A conversation starter and reflective activity for introducing young people and adults to making.
A conversation starter and reflective activity for introducing young people and adults to making.
This routine encourages learners to slow down and make careful, detailed observations as they look beyond the obvious features of an object or system and think about how it works. This thinking routine can help foster curiosity as children notice details, ask questions, make connections, and identify topics for future inquiry.
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.
This thinking routine helps learners slow down and make careful, detailed observations by encouraging them to look beyond the obvious features of an object or system. This thinking routine helps stimulate curiosity, raises questions, and surfaces areas for further inquiry.
这个思考模式鼓励学生多方面思考,为一件物品/系统思考各种新的可能性。然后再鼓励学生把新想法融合起来,决定一个有效率的方法去完善,从新设计,和拆解物件/系统。
This thinking routine helps learners slow down and look closely at a system. In doing so, young people are able to situate objects within systems and recognize the various people who participate—directly or indirectly—within a particular system.
Things Come Apart, by Todd McLellan provided some inspiration for educators from Park Day School to explore the complexities of everyday objects with their second grade learners. In this picture of practice essay educator Jeanine Harmon shares the project.
Featured photo by Jaime Chao Mignano
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.