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.
A community of teachers and researchers work together in Cambridge, MA and Temescal, CA to learn more about how students understand design in the world.
Thi Bui teaches art and multimedia at Oakland International High School, a public high school for immigrants students’ where command of the English language is one of the last things to be taken for granted.
Esta rutina primero apoya el pensamiento divergente, a medida que los estudiantes piensan en nuevas posibilidades para un objeto o sistema; luego apoya el pensamiento convergente, a medida que los estudiantes deciden la manera más efectiva para construir, manipular, re/diseñar o alterar un objeto o un sistema.
This routine encourages learners to slow down and look closely at a system. It helps them notice that there are different people who participate in the system and that they participate in different ways. It also encourages students to explore how one change in a system can impact the rest of the system. This thinking routine can help foster curiosity as children notice details, ask questions, make connections, and identify topics for future inquiry. It also helps children practice systems thinking.
Ilya Pratt, AbD Oakland Leadership Team member and Design+Make+Engage program director at Park Day School, tells a tale of maker empowerment and collective agency through the story of Kyle and the saber-toothed cat.
Guest Author Jeff Evancho, the Project Zero Programming Specialist at the Quaker Valley School District, describes the process of establishing the Pittsburgh Maker Educator Learning Community, including the community’s interest in developing documentation and assessment strategies for the maker-centered classroom.