The practice of mapping allows learners to build and demonstrate their understanding of the parts, people, and interactions that comprise a given system.
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.
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.
This routine encourages students to consider the diverse perspectives that different people within a particular system may have based on their role in the system. This routine fosters perspective taking and can help children generate new questions and/or ideas about the system, how it works, and how it might be improved.
Students from King Middle School in Portland, Maine, explain the importance of looking closely in a maker-centered classroom.
Video by Alex Coppola
Agency by Designer project Director Shari Tishman introduces the concept of “maker empowerment” as a potential outcome of maker learning experiences.
AbD researchers describe how their use of agency “vignettes” help them gain new understandings around the concept of agency.
Essa rotina de pensamento ajuda os estudantes a desacelerar e a fazer observações detalhadas e cuidadosas, incentivando-os a olhar além das características óbvias de um objeto ou de um sistema.