Reflections from the DELTA Project with Project Zero at Harvard
This past year, I had the incredible opportunity to serve as a teacher researcher on Nord Anglia's DELTA Project, collaborating with Project Zero at Harvard’s Graduate School of Education. Alongside 26 other Nord Anglia Education schools from around the world, we embarked on a journey to explore and implement Visible Thinking Routines (VTRs) based on Nord Anglia’s metacognitive framework of six “Learner Ambitions”: the 6 Cs – critical, creative, committed, curious, compassionate, and collaborative.
Throughout the year, we received new routines every two months, each aligned with one of the Learner Ambitions. My Year 5 students actively embraced these routines, integrating them into their learning, reflecting on how they supported or challenged their thinking, and offering insightful ideas on how to adapt and improve them to better suit their needs. Regular group connections with other members of the research team allowed us to share feedback, discuss progress, and develop a shared understanding of our journey.
At the conclusion of the year, I was fortunate to participate in a conference at Harvard University with colleagues from the research team from Nord Anglia, and Project Zero. We brought together all our research and experiences from the past year and collaboratively presented our implementation of the VTRs, demonstrating their alignment with each of the Learner Ambitions and the impact on the classroom. It was inspiring to see our collective efforts come to life on such a prestigious platform.
This experience has been invaluable. The support from the entire group fostered a rich environment for learning and connection, enabling us to share insights and strategies. I have had countless meaningful conversations that I will carry into my classroom and school community at Dover Court International School in Singapore. The collaborative nature of this project reinforced my belief that teaching and learning are ongoing, collective journeys - there is always more to learn from others and from our own reflections.
The impact on our students has been significant. Giving children dedicated time to think has improved their confidence in expressing thoughts, sharing ideas, and engaging in constructive peer feedback. The routines have empowered them to organise their thinking and reflect on their learning, transforming the way they approach challenges.
I am excited to adapt and refine these routines with my current Year 2 class this year and to continue professional development with all staff to expand their use across the school. Next year, Project Zero will launch DELTA 2, further building on this year’s research. I look forward to seeing how these strategies continue to develop and positively impact our students’ learning journeys.
Gabi Eaton
Primary Teacher
