Esta rutina de pensamiento ayuda a los estudiantes a ir lentamente y observar de cerca un sistema.

Esta rutina de pensamiento ayuda a los estudiantes a ir lentamente y observar de cerca un sistema.
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.
High School technology students in Darlease Monteiro’s class use Parts, Purposes, Complexities to analyze website apps prior to designing their own.
Esta rutina primero apoya el pensamiento divergente, a medida que los estudiantes piensan en nuevas posibilidades para un objeto o sistema; luego apoya el pensamiento convergente, a medida que los estudiantes deciden la manera más efectiva para construir, manipular, re/diseñar o alterar un objeto o un sistema.
Educator Gus Goodwin shares how his students engage with the Agency by Design capacities during a design and engineering challenge, specifically highlighting the capacity Exploring Complexity.
Video by Alex Coppola
Featured photo by Jaime Chao Mignano
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。
Esta rutina de pensamiento ayuda a los estudiantes a ir lentamente y observar de cerca un sistema.
AbD researcher Jessica Ross elaborates on her role in the Open Portfolio Project by asking the question: What advice can we offer young makers as they document their making throughout their lifetimes?
Educator Tatum Omari examines the system of educator collaborations and partnerships.