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A conversation starter and reflective activity for introducing young people and adults to making.
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。
Guest Author Jeff Evancho, the Project Zero Programming Specialist at the Quaker Valley School District, describes the process of establishing the Pittsburgh Maker Educator Learning Community, including the community’s interest in developing documentation and assessment strategies for the maker-centered classroom.
This practice is designed to deepen learners’ sensitivity to design through drawing, observing, questioning, and collaborating.
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.
Agency by Design researcher Jen Ryan explores some of the central ideas from the framework at TEDxDirigo Generate.
Agency by Design Principal Investigator Shari Tishman takes a dispositional approach to redefining “maker empowerment.”
Synthesizing recent conversations between AbD and the Oakland Leadership Team, AbD researcher Andrea Sachdeva proposes a values-based stance on documentation and assessment in maker-centered learning.