A protocol that provides structure for collaboratively examining documentation that includes student’s products and processes and offers an opportunity for educators and learners to reflect back and plan for next steps.
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.
This routine encourages learners to consider the different and diverse perspectives held by the various people who interact within a particular system.
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.
Essa rotina de pensamento ajuda os estudantes a desacelerar e a olhar atentamente para um sistema. Ao fazer isso, os jovens são capazes de situar objetos dentro de sistemas e reconhecer as várias pessoas que participam – direta ou indiretamente – de determinado sistema.
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?
Boston-based architect David Stephen discusses his experiences developing “Maker Campus Master Plans” with various members of Agency by Design’s Oakland Learning Community.
This routine encourages students to consider the diverse perspectives that different people within a particular system may have based on their role in the system. This routine fosters perspective taking and can help children generate new questions and/or ideas about the system, how it works, and how it might be improved.
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.