這個思維習慣通过讓學生慢下來，小心仔细地觀察物件和系統，鼓勵學生超越一個物件/系統明顯的特徵看到更多。
Thinking Routines
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thinking routinesThink, Feel, Care
Think, Feel, Care
This routine encourages learners to consider the different and diverse perspectives held by the various people who interact within a particular system.
Field NoteExploring the Role of the Arts in Maker-Centered Learning Experiences
Exploring the Role of the Arts in Maker-Centered Learning Experiences
Participants at the Arts Education Partnership National Forum consider the role of the arts in maker-centered learning experiences.
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.
thinking routines组件，人，互动
组件，人，互动
这个思维习惯鼓励学生慢下来，仔细地观察一个系统。通过这样帮助学生更好地认知具体系统里无论是直接相关还是不直接相关的人物。
thinking routinesPARTES, PERSPECTIVAS, E EU
PARTES, PERSPECTIVAS, E EU
A rotina ajuda os estudantes a explorar a complexidade ao encorajá-los a olhar atentamente para os detalhes de algo, considerando uma variedade de pontos de vista, de usuários e de partes interessadas e refletindo sobre as próprias conexões e seu envolvimento com o objeto ou o sistema em questão.
documentation and assessment toolsMaker Capacities: Observe/Reflect
Maker Capacities: Observe/Reflect
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.
publicationsIdentifying What Matters
Identifying What Matters
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.
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