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。
Thinking Routines
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thinking routines“換位思考” 的思考模式
“換位思考” 的思考模式
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。
Field NoteMaker Empowerment in the Making!
Maker Empowerment in the Making!
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.
thinking routinesParts, Purposes, Complexities
Parts, Purposes, Complexities
This thinking routine helps learners slow down and make careful, detailed observations by encouraging them to look beyond the obvious features of an object or system. This thinking routine helps stimulate curiosity, raises questions, and surfaces areas for further inquiry.
thinking routinesParts, People, Interactions
Parts, People, Interactions
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.
activities and practicesMaterials Exploration
Materials Exploration
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.
publicationsComplicating STEAM: A Critical Look at the Arts in the STEAM Agenda
Complicating STEAM: A Critical Look at the Arts in the STEAM Agenda
This entry offers a critical perspective of the role of the arts within the popular STEAM agenda. Most loosely defined, STEAM can be understood as incorporating the arts into the STEM (science, technology, engineering, and mathematics) acronym for the purpose of introducing a focus on art and design into these four subject areas. This entry first questions what the A in the STEAM acronym actually represents. The entry then argues that a focus on any discrete set of disciplines prioritizes some domains of practice, while overlooking others. The entry goes on to encourage a more distributed approach to pedagogical practice that is less about establishing catchy acronyms that privilege some disciplines over others – and more about supporting young people and adults in becoming multimodal learners capable of making connections between and beyond the disciplines.
thinking routinesMapping Systems Experiences
Mapping Systems Experiences
This tool guides young learners to look closely at a system and explore its complexity by directly experiencing the system and reflecting on that experience. This is particularly helpful when working with very young students who may struggle to conceptualize a complex system without direct experience. In addition, this tool provides suggestions for making student thinking visible by encouraging students to share their ideas and learn from each other.
thinking routinesParts, Purposes, Complexities - Adapted for Early Childhood Education
Parts, Purposes, Complexities - Adapted for Early Childhood Education
This routine encourages learners to slow down and make careful, detailed observations as they look beyond the obvious features of an object or system and think about how it works. This thinking routine can help foster curiosity as children notice details, ask questions, make connections, and identify topics for future inquiry.