The Inquiry Cycle is a tool to support teacher and student learning—and to make that learning visible—all the while exploring the capacities associated with the Agency by Design framework for maker-centered learning.
The AbD Making Moves are a set of observable or actionable “moves” that learners and educators can use to help design maker-centered learning experiences, and to support, observe, document, and assess maker-centered learning.
這個思考模式鼓勵學生在一個特定的系統裡思考不同人物的觀點。其目標是幫助學生理解系統裡的不同角色，他們會用什麼形式去表達感受以及對系統裡其他人物和事物的關心。這個思考模式引導學生從多角度去提出問題並表達觀點。
Agency by Design research assistant Sarah May explores the complex nature of working with qualitative data based on her experiences collaboratively coding and analyzing AbD’s interview transcripts.
The practice of mapping allows learners to build and demonstrate their understanding of the parts, people, and interactions that comprise a given system.
What do we want our learners to be like when they leave our classrooms at the end of the year? What does authentic learning look like in a maker-centered classroom? Your response to these questions might be an indicator of what type of learning you value as a teacher. Inspired by Carlina Rinaldi and her writing on the relationship between documentation and assessment, we used these questions to identify what types of learning or dispositions teachers value most within their contexts. Think of it as a lens for looking at learning. What we quickly realized is that the values educators bring to their work have implications connected to assessment.
這個思考模式通過讓學生慢慢、細心地觀察物件和系統中的細節，鼓勵他們不止觀察物件的表面特徵，更重要的是了解其內部運作。這個思考模式可以激發學生的好奇心，鼓勵他們勇於提出問題，並且能做更深入的研究。
These conversation-starters help learners become sensitive to the presence of the Making Moves in their own and others’ learning. They also help learners have substantive conversations about the Making Moves with their peers.
Engaging young learners in exploring complexity and finding opportunities to make systems better requires perspective taking and empathy. Role playing can be a powerful approach to support learners in taking others’ perspectives when exploring the roles, ideas, and feelings of different characters in a system. Here we offer a few thoughts on how to leverage children’s natural desire to play and how to employ different thinking routines to foster perspective taking and empathy. This tool is intended as a starting point and does not need to be followed step by step or happen all at once.