Activities & Practices
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publicationsMaker-Centered Learning: Empowering Young People to Shape Their Worlds
Maker-Centered Learning: Empowering Young People to Shape Their Worlds
The Agency by Design guide to implementing maker-centered teaching and learning
Maker-Centered Learning provides both a theoretical framework and practical resources for the educators, curriculum developers, librarians, administrators, and parents navigating this burgeoning field. Written by the expert team from the Agency by Design initiative at Harvard's Project Zero, this book
- Identifies a set of educational practices and ideas that define maker-centered learning, and introduces the focal concepts of maker empowerment and sensitivity to design.
- Shares cutting edge research that provides evidence of the benefits of maker-centered learning for students and education as a whole.
- Presents a clear Project Zero-based framework for maker-centered teaching and learning
- Includes valuable educator resources that can be applied in a variety of design and maker-centered learning environments
- Describes unique thinking routines that foster the primary maker capacities of looking closely, exploring complexity, and finding opportunity.
A surge of voices from government, industry, and education have argued that, in order to equip the next generation for life and work in the decades ahead, it is vital to support maker-centered learning in various educational environments. Maker-Centered Learning provides insight into what that means, and offers tools and knowledge that can be applied anywhere that learning takes place.
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零件，用途，關聯性
零件，用途，關聯性
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。
publicationsThe Inquiry Cycle in Action
The Inquiry Cycle in Action
The Agency by Design Inquiry Cycle has been designed to support educators in the processes of designing, documenting, assessing, and reflecting on maker-centered learning. This tool was collaboratively developed over time, and formally prototyped with cohorts of maker educators in two locations: Oakland, California, and Pittsburgh, Pennsylvania. In this paper, Agency by Design researchers Jessica Ross and Edward P. Clapp loosely use the structure of the Inquiry Cycle to describe the iterative process of developing this tool, along with some suggested implications for practice. Throughout the piece, we share the experiences of our teacher partners as they grappled with this tool—tweaking, hacking, and remixing it—as they explored its potential for designing, documenting, assessing, and reflecting upon their work in the maker-centered classroom.
Field NoteA Culture (and Economy) of Making and Sharing
A Culture (and Economy) of Making and Sharing
The maker movement is no doubt still trending. But what’s driving this resurgence in the inclination to make? And is it a part of a larger socio/economic shift to a shared, participatory culture?
thinking routinesImagine if...
Imagine if...
This routine first encourages divergent thinking, as learners think of new possibilities for an object or system, and then encourages convergent thinking, as learners decide upon an effective approach to build, tinker, re/design, or hack an object or a system.
thinking routinesParts, Purposes, Complexities
Parts, Purposes, Complexities
This thinking routine helps learners slow down and make careful, detailed observations by encouraging them to look beyond the obvious features of an object or system. This thinking routine helps stimulate curiosity, raises questions, and surfaces areas for further inquiry.
thinking routinesReflect, Connect, Project
Reflect, Connect, Project
This thinking routine helps learners to think in the past, present, and future, viewing their making in the context of a long-term and broad trajectory of learning. It is meant to cultivate an ongoing reflective practice in the classroom.