A protocol for looking critically at content and developing a sensitivity to the role(s) of power and participation in the design of objects and systems.
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.
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.
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.
A protocol for looking critically at content and developing a sensitivity to the role(s) of power and participation in the design of objects and systems.
Agency by Design Principal Investigator Shari Tishman takes a dispositional approach to redefining “maker empowerment.”
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.
Students from King Middle School in Portland, Maine, explain the importance of looking closely in a maker-centered classroom.
Video by Alex Coppola
Esta rutina anima a los estudiantes a considerar las diferentes perspectivas de diversas personas que interactúan dentro de un sistema en particular.