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  • Menu
    • About
      • Funders
      • About AbD
    • Projects
      • Origin Project
      • Early Childhood in the Making
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    • Field Notes
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    • Media + Publications
  • EXPLORE
      • The Framework
      • Thinking Routines + Tools + Practices
      • Documentation + Assessment
Resources
Field NoteCuriosities, Collections, and Curating: Considering Maker Portfolios

Curiosities, Collections, and Curating: Considering Maker Portfolios

AbD researcher Jessica Ross elaborates on her role in the Open Portfolio Project by asking the question: What advice can we offer young makers as they document their making throughout their lifetimes?

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pictures of practiceT-Stool Project

T-Stool Project

In this picture of practice essay, educators Ilya Pratt and Jeanine Harmon share a community “Design + Build” project. Fourth and fifth grade students from North Oakland Charter School and Park Day School find an opportunity to work together to build T-Stools for classrooms.

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Field NoteExploring the Role of the Arts in Maker-Centered Learning Experiences

Exploring the Role of the Arts in Maker-Centered Learning Experiences

Participants at the Arts Education Partnership National Forum consider the role of the arts in maker-centered learning experiences.

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Field NoteMaker – Person, Identity, or Culture?

Maker – Person, Identity, or Culture?

Agency by Design project manager Jen Ryan examines the use of the word maker and offers an alternative reframing for an emerging field.

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activities and practicesMemorable Making Experience

Memorable Making Experience

A conversation starter and reflective activity for introducing young people and adults to making.

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thinking routinesParts, Purposes, Complexities - Adapted for Early Childhood Education

Parts, Purposes, Complexities - Adapted for Early Childhood Education

This routine encourages learners to slow down and make careful, detailed observations as they look beyond the obvious features of an object or system and think about how it works. This thinking routine can help foster curiosity as children notice details, ask questions, make connections, and identify topics for future inquiry.

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publicationsIdentifying What Matters

Identifying What Matters

In this essay, leaders of the Agency by Design Pittsburgh network Peter Wardrip, Jeffrey Evancho, and Annie McNamarra describe their process of pursuing documentation and assessment strategies for maker-centered learning that are based on the values educators bring to their work in schools and other settings. Using the metaphor of big rocks and little rocks as introduced by Steven Covey, the authors describe the process of identifying one’s values and documenting and assessing student learning from the perspective of one’s values. They then articulate the lessons they have learned and their suggestions for moving forward. The core findings that emerge from this work are: (a) identifying one’s values is challenging, (b) documentation requires practice, (c) one’s values are linked to one’s content, and (d) visibility supports measurement.

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activities and practicesVoz y Decisión

Voz y Decisión

 PROTOCOLO PARA ANALIZAR DE FORMA CRÍTICA UN CONTENIDO, CONSIDERANDO DIFERENTES PERSPECTIVAS Y REPRESENTACIÓN, PARA DESPUÉS REDISEÑAR O REIMAGINAR ESE CONTENIDO DESDE UNA PERSPECTIVA PROPIA.

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All Agency by Design resources featured on this site are licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.