A set of questions for students and educators that support critical inquiry and awareness when approaching human-designed objects and systems.
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.
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.
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。
Synthesizing recent conversations between AbD and the Oakland Leadership Team, AbD researcher Andrea Sachdeva proposes a values-based stance on documentation and assessment in maker-centered learning.
This thinking routine helps learners to think in the past, present, and future, viewing their making in the context of a long-term and broad trajectory of learning. It is meant to cultivate an ongoing reflective practice in the classroom.
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.
This thinking routine helps learners slow down and look closely at a system. In doing so, young people are able to situate objects within systems and recognize the various people who participate—directly or indirectly—within a particular system.
