这个思维习惯鼓励学生先练习把思想发散,为一件物品/系统思考各种新的可能性。然后再鼓励学生把新想法融合起来,决定一个有效率的方法去建立,修缮,打破物件/系统原貌,或者是重新设计一个物品/系统。

这个思维习惯鼓励学生先练习把思想发散,为一件物品/系统思考各种新的可能性。然后再鼓励学生把新想法融合起来,决定一个有效率的方法去建立,修缮,打破物件/系统原貌,或者是重新设计一个物品/系统。
This routine helps students explore complexity by encouraging them to look closely at the details of something, considering its various viewpoints, users, and stakeholders, and reflecting on their own connections and involvement with it.
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.
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
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.
Participatory Creativity: Introducing Access and Equity to the Creative Classroom presents a systems-based approach to examining creativity in education that aims to make participating in invention and innovation accessible to all students. Moving beyond the gifted-versus-ungifted debate present in many of today’s classrooms, the book’s inclusive framework situates creativity as a participatory and socially distributed process. The core principle of the book is that individuals are not creative, ideas are creative, and that there are multiple ways for a variety of individuals to participate in the development of creative ideas. This dynamic reframing of invention and innovation provides strategies for teachers, curriculum designers, policymakers, researchers, and others who seek to develop a more equitable approach towards establishing creative learning experiences in various educational settings.
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.
Agency by Design project manager Jen Ryan examines the use of the word maker and offers an alternative reframing for an emerging field.
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.