This practice supports co-inspiration and the cross-pollination of ideas during maker-centered group work.

This practice supports co-inspiration and the cross-pollination of ideas during maker-centered group work.
这个思考模式鼓励学生能够慢下来,仔细观察其中一个系统。通过这样帮助学生更好地认识具体系统里无论是直接或间接相关的人物,学生也会注意到系统里任何一点变化,也许都会有意无意地影响到系统的其它方面。
This practice supports co-inspiration and the cross-pollination of ideas during maker-centered group work.
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.
This practice is designed to deepen learners’ sensitivity to design through drawing, observing, questioning, and collaborating.
The Inquiry Cycle is a tool to support teacher and student learning—and to make that learning visible—all the while exploring the capacities associated with the Agency by Design framework for maker-centered learning.
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.
Agency by Design research assistant Sarah May explores the complex nature of working with qualitative data based on her experiences collaboratively coding and analyzing AbD’s interview transcripts.
Synthesizing recent conversations between AbD and the Oakland Leadership Team, AbD researcher Andrea Sachdeva proposes a values-based stance on documentation and assessment in maker-centered learning.