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.
这个思考模式通过帮助学生近距离观察某个物品/系统的细节，考虑不同的使用者和利益相关者不同的观点角度，以反思自己和这个物品/系统的关系来探究其中的关联性。
A community of teachers and researchers work together in Cambridge, MA and Temescal, CA to learn more about how students understand design in the world.
Oakland Learning Community member Ilya Pratt describes her experiences working with the concept of “Maker Empowerment” at a recent Agency by Design workshop in Oakland, CA.
Maker-Centered Learning And The Development Of Self: Preliminary Findings Of The Agency By Design Project
A White Paper Presented By Agency by Design
Project Zero, Harvard Graduate School Of Education
This White Paper, from January 2015, presents an overview of our developing work, and concludes by presenting the “big take away” from our research and by making suggestions for policymakers, educators, and other stakeholders. Along the way, we identify what we consider to be the most salient benefits of maker-centered learning for young people and, introduce some of the key concepts and resources that have emerged from our work, including the concept of maker empowerment, the importance of developing a sensitivity to design, and the three pathways that lead to these desired outcomes.
This routine encourages learners to consider the different and diverse perspectives held by the various people who interact within a particular system.
Essa rotina encoraja os estudantes a considerarem as diversas perspectivas de quem interage em um sistema particular. O objetivo dessa rotina é ajudar os estudantes a entender no que as diversas pessoas que participam de um sistema pensam, o que sentem e com o que se importam de uma forma particular em função de sua posição no sistema.
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.
High School technology students in Darlease Monteiro’s class use Parts, Purposes, Complexities to analyze website apps prior to designing their own.