這個思考模式鼓勵學生能夠慢下来，仔细觀察其中一個系统。通過這樣幫助學生更好地認識具體系統裡無論是直接或間接相關的人物，學生也會注意到系统裡任何一點變化，也許都會有意無意地影響到系统的其它方面。
Thinking Routines
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Field NoteDesigning and Making with English Language Learners
Designing and Making with English Language Learners
Thi Bui teaches art and multimedia at Oakland International High School, a public high school for immigrants students’ where command of the English language is one of the last things to be taken for granted.
Field NoteHacking Simple Systems: The Tale of an Incomplete Soccer Uniform
Hacking Simple Systems: The Tale of an Incomplete Soccer Uniform
Oakland Learning Community Tatum Omari’s builds on her experience with system redesign to hack her daughter’s soccer gear.
pictures of practiceT-Stool Project
T-Stool Project
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.
thinking routinesMapping Systems Experiences
Mapping Systems Experiences
This tool guides young learners to look closely at a system and explore its complexity by directly experiencing the system and reflecting on that experience. This is particularly helpful when working with very young students who may struggle to conceptualize a complex system without direct experience. In addition, this tool provides suggestions for making student thinking visible by encouraging students to share their ideas and learn from each other.
publicationsComplicating STEAM: A Critical Look at the Arts in the STEAM Agenda
Complicating STEAM: A Critical Look at the Arts in the STEAM Agenda
This entry offers a critical perspective of the role of the arts within the popular STEAM agenda. Most loosely defined, STEAM can be understood as incorporating the arts into the STEM (science, technology, engineering, and mathematics) acronym for the purpose of introducing a focus on art and design into these four subject areas. This entry first questions what the A in the STEAM acronym actually represents. The entry then argues that a focus on any discrete set of disciplines prioritizes some domains of practice, while overlooking others. The entry goes on to encourage a more distributed approach to pedagogical practice that is less about establishing catchy acronyms that privilege some disciplines over others – and more about supporting young people and adults in becoming multimodal learners capable of making connections between and beyond the disciplines.
thinking routinesParts, Perspectives, Me
Parts, Perspectives, Me
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.
thinking routines“深入拆解” 的思考模式
“深入拆解” 的思考模式
這個思考模式通過讓學生慢慢、細心地觀察物件和系統中的細節，鼓勵他們不止觀察物件的表面特徵，更重要的是了解其內部運作。這個思考模式可以激發學生的好奇心，鼓勵他們勇於提出問題，並且能做更深入的研究。
documentation and assessment toolsLooking at Student Work Protocol
Looking at Student Work Protocol
A protocol that provides structure for collaboratively examining documentation that includes student’s products and processes and offers an opportunity for educators and learners to reflect back and plan for next steps.