These conversation-starters help learners become sensitive to the presence of the Making Moves in their own and others’ learning. They also help learners have substantive conversations about the Making Moves with their peers.
These conversation-starters help learners become sensitive to the presence of the Making Moves in their own and others’ learning. They also help learners have substantive conversations about the Making Moves with their peers.
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.
這個思考模式通過幫助學生近距離觀察某個物品/系統的細節,考慮不同的使用者和利益相關者不同的觀點角度,以反思自己和這個物品/系統的關係來探究其中的關聯性。
"Agency by Design: Empowering Young People to Shape their Worlds" explores the ways in which educators can develop teaching strategies that support student agency through maker-centered learning experiences.
Video by Alex Coppola
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.
Esta rutina anima a los estudiantes a considerar las diferentes perspectivas de diversas personas que interactúan dentro de un sistema en particular.
In this essay, leaders of the Agency by Design Pittsburgh network Peter Wardrip, Jeffrey Evancho, and Annie McNamarra describe their process of pursuing documentation and assessment strategies for maker-centered learning that are based on the values educators bring to their work in schools and other settings. Using the metaphor of big rocks and little rocks as introduced by Steven Covey, the authors describe the process of identifying one’s values and documenting and assessing student learning from the perspective of one’s values. They then articulate the lessons they have learned and their suggestions for moving forward. The core findings that emerge from this work are: (a) identifying one’s values is challenging, (b) documentation requires practice, (c) one’s values are linked to one’s content, and (d) visibility supports measurement.
This thinking routine helps learners to think in the past, present, and future, viewing their making in the context of a long-term and broad trajectory of learning. It is meant to cultivate an ongoing reflective practice in the classroom.
Mechanical dissections are a practice that allows learners to discover the often hidden design of objects.