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 routine first encourages divergent thinking, as learners think of new possibilities for an object or system, and then encourages convergent thinking, as learners decide upon an effective approach to build, tinker, re/design, or hack an object or a system.
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.
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.
This tool is connected to the Agency by Design Making Moves. The Making Moves identifies three maker capacities that support a sensitivity to design, along with their associated learning moves. Here you’ll find three observation sheets, one for each of the maker capacities: Looking Closely, Exploring Complexity, and Finding Opportunity.
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。
Students from King Middle School in Portland, Maine, explain the importance of looking closely in a maker-centered classroom.
Video by Alex Coppola
High School technology students in Darlease Monteiro’s class use Parts, Purposes, Complexities to analyze website apps prior to designing their own.