Thinking Routines + Tools + Practices

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.

thinking routines

Parts, Purposes, Complexities

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.

thinking routines

Parts, Purposes, Complexities

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.

thinking routines

Parts, Perspectives, Me

This routine helps students explore complexity by encouraging them to look closely at the details of something, considering its various viewpoints, users, and stakeholders, and reflecting on their own connections and involvement with it.

thinking routines

Parts, Perspectives, Me

This routine helps students explore complexity by encouraging them to look closely at the details of something, considering its various viewpoints, users, and stakeholders, and reflecting on their own connections and involvement with it.

thinking routines

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.

thinking routines

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.

thinking routines

Think, Feel, Care

This routine encourages learners to consider the different and diverse perspectives held by the various people who interact within a particular system.

thinking routines

Think, Feel, Care

This routine encourages learners to consider the different and diverse perspectives held by the various people who interact within a particular system.

thinking routines

Imagine if...

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.

thinking routines

Imagine if...

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.

thinking routines

Reflect, Connect, Project

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.

thinking routines

Reflect, Connect, Project

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.

thinking routines

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

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

Partes, Personas, Interacciones

Esta rutina de pensamiento ayuda a los estudiantes a ir lentamente y observar de cerca un sistema.

thinking routines

Partes, Personas, Interacciones

Esta rutina de pensamiento ayuda a los estudiantes a ir lentamente y observar de cerca un sistema.

thinking routines

Pensar, Sentir, Preocuparse

Esta rutina anima a los estudiantes a considerar las diferentes perspectivas de diversas personas que interactúan dentro de un sistema en particular.

thinking routines

Pensar, Sentir, Preocuparse

Esta rutina anima a los estudiantes a considerar las diferentes perspectivas de diversas personas que interactúan dentro de un sistema en particular.

thinking routines

Imagíne si...

Esta rutina primero apoya el pensamiento divergente, a medida que los estudiantes piensan en nuevas posibilidades para un objeto o sistema; ​​luego apoya el pensamiento convergente, a medida que los estudiantes deciden la manera más efectiva para construir, manipular, re/diseñar o alterar un objeto o un sistema.

thinking routines

Imagíne si...

Esta rutina primero apoya el pensamiento divergente, a medida que los estudiantes piensan en nuevas posibilidades para un objeto o sistema; ​​luego apoya el pensamiento convergente, a medida que los estudiantes deciden la manera más efectiva para construir, manipular, re/diseñar o alterar un objeto o un sistema.

thinking routines

思考,感受,關心

這思維習慣鼓勵學生思考在一個特定的系統裡不同人物的觀點。其目標是幫助學生理解基於在系統里的不同角色,不同的人物會有不同的思考、感受以及他們關心的事情。這個思維習慣培育學生思考觀點與角度,提出問題和明確下一步的研究。

thinking routines

思考,感受,關心

這思維習慣鼓勵學生思考在一個特定的系統裡不同人物的觀點。其目標是幫助學生理解基於在系統里的不同角色,不同的人物會有不同的思考、感受以及他們關心的事情。這個思維習慣培育學生思考觀點與角度,提出問題和明確下一步的研究。

thinking routines

思考,感受,关心

这个思维习惯鼓励学生思考在一个特定的系统里不同人物的观点。

thinking routines

思考,感受,关心

这个思维习惯鼓励学生思考在一个特定的系统里不同人物的观点。

thinking routines

组件,观点角度与我

这个思维习惯通过帮助学生近距离观察某个物品

thinking routines

组件,观点角度与我

这个思维习惯通过帮助学生近距离观察某个物品

thinking routines

組件,觀點角度與我

這個思維習慣通过幫助學生近距離觀察某個物品

thinking routines

組件,觀點角度與我

這個思維習慣通过幫助學生近距離觀察某個物品