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.
This tool is connected to the Agency by Design Making Moves. The Making Moves identifies three maker capacities that support a sensitivity to design, along with their associated learning moves. Here you’ll find three observation sheets, one for each of the maker capacities: Looking Closely, Exploring Complexity, and Finding Opportunity.
Inicialmente, essa rotina estimula o pensamento divergente, à medida que os estudantes pensam em novas possibilidades para um objeto ou um sistema; depois, o pensamento convergente é encorajado, à medida que os estudantes decidem a maneira mais eficaz de construir, explorar, re/desenhar ou hackear esse objeto ou esse sistema.
This routine encourages divergent thinking by prompting students to think of new possibilities for an object or system. It can also encourage convergent thinking by giving students a basis from which to narrow down their ideas so they can redesign or hack an object or a system. Ultimately, this thinking routine is about finding opportunity and pursuing new ideas.
Engaging young learners in exploring complexity and finding opportunities to make systems better requires perspective taking and empathy. Role playing can be a powerful approach to support learners in taking others’ perspectives when exploring the roles, ideas, and feelings of different characters in a system. Here we offer a few thoughts on how to leverage children’s natural desire to play and how to employ different thinking routines to foster perspective taking and empathy. This tool is intended as a starting point and does not need to be followed step by step or happen all at once.
This practice first encourages learners to observe the world around them and look for design, “in the wild,” taking a broad inventory of the designs they notice. Then it asks them to focus in on one object or system to consider the designer’s perspective or to propose redesign ideas.