Esta rutina de pensamiento ayuda a los estudiantes a ir lentamente y observar de cerca un sistema.
Thinking Routines
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videosExploring Complexity: A Capacity of Sensitivity to Design
Exploring Complexity: A Capacity of Sensitivity to Design
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
Field NoteBuilding a Maker Educator Learning Community in Pittsburgh
Building a Maker Educator Learning Community in Pittsburgh
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.
thinking routines想象如果...
想象如果...
這個思維習慣鼓勵學生先練習把思想發散，為一件物品/系統思考各種新的可能性。然後再鼓勵學生把新想法融合起來，決定一個有效率的方法去建立，修繕，打破物件/系統原貌，或者是重新設計一個物品/系統.
publicationsSlow Looking: The Art and Practice of Learning Through Observation
Slow Looking: The Art and Practice of Learning Through Observation
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.
Field NoteDeveloping a Sensitivity to the Design of Teacher Learning Communities
Developing a Sensitivity to the Design of Teacher Learning Communities
A community of teachers and researchers work together in Cambridge, MA and Temescal, CA to learn more about how students understand design in the world.
activities and practicesDesign Hunt
Design Hunt
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.
Field NoteHow Can Understanding What We Value as Educators Shape What We Assess in Our Classrooms?
How Can Understanding What We Value as Educators Shape What We Assess in Our Classrooms?
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.
pictures of practiceTake Apart Project
Take Apart Project
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