這個思考模式鼓勵學生在一個特定的系統裡思考不同人物的觀點。其目標是幫助學生理解系統裡的不同角色,他們會用什麼形式去表達感受以及對系統裡其他人物和事物的關心。這個思考模式引導學生從多角度去提出問題並表達觀點。

這個思考模式鼓勵學生在一個特定的系統裡思考不同人物的觀點。其目標是幫助學生理解系統裡的不同角色,他們會用什麼形式去表達感受以及對系統裡其他人物和事物的關心。這個思考模式引導學生從多角度去提出問題並表達觀點。
AbD researcher Jessica Ross elaborates on her role in the Open Portfolio Project by asking the question: What advice can we offer young makers as they document their making throughout their lifetimes?
The AbD Making Moves are a set of observable or actionable “moves” that learners and educators can use to help design maker-centered learning experiences, and to support, observe, document, and assess maker-centered learning.
Educator Tatum Omari examines the system of educator collaborations and partnerships.
This thinking routine helps learners slow down and look closely at a system. In doing so, young people are able to situate objects within systems and recognize the various people who participate—directly or indirectly—within a particular system.
这个思考模式鼓励学生能够慢下来,仔细观察其中一个系统。通过这样帮助学生更好地认识具体系统里无论是直接或间接相关的人物,学生也会注意到系统里任何一点变化,也许都会有意无意地影响到系统的其它方面。
Boston-based architect David Stephen discusses his experiences developing “Maker Campus Master Plans” with various members of Agency by Design’s Oakland Learning Community.
This practice supports co-inspiration and the cross-pollination of ideas during maker-centered group work.
The practice of mapping allows learners to build and demonstrate their understanding of the parts, people, and interactions that comprise a given system.