The resources here are designed for both educator and learner use of the Agency by Design Framework for Maker-Centered Learning. In this collection you will find three sets of resources. Thinking Routines offer several mini-strategies to encourage active processing and build on learners’ background knowledge. Activities & Practices offer suggestions and guidelines for teaching a variety of maker-centered learning activities. The Documentation and Assessment Tools offer a range of techniques and activities that help learners and educators reflect on thinking and learning and be intentional in their efforts to improve the learning process. All of the tools are designed to help develop the maker capacities of Looking Closely, Exploring Complexity, and Finding Opportunity.
A protocol for looking closely at content, considering perspectives and representation, and then redesigning or reimagining that content from one's own perspective. Try out the accompanying Learner Workbook!
A protocol for looking closely at content, considering perspectives and representation, and then redesigning or reimagining that content from one's own perspective. Try out the accompanying Learner Workbook!
This Learn Workbook supports engagement with the Voice and Choice protocol. Created by Julie Rains.
This Learn Workbook supports engagement with the Voice and Choice protocol. Created by Julie Rains.
This practice promotes noticing, play, and exploration. When learners have time to tinker with materials they can gain an understanding of the affordances, possibilities, and constraints inherent in a variety of making materials.
This practice promotes noticing, play, and exploration. When learners have time to tinker with materials they can gain an understanding of the affordances, possibilities, and constraints inherent in a variety of making materials.
This practice is designed to deepen learners’ sensitivity to design through drawing, observing, questioning, and collaborating.
This practice is designed to deepen learners’ sensitivity to design through drawing, observing, questioning, and collaborating.
This practice supports co-inspiration and the cross-pollination of ideas during maker-centered group work.
This practice supports co-inspiration and the cross-pollination of ideas during maker-centered group work.
The practice of mapping allows learners to build and demonstrate their understanding of the parts, people, and interactions that comprise a given system.
The practice of mapping allows learners to build and demonstrate their understanding of the parts, people, and interactions that comprise a given system.
A conversation starter and reflective activity for introducing young people and adults to making.
A conversation starter and reflective activity for introducing young people and adults to making.
This practice allows learners to notice features of an object that they may not have the vocabulary to fully describe yet. By doing several sketches, learners have the chance to engage in perspective taking and to see details they might miss at first glance.
This practice allows learners to notice features of an object that they may not have the vocabulary to fully describe yet. By doing several sketches, learners have the chance to engage in perspective taking and to see details they might miss at first glance.
Mechanical dissections are a practice that allows learners to discover the often hidden design of objects.
Mechanical dissections are a practice that allows learners to discover the often hidden design of objects.
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.
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.
PROTOCOLO PARA ANALIZAR DE FORMA CRÍTICA UN CONTENIDO, CONSIDERANDO DIFERENTES PERSPECTIVAS Y REPRESENTACIÓN, PARA DESPUÉS REDISEÑAR O REIMAGINAR ESE CONTENIDO DESDE UNA PERSPECTIVA PROPIA.
PROTOCOLO PARA ANALIZAR DE FORMA CRÍTICA UN CONTENIDO, CONSIDERANDO DIFERENTES PERSPECTIVAS Y REPRESENTACIÓN, PARA DESPUÉS REDISEÑAR O REIMAGINAR ESE CONTENIDO DESDE UNA PERSPECTIVA PROPIA.
The practice of mapping allows learners to build and demonstrate their understanding of the parts, people, and interactions that comprise a given system.
Ilya Pratt, AbD Oakland Leadership Team member and Design+Make+Engage program director at Park Day School, tells a tale of maker empowerment and collective agency through the story of Kyle and the saber-toothed cat.
這個思維習慣通过幫助學生近距離觀察某個物品/系統的細節，考慮不同的觀點角度、不同的使用者和利益相關者，以及反思自己和這個物品/系統的關係來探究其中的關聯性。
这个思维习惯通过帮助学生近距离观察某个物品/系统的细节，考虑不同的观点角度、不同的使用者和利益相关者，以及反思自己和这个物品/系统的关系来探究其中的关联性。
这个思维习惯鼓励学生慢下来，仔细地观察一个系统。通过这样帮助学生更好地认知具体系统里无论是直接相关还是不直接相关的人物。
A protocol for looking closely at content, considering perspectives and representation, and then redesigning or reimagining that content from one's own perspective. Try out the accompanying Learner Workbook!
Participatory Creativity: Introducing Access and Equity to the Creative Classroom presents a systems-based approach to examining creativity in education that aims to make participating in invention and innovation accessible to all students. Moving beyond the gifted-versus-ungifted debate present in many of today’s classrooms, the book’s inclusive framework situates creativity as a participatory and socially distributed process. The core principle of the book is that individuals are not creative, ideas are creative, and that there are multiple ways for a variety of individuals to participate in the development of creative ideas. This dynamic reframing of invention and innovation provides strategies for teachers, curriculum designers, policymakers, researchers, and others who seek to develop a more equitable approach towards establishing creative learning experiences in various educational settings.
This thinking routine helps learners slow down and make careful, detailed observations by encouraging them to look beyond the obvious features of an object or system. This thinking routine helps stimulate curiosity, raises questions, and surfaces areas for further inquiry.
