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。
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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.
thinking routinesPARTES, PROPÓSITOS, COMPLEXIDADES
PARTES, PROPÓSITOS, COMPLEXIDADES
Essa rotina de pensamento ajuda os estudantes a desacelerar e a fazer observações detalhadas e cuidadosas, incentivando-os a olhar além das características óbvias de um objeto ou de um sistema.
videosLooking Closely: A Capacity of Sensitivity to Design
Looking Closely: A Capacity of Sensitivity to Design
Students from King Middle School in Portland, Maine, explain the importance of looking closely in a maker-centered classroom.
Video by Alex Coppola
pictures of practiceCollaborative Partnerships Through Systems Thinking
Collaborative Partnerships Through Systems Thinking
Educator Tatum Omari examines the system of educator collaborations and partnerships.
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 NoteFrom Maker Space to Maker Campus
From Maker Space to Maker Campus
Boston-based architect David Stephen discusses his experiences developing “Maker Campus Master Plans” with various members of Agency by Design’s Oakland Learning Community.
documentation and assessment toolsTell Me More!
Tell Me More!
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.
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.