Esta rutina anima a los estudiantes a considerar las diferentes perspectivas de diversas personas que interactúan dentro de un sistema en particular.
Synthesizing recent conversations between AbD and the Oakland Leadership Team, AbD researcher Andrea Sachdeva proposes a values-based stance on documentation and assessment in maker-centered learning.
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.
This tool is connected to the Agency by Design Making Moves. The Making Moves identifies three maker capacities that support a sensitivity to design, along with their associated learning moves. Here you’ll find three observation sheets, one for each of the maker capacities: Looking Closely, Exploring Complexity, and Finding Opportunity.
The AbD Making Moves are a set of observable or actionable “moves” that learners and educators can use to help design maker-centered learning experiences, and to support, observe, document, and assess maker-centered learning.
The Inquiry Cycle is a tool to support teacher and student learning—and to make that learning visible—all the while exploring the capacities associated with the Agency by Design framework for maker-centered learning.
Inicialmente, essa rotina estimula o pensamento divergente, à medida que os estudantes pensam em novas possibilidades para um objeto ou um sistema; depois, o pensamento convergente é encorajado, à medida que os estudantes decidem a maneira mais eficaz de construir, explorar, re/desenhar ou hackear esse objeto ou esse sistema.
In this picture of practice essay, educators Ilya Pratt and Jeanine Harmon share a community “Design + Build” project. Fourth and fifth grade students from North Oakland Charter School and Park Day School find an opportunity to work together to build T-Stools for classrooms.
這思維習慣鼓勵學生思考在一個特定的系統裡不同人物的觀點。其目標是幫助學生理解基於在系統里的不同角色，不同的人物會有不同的思考、感受以及他們關心的事情。這個思維習慣培育學生思考觀點與角度，提出問題和明確下一步的研究。