PROTOCOLO PARA ANALIZAR DE FORMA CRÍTICA UN CONTENIDO, CONSIDERANDO DIFERENTES PERSPECTIVAS Y REPRESENTACIÓN, PARA DESPUÉS REDISEÑAR O REIMAGINAR ESE CONTENIDO DESDE UNA PERSPECTIVA PROPIA.
Inicialmente, essa rotina estimula o pensamento divergente, à medida que os estudantes pensam em novas possibilidades para um objeto ou um sistema; depois, o pensamento convergente é encorajado, à medida que os estudantes decidem a maneira mais eficaz de construir, explorar, re/desenhar ou hackear esse objeto ou esse sistema.
This practice promotes noticing, play, and exploration. When learners have time to tinker with materials they can gain an understanding of the affordances, possibilities, and constraints inherent in a variety of making materials.
The routine helps students explore complexity by encouraging them to consider that people may have different experiences with and perspectives on the same object or system. This routine also encourages students to think more carefully about how the object or system impacts their lives and the lives of others.
In this picture of practice essay, educators Ilya Pratt and Jeanine Harmon share a community “Design + Build” project. Fourth and fifth grade students from North Oakland Charter School and Park Day School find an opportunity to work together to build T-Stools for classrooms.
Oakland Learning Community Tatum Omari’s builds on her experience with system redesign to hack her daughter’s soccer gear.
A protocol for looking closely at content, considering perspectives and representation, and then redesigning or reimagining that content from one's own perspective. Try out the accompanying Learner Workbook!
A protocol for looking critically at content and developing a sensitivity to the role(s) of power and participation in the design of objects and systems.
