这个思考模式鼓励学生在一个特定的系统里思考不同人物的观点。其目标是帮助学生理解系统里的不同角色，他们会用什么形式去表达感受以及对系统里其他人物和事物的关心。
Thinking Routines
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videosParts, Purposes, Complexities in a Technology Classroom
Parts, Purposes, Complexities in a Technology Classroom
High School technology students in Darlease Monteiro’s class use Parts, Purposes, Complexities to analyze website apps prior to designing their own.
pictures of practiceMaker Empowerment and Resourcefulness
Maker Empowerment and Resourcefulness
A practice that promotes the capacity of looking closely is the Elaboration Game. This picture of practice essay shares a version that was adapted by educator Tatum Omari for a group of young learners to examine a tortilla press during their unit of study about bread making.
thinking routinesParts, People, Interactions
Parts, People, Interactions
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.
Field NoteTruth and Historical Amendment: Critical Mending in the Classroom
Truth and Historical Amendment: Critical Mending in the Classroom
Jaime Chao Mignano is a Senior Practitioner Specialist on the JusticexDesign (JxD) project, and an ongoing leader in the project's conception and development, including developing tools and supporting educators to apply the emerging JxD framework in their contexts.
We find ourselves in a thorny historical moment, in the United States and around the world. Like my colleagues on the JusticexDesign project—and like many educators—I wonder: How will we support our students in deepening their understanding of the world around them and exploring the complex interplay of histories we are taking part in? In the US, we are debating the fate of American monuments, the legacy of American founders, and the impact of America’s own super story on the lived experiences of its people. How might we offer a path of agency to our students that champions historical honesty? And as we guide our students in considering colonial legacies, migration crises, and global economic injustice, what are some ways we might actively value the voices of communities adding their own truth to a contested history, even at terrible risk?
Artist Titus Kaphar’s work offers a rich model, pieces “that are honest, that wrestle with the struggles of our past but speak to the diversity and the advances of our present.” WIS History teacher Nora Brennan, a colleague in Agency by Design's Making Across the Curriculum project, and I had been struck by Kaphar’s 2017 TED Talk, “Can Art Amend History?” He asks, with his own children in mind, “What is the impact of these kinds of paintings on some of our most vulnerable in society, seeing these kinds of depictions of themselves all the time?” Kaphar concludes by urging us to “amend our public sculptures, our national monuments” in order to expand and deepen our historical narrative.
In the fall of 2018, Nora took her history class to visit the Titus Kaphar collection in the “UnSeen: Our Past in a New Light” exhibit in the National Portrait Gallery. This experience was clearly powerful for students—we could sense that Kaphar’s artworks were shifting their gazes, pointing them to an actively unfolding dialogue on American history. Nora knew she wanted her students to connect more deeply to Kaphar’s philosophy of historical amendment. She combined this art exhibit and the history lessons she was teaching on the Civil War and Reconstruction as the foundation to challenge students to research a Civil War monument and reimagine it.
At the same time, Nora knew it was important to contextualize this project in the very active conversation in the U.S.—and around the world--about monuments and public memory. The controversy around Civil War monuments was and is a real current event—many city and state governments have been taking steps to address the symbolic presence of historical racial terror embedded in public spaces by tearing down monuments, renaming streets and buildings, etc. We wanted students to situate their thinking within these substantive critiques - not to attempt reconciliation but to explore their own perspective.
Nora drew on the Agency by Design framework to build her students’ sensitivity to the design of monuments and portraits. She knew that historical artworks can both express and obscure, offering us complex legacies that we can guide students in unpacking and probing. We wondered what maker empowerment might look like as students approach a portrait of Robert E. Lee or a statue of John. C. Calhoun.
publicationsIdentifying What Matters
Identifying What Matters
In this essay, leaders of the Agency by Design Pittsburgh network Peter Wardrip, Jeffrey Evancho, and Annie McNamarra describe their process of pursuing documentation and assessment strategies for maker-centered learning that are based on the values educators bring to their work in schools and other settings. Using the metaphor of big rocks and little rocks as introduced by Steven Covey, the authors describe the process of identifying one’s values and documenting and assessing student learning from the perspective of one’s values. They then articulate the lessons they have learned and their suggestions for moving forward. The core findings that emerge from this work are: (a) identifying one’s values is challenging, (b) documentation requires practice, (c) one’s values are linked to one’s content, and (d) visibility supports measurement.
thinking routines“推進創新” 的思考模式
“推進創新” 的思考模式
這個思考模式鼓勵學生從多方面思考，為一件物品/系統思考各種新的可能性。然後再鼓勵學生把新想法融合起來，決定一個有效率的方法去完善，重新設計，和拆解物件/系統。最終，這個思考模式是用於尋找新的設計機會以及實施新的想法的。
thinking routinesPartes, Propósitos, Complejidades
Partes, Propósitos, Complejidades
Esta rutina de pensamiento ayuda a los estudiantes a ir lentamente y observar detallada y cuidadosamente, al animarlos a mirar más allá de las características obvias de un objeto o sistema. Esta rutina de pensamiento estimula la curiosidad, plantea preguntas y hace evidente otras áreas para continuar la investigación.
thinking routines“另眼相看” 的思考模式
“另眼相看” 的思考模式
這個思考模式通過幫助學生近距離觀察某個物品/系統的細節，考慮不同的使用者和利益相關者不同的觀點角度，以反思自己和這個物品/系統的關係來探究其中的關聯性。