这个思考模式鼓励学生多方面思考，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完善，从新设计，和拆解物件/系统。
Thinking Routines
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ChineseIs Featured in Resource Collage:
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Resources
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.
documentation and assessment toolsAbD Framework: A Guide for Learners
AbD Framework: A Guide for Learners
A resource for learners to explore the ways you can use the Agency by Design Framework and Making Moves/Indicators.
Field NoteCuriosities, Collections, and Curating: Considering Maker Portfolios
Curiosities, Collections, and Curating: Considering Maker Portfolios
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?
Field NoteIntroducing the New Agency by Design Website
Introducing the New Agency by Design Website
Welcome to the new Agency by Design website! Because the new website is so rich with content and features, we think it might be helpful to take you on a tour to get a sense of all it has to offer. The new site boasts 29 educator tools and practices that accompany the Agency by Design framework for maker-centered learning, featured documentation and assessment resources highlighting the most recent phases of work, Agency by Design media and publications, and project and funder pages to highlight the Origin Project, Early Childhood in the Making, and Making Across the Curriculum. The video below walks you through the elements of the site and gives an overview of each page.
activities and practicesMemorable Making Experience
Memorable Making Experience
A conversation starter and reflective activity for introducing young people and adults to making.
Field NoteJusticexDesign: Developing a Sensitivity to Designed Injustices
JusticexDesign: Developing a Sensitivity to Designed Injustices
Banner image courtesy of Agnes Gómez and her 5th grade students at Sacred Heart School (School year: 2019-2020).
Agency by Design and JusticexDesign (JxD) extend great appreciation to Jaime Chao Mignano for being a thought partner in conceiving of the JxD project as well as to JxD Origin Educators for their invaluable contributions to this work: Agnes Gómez, Angélica Guerrera, Anne Leflot, Ashley Beck, Gerald D. Smith Jr., Maria Fernanda García, Mark Perkins, Nick Loewen, and Sonia Chintha. Thanks also to educators Julie Rains and Lisa Yokana, who participated remotely in trying out some JxD tools during its pilot year. Sincerest appreciation to Edward P. Clapp and Jim Reese, as well as the Washington International School, for their generous and ongoing support in making JxD possible.
publicationsMaker-Centered Learning And The Development Of Self
Maker-Centered Learning And The Development Of Self
Maker-Centered Learning And The Development Of Self: Preliminary Findings Of The Agency By Design Project
A White Paper Presented By Agency by Design
Project Zero, Harvard Graduate School Of Education
This White Paper, from January 2015, presents an overview of our developing work, and concludes by presenting the “big take away” from our research and by making suggestions for policymakers, educators, and other stakeholders. Along the way, we identify what we consider to be the most salient benefits of maker-centered learning for young people and, introduce some of the key concepts and resources that have emerged from our work, including the concept of maker empowerment, the importance of developing a sensitivity to design, and the three pathways that lead to these desired outcomes.
publicationsSlow Looking: The Art and Practice of Learning Through Observation
Slow Looking: The Art and Practice of Learning Through Observation
Slow Looking provides a robust argument for the importance of slow looking in learning environments both general and specialized, formal and informal, and its connection to major concepts in teaching, learning, and knowledge. A museum-originated practice increasingly seen as holding wide educational benefits, slow looking contends that patient, immersive attention to content can produce active cognitive opportunities for meaning-making and critical thinking that may not be possible though high-speed means of information delivery. Addressing the multi-disciplinary applications of this purposeful behavioral practice, this book draws examples from the visual arts, literature, science, and everyday life, using original, real-world scenarios to illustrate the complexities and rewards of slow looking.