This routine helps students explore complexity by encouraging them to look closely at the details of something, considering its various viewpoints, users, and stakeholders, and reflecting on their own connections and involvement with it.
High School technology students in Darlease Monteiro’s class use Parts, Purposes, Complexities to analyze website apps prior to designing their own.
這個思維習慣鼓勵學生先練習把思想發散，為一件物品/系統思考各種新的可能性。然後再鼓勵學生把新想法融合起來，決定一個有效率的方法去建立，修繕，打破物件/系統原貌，或者是重新設計一個物品/系統.
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.
This practice promotes noticing, play, and exploration. When learners have time to tinker with materials they can gain an understanding of the affordances, possibilities, and constraints inherent in a variety of making materials.
Esta rutina anima a los estudiantes a considerar las diferentes perspectivas de diversas personas que interactúan dentro de un sistema en particular.
A practice that promotes the capacity of looking closely is the Elaboration Game. This picture of practice essay shares a version that was adapted by educator Tatum Omari for a group of young learners to examine a tortilla press during their unit of study about bread making.
Agency by Design project manager Jen Ryan describes her experience discussing the “maker mind” at TEDxDirigo.
This practice allows learners to notice features of an object that they may not have the vocabulary to fully describe yet. By doing several sketches, learners have the chance to engage in perspective taking and to see details they might miss at first glance.