Participants at the Arts Education Partnership National Forum consider the role of the arts in maker-centered learning experiences.
Slow Looking provides a robust argument for the importance of slow looking in learning environments both general and specialized, formal and informal, and its connection to major concepts in teaching, learning, and knowledge. A museum-originated practice increasingly seen as holding wide educational benefits, slow looking contends that patient, immersive attention to content can produce active cognitive opportunities for meaning-making and critical thinking that may not be possible though high-speed means of information delivery. Addressing the multi-disciplinary applications of this purposeful behavioral practice, this book draws examples from the visual arts, literature, science, and everyday life, using original, real-world scenarios to illustrate the complexities and rewards of slow looking.
Guest Author Jeff Evancho, the Project Zero Programming Specialist at the Quaker Valley School District, describes the process of establishing the Pittsburgh Maker Educator Learning Community, including the community’s interest in developing documentation and assessment strategies for the maker-centered classroom.
The Agency by Design guide to implementing maker-centered teaching and learning
Maker-Centered Learning provides both a theoretical framework and practical resources for the educators, curriculum developers, librarians, administrators, and parents navigating this burgeoning field. Written by the expert team from the Agency by Design initiative at Harvard's Project Zero, this book
A surge of voices from government, industry, and education have argued that, in order to equip the next generation for life and work in the decades ahead, it is vital to support maker-centered learning in various educational environments. Maker-Centered Learning provides insight into what that means, and offers tools and knowledge that can be applied anywhere that learning takes place.
Engaging young learners in exploring complexity and finding opportunities to make systems better requires perspective taking and empathy. Role playing can be a powerful approach to support learners in taking others’ perspectives when exploring the roles, ideas, and feelings of different characters in a system. Here we offer a few thoughts on how to leverage children’s natural desire to play and how to employ different thinking routines to foster perspective taking and empathy. This tool is intended as a starting point and does not need to be followed step by step or happen all at once.