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.
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.
PROTOCOLO PARA ANALIZAR DE FORMA CRÍTICA UN CONTENIDO, CONSIDERANDO DIFERENTES PERSPECTIVAS Y REPRESENTACIÓN, PARA DESPUÉS REDISEÑAR O REIMAGINAR ESE CONTENIDO DESDE UNA PERSPECTIVA PROPIA.
Essa rotina de pensamento ajuda os estudantes a desacelerar e a olhar atentamente para um sistema. Ao fazer isso, os jovens são capazes de situar objetos dentro de sistemas e reconhecer as várias pessoas que participam – direta ou indiretamente – de determinado sistema.
A resource for learners to explore the ways you can use the Agency by Design Framework and Making Moves/Indicators.
An easy reference handout of the Agency by Design Framework for Maker-Centered Learning.
The Agency by Design Inquiry Cycle has been designed to support educators in the processes of designing, documenting, assessing, and reflecting on maker-centered learning. This tool was collaboratively developed over time, and formally prototyped with cohorts of maker educators in two locations: Oakland, California, and Pittsburgh, Pennsylvania. In this paper, Agency by Design researchers Jessica Ross and Edward P. Clapp loosely use the structure of the Inquiry Cycle to describe the iterative process of developing this tool, along with some suggested implications for practice. Throughout the piece, we share the experiences of our teacher partners as they grappled with this tool—tweaking, hacking, and remixing it—as they explored its potential for designing, documenting, assessing, and reflecting upon their work in the maker-centered classroom.
這個思考模式鼓勵學生能夠慢下来,仔细觀察其中一個系统。通過這樣幫助學生更好地認識具體系統裡無論是直接或間接相關的人物,學生也會注意到系统裡任何一點變化,也許都會有意無意地影響到系统的其它方面。
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.