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。
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videosParts, Purposes, Complexities in a Technology Classroom
Parts, Purposes, Complexities in a Technology Classroom
High School technology students in Darlease Monteiro’s class use Parts, Purposes, Complexities to analyze website apps prior to designing their own.
thinking routinesPARTES, PESSOAS, INTERAÇÕES
PARTES, PESSOAS, INTERAÇÕES
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.
activities and practicesMapping Systems
Mapping Systems
The practice of mapping allows learners to build and demonstrate their understanding of the parts, people, and interactions that comprise a given system.
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 routines“联系互动” 的思考模式 (简体版）
“联系互动” 的思考模式 (简体版）
这个思考模式鼓励学生能够慢下来，仔细观察其中一个系统。通过这样帮助学生更好地认识具体系统里无论是直接或间接相关的人物，学生也会注意到系统里任何一点变化，也许都会有意无意地影响到系统的其它方面。
Field NoteHow Can Understanding What We Value as Educators Shape What We Assess in Our Classrooms?
How Can Understanding What We Value as Educators Shape What We Assess in Our Classrooms?
What do we want our learners to be like when they leave our classrooms at the end of the year? What does authentic learning look like in a maker-centered classroom? Your response to these questions might be an indicator of what type of learning you value as a teacher. Inspired by Carlina Rinaldi and her writing on the relationship between documentation and assessment, we used these questions to identify what types of learning or dispositions teachers value most within their contexts. Think of it as a lens for looking at learning. What we quickly realized is that the values educators bring to their work have implications connected to assessment.
thinking routinesIMAGINE SE…
IMAGINE SE…
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.
thinking routines“聯系互動” 的思考模式
“聯系互動” 的思考模式
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。