis of the constituent features that define and explain both proposals, and questions answered both by teachers with ample classroom experience and experts on the field, it shows that these are two complementary educational perspectives that share a similar vocation and that contribute to improving the teaching-learning process in Higher Education, specifically in the context of initial Teacher Training. Likewise, it analyzes the different factors to take into account when implementing them, particularly in the context of Higher Education; factors that make them complex proposals but also of very high educational value and with the potential to enrich the teaching-learning process, no matter the context.

Playful provocations and playful mindsets: teacher learning and identity shifts through playful participatory research

ABSTRACT Play is a core resource for how children learn. Yet current efforts to bring playful learning into schools often neglect the role adults play in embracing and modeling playfulness. This paper presents findings from a collaboration between the International School of Billund, Denmark, and Project Zero, a research organization at Harvard Graduate School of Education. The study examined Playful Participatory Research (PPR), an emergent qualitative methodology that is both teacher research and a professional development (PD) approach. Drawing on interviews with 21 teachers across the school, we found that PPR positively affects: attitudes towards PD; teachers’ self-perception and identity; incorporation of play into teaching; and overall school culture. Implications suggest that school leaders who aspire to support learning through play in schools should design adult learning environments that mirror the playful learning environments they desire for children, by providing time, resources, and encouragement for playful teacher research and PD.

Contributors

Contributors

Trusted Execution Environments: Properties, Applications, and Challenges

Software attacks on modern computer systems have been a persisting challenge for several decades, leading to a continuous arms race between attacks and defenses. As a first line of defense, operating system kernels enforce process isolation to limit potential attacks to only the code containing the vulnerabilities. However, vulnerabilities in the kernel itself (for example, various vulnerabilities found by Google Project Zero), side-channel attacks,¹ or even physical attacks² can be used to undermine process isolation.

DEVELOPMENT OF CULTURE OF THINKING IN SCIENCE TEACHING: SUGGESTIONS FROM THEORY TO PRACTICE

Bu çalışmada, fen öğretiminde düşünme kültürünün geliştirilmesi ve bu kültürün geliştirilmesinin gerekliliğine ilişkin öneriler ortaya konulması amaçlanmıştır. Bu amaç doğrultusunda “fen öğretimi”, “21. yüzyıl becerileri” ve “düşünme kültürü” kavramlarına ilişkin literatür incelenerek kuramsal bir çerçeve ortaya konulmaya çalışılmıştır. Düşünme kültürü, düşünme becerilerinin öğretimine sosyokültürel bir bakış açısı getiren bir yaklaşımdır. Bu yaklaşım, Harvard Eğitim Bilimleri Enstitüsü'nde bir araştırma merkezi (Project Zero) bünyesinde yürütülen bir projedir. Bu çalışmasının en önemli sınırlılığı ulusal ve uluslararası düzeyde doğrudan fen öğretiminde düşünme kültürü yaklaşımının uygulanmasına ilişkin ampirik araştırma bulgularının bulunmamasıdır. Aslında, fen bilimleri, bilimsel düşünme süreçlerini içermesi ve yenilik (dönüşüm) kavramlarıyla sıkça birlikte anılması dolayısıyla öğrencilerin düşünme becerilerinin geliştirilmesini gerektiren temel konu alanlarından biridir. Bir başka ifadeyle, fen öğretiminde sadece konu alanına ilişkin bilgilerin aktarılmasının yeterli olmayıp bunun yanı sıra bu bilgilerin işlenmesi için düşünme becerilerinin geliştirilmesi ve desteklenmesinin önemli bir değişken olduğu düşünülmektedir. Bu nedenle, bu çalışmada fen öğretimi bağlamında düşünme kültürünün geliştirilmesine yönelik kuramsal alt yapının ortaya konulması ve bu kültürün fen eğitimine uyarlanmasına yönelik öneriler verilmesi planlanmaktadır.