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.
AbD researcher Jessica Ross elaborates on her role in the Open Portfolio Project by asking the question: What advice can we offer young makers as they document their making throughout their lifetimes?
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.
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.
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.
A resource for learners to explore the ways you can use the Agency by Design Framework and Making Moves/Indicators.
Things Come Apart, by Todd McLellan provided some inspiration for educators from Park Day School to explore the complexities of everyday objects with their second grade learners. In this picture of practice essay educator Jeanine Harmon shares the project.
Featured photo by Jaime Chao Mignano
High School technology students in Darlease Monteiro’s class use Parts, Purposes, Complexities to analyze website apps prior to designing their own.