The practice of mapping allows learners to build and demonstrate their understanding of the parts, people, and interactions that comprise a given system.
Esta rutina anima a los estudiantes a considerar las diferentes perspectivas de diversas personas que interactúan dentro de un sistema en particular.
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.
High School technology students in Darlease Monteiro’s class use Parts, Purposes, Complexities to analyze website apps prior to designing their own.
Just as the broader Agency by Design framework for maker-centered learning encourages people to be active creators of the designed world, the Hacker Helper Tool invites educators to view the breadth of educator resources associated with the Agency by Design framework as malleable. This tool provides prompts to support educators as they “hack” existing Agency by Design tools, practices, and thinking routines to work better for their learners.
Educator Tatum Omari examines the system of educator collaborations and partnerships.
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.
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.
