What do we want our learners to be like when they leave our classrooms at the end of the year? What does authentic learning look like in a maker-centered classroom? Your response to these questions might be an indicator of what type of learning you value as a teacher. Inspired by Carlina Rinaldi and her writing on the relationship between documentation and assessment, we used these questions to identify what types of learning or dispositions teachers value most within their contexts. Think of it as a lens for looking at learning. What we quickly realized is that the values educators bring to their work have implications connected to assessment.
This practice first encourages learners to observe the world around them and look for design, “in the wild,” taking a broad inventory of the designs they notice. Then it asks them to focus in on one object or system to consider the designer’s perspective or to propose redesign ideas.
Oakland Learning Community Tatum Omari’s builds on her experience with system redesign to hack her daughter’s soccer gear.
Essa rotina encoraja os estudantes a considerarem as diversas perspectivas de quem interage em um sistema particular. O objetivo dessa rotina é ajudar os estudantes a entender no que as diversas pessoas que participam de um sistema pensam, o que sentem e com o que se importam de uma forma particular em função de sua posição no sistema.
The maker movement is no doubt still trending. But what’s driving this resurgence in the inclination to make? And is it a part of a larger socio/economic shift to a shared, participatory culture?