Thinking Routines + Tools + Practices

The resources here are designed for both educator and learner use of the Agency by Design Framework for Maker-Centered Learning. In this collection you will find three sets of resources. Thinking Routines offer several mini-strategies to encourage active processing and build on learners’ background knowledge. Activities & Practices offer suggestions and guidelines for teaching a variety of maker-centered learning activities. The Documentation and Assessment Tools offer a range of techniques and activities that help learners and educators reflect on thinking and learning and be intentional in their efforts to improve the learning process. All of the tools are designed to help develop the maker capacities of Looking Closely, Exploring Complexity, and Finding Opportunity.

thinking routines

Parts, Purposes, Complexities

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.

thinking routines

Parts, Purposes, Complexities

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.

documentation and assessment tools

AbD Framework + Moves Handout

An easy reference handout of the Agency by Design Framework for Maker-Centered Learning.

documentation and assessment tools

AbD Framework + Moves Handout

An easy reference handout of the Agency by Design Framework for Maker-Centered Learning.

documentation and assessment tools

Making Moves: One Page Guide

The AbD Making Moves are a set of observable or actionable “moves” that learners and educators can use to help design maker-centered learning experiences, and to support, observe, document, and assess maker-centered learning.

documentation and assessment tools

Making Moves: One Page Guide

The AbD Making Moves are a set of observable or actionable “moves” that learners and educators can use to help design maker-centered learning experiences, and to support, observe, document, and assess maker-centered learning.

thinking routines

Parts, Perspectives, Me

This routine helps students explore complexity by encouraging them to look closely at the details of something, considering its various viewpoints, users, and stakeholders, and reflecting on their own connections and involvement with it.

thinking routines

Parts, Perspectives, Me

This routine helps students explore complexity by encouraging them to look closely at the details of something, considering its various viewpoints, users, and stakeholders, and reflecting on their own connections and involvement with it.

thinking routines

Parts, People, Interactions

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.

thinking routines

Parts, People, Interactions

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.

thinking routines

Think, Feel, Care

This routine encourages learners to consider the different and diverse perspectives held by the various people who interact within a particular system.

thinking routines

Think, Feel, Care

This routine encourages learners to consider the different and diverse perspectives held by the various people who interact within a particular system.

thinking routines

Imagine if...

This routine first encourages divergent thinking, as learners think of new possibilities for an object or system, and then encourages convergent thinking, as learners decide upon an effective approach to build, tinker, re/design, or hack an object or a system.

thinking routines

Imagine if...

This routine first encourages divergent thinking, as learners think of new possibilities for an object or system, and then encourages convergent thinking, as learners decide upon an effective approach to build, tinker, re/design, or hack an object or a system.

activities and practices

Voice and Choice: The Protocol

A protocol for looking closely at content, considering perspectives and representation, and then redesigning or reimagining that content from one's own perspective. Try out the accompanying Learner Workbook!

activities and practices

Voice and Choice: The Protocol

A protocol for looking closely at content, considering perspectives and representation, and then redesigning or reimagining that content from one's own perspective. Try out the accompanying Learner Workbook!

activities and practices

Voice and Choice: Learner Workbook

This Learn Workbook supports engagement with the Voice and Choice protocol. Created by Julie Rains.

activities and practices

Voice and Choice: Learner Workbook

This Learn Workbook supports engagement with the Voice and Choice protocol. Created by Julie Rains.

documentation and assessment tools

AbD Framework: A Guide for Learners

A resource for learners to explore the ways you can use the Agency by Design Framework and Making Moves/Indicators.

documentation and assessment tools

AbD Framework: A Guide for Learners

A resource for learners to explore the ways you can use the Agency by Design Framework and Making Moves/Indicators.

documentation and assessment tools

AbD Framework: A Guide for Educators

A resource for educators to explore the ways you can use the Agency by Design Framework and Making Moves/Indicators.

documentation and assessment tools

AbD Framework: A Guide for Educators

A resource for educators to explore the ways you can use the Agency by Design Framework and Making Moves/Indicators.

thinking routines

Reflect, Connect, Project

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.

thinking routines

Reflect, Connect, Project

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.

activities and practices

Materials Exploration

This practice promotes noticing, play, and exploration. When learners have time to tinker with materials they can gain an understanding of the affordances, possibilities, and constraints inherent in a variety of making materials.

activities and practices

Materials Exploration

This practice promotes noticing, play, and exploration. When learners have time to tinker with materials they can gain an understanding of the affordances, possibilities, and constraints inherent in a variety of making materials.

activities and practices

The Elaboration Game

This practice is designed to deepen learners’ sensitivity to design through drawing, observing, questioning, and collaborating. 

activities and practices

The Elaboration Game

This practice is designed to deepen learners’ sensitivity to design through drawing, observing, questioning, and collaborating. 

activities and practices

Learning Walk

This practice supports co-inspiration and the cross-pollination of ideas during maker-centered group work.

activities and practices

Learning Walk

This practice supports co-inspiration and the cross-pollination of ideas during maker-centered group work.

activities and practices

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.

activities and practices

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.

activities and practices

Memorable Making Experience

A conversation starter and reflective activity for introducing young people and adults to making.

activities and practices

Memorable Making Experience

A conversation starter and reflective activity for introducing young people and adults to making.

activities and practices

Observational Drawing

This practice allows learners to notice features of an object that they may not have the vocabulary to fully describe yet. By doing several sketches, learners have the chance to engage in perspective taking and to see details they might miss at first glance.

activities and practices

Observational Drawing

This practice allows learners to notice features of an object that they may not have the vocabulary to fully describe yet. By doing several sketches, learners have the chance to engage in perspective taking and to see details they might miss at first glance.

activities and practices

Take Apart

Mechanical dissections are a practice that allows learners to discover the often hidden design of objects.

activities and practices

Take Apart

Mechanical dissections are a practice that allows learners to discover the often hidden design of objects.

documentation and assessment tools

Tell Me More!

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.

documentation and assessment tools

Tell Me More!

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.

documentation and assessment tools

Maker Capacities: Observe/Reflect

This tool is connected to the Agency by Design Making Moves. The Making Moves identifies three maker capacities that support a sensitivity to design, along with their associated learning moves. Here you’ll find three observation sheets, one for each of the maker capacities:  Looking Closely, Exploring Complexity, and Finding Opportunity.<

documentation and assessment tools

Maker Capacities: Observe/Reflect

This tool is connected to the Agency by Design Making Moves. The Making Moves identifies three maker capacities that support a sensitivity to design, along with their associated learning moves. Here you’ll find three observation sheets, one for each of the maker capacities:  Looking Closely, Exploring Complexity, and Finding Opportunity.<

documentation and assessment tools

Documentation Templates

This tool is connected to the Agency by Design Making Moves. The Making Moves identifies three maker capacities that support a sensitivity to design, along with their associated learning moves. Here you’ll find three observation sheets, one for each of the maker capacities:  Looking Closely, Exploring Complexity, and Finding Opportunity.<

documentation and assessment tools

Documentation Templates

This tool is connected to the Agency by Design Making Moves. The Making Moves identifies three maker capacities that support a sensitivity to design, along with their associated learning moves. Here you’ll find three observation sheets, one for each of the maker capacities:  Looking Closely, Exploring Complexity, and Finding Opportunity.<

thinking routines

Partes, Propósitos, Complejidades

Esta rutina de pensamiento ayuda a los estudiantes a ir lentamente y observar detallada y cuidadosamente, al animarlos a mirar más allá de las características obvias de un objeto o sistema. Esta rutina de pensamiento estimula la curiosidad, plantea preguntas y hace evidente otras áreas para continuar la investigación.

thinking routines

Partes, Propósitos, Complejidades

Esta rutina de pensamiento ayuda a los estudiantes a ir lentamente y observar detallada y cuidadosamente, al animarlos a mirar más allá de las características obvias de un objeto o sistema. Esta rutina de pensamiento estimula la curiosidad, plantea preguntas y hace evidente otras áreas para continuar la investigación.

thinking routines

Partes, Personas, Interacciones

Esta rutina de pensamiento ayuda a los estudiantes a ir lentamente y observar de cerca un sistema.

thinking routines

Partes, Personas, Interacciones

Esta rutina de pensamiento ayuda a los estudiantes a ir lentamente y observar de cerca un sistema.

thinking routines

Pensar, Sentir, Preocuparse

Esta rutina anima a los estudiantes a considerar las diferentes perspectivas de diversas personas que interactúan dentro de un sistema en particular.

thinking routines

Pensar, Sentir, Preocuparse

Esta rutina anima a los estudiantes a considerar las diferentes perspectivas de diversas personas que interactúan dentro de un sistema en particular.

thinking routines

Imagíne si...

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.

thinking routines

Imagíne si...

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.

activities and practices

Design Hunt

This practice first encourages learners to observe the world around them and look for design, “in the wild,” taking a broad inventory of the designs they notice. Then it asks them to focus in on one object or system to consider the designer’s perspective or to propose redesign ideas.

activities and practices

Design Hunt

This practice first encourages learners to observe the world around them and look for design, “in the wild,” taking a broad inventory of the designs they notice. Then it asks them to focus in on one object or system to consider the designer’s perspective or to propose redesign ideas.

documentation and assessment tools

Inquiry Cycle Tool

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.

documentation and assessment tools

Inquiry Cycle Tool

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.

documentation and assessment tools

Looking at Student Work Protocol

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.
documentation and assessment tools

Looking at Student Work Protocol

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.
thinking routines

PENSE, SINTA, SE IMPORTE

Essa rotina encoraja os estudantes a considerarem as diversas perspectivas de quem interage em um sistema particular. O objetivo dessa rotina é ajudar os estudantes a entender no que as diversas pessoas que participam de um sistema pensam, o que sentem e com o que se importam de uma forma particular em função de sua posição no sistema.

thinking routines

PENSE, SINTA, SE IMPORTE

Essa rotina encoraja os estudantes a considerarem as diversas perspectivas de quem interage em um sistema particular. O objetivo dessa rotina é ajudar os estudantes a entender no que as diversas pessoas que participam de um sistema pensam, o que sentem e com o que se importam de uma forma particular em função de sua posição no sistema.

thinking routines

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

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

PARTES, PERSPECTIVAS, E EU

A rotina ajuda os estudantes a explorar a complexidade ao encorajá-los a olhar atentamente para os detalhes de algo, considerando uma variedade de pontos de vista, de usuários e de partes interessadas e refletindo sobre as próprias conexões e seu envolvimento com o objeto ou o sistema em questão.

thinking routines

PARTES, PERSPECTIVAS, E EU

A rotina ajuda os estudantes a explorar a complexidade ao encorajá-los a olhar atentamente para os detalhes de algo, considerando uma variedade de pontos de vista, de usuários e de partes interessadas e refletindo sobre as próprias conexões e seu envolvimento com o objeto ou o sistema em questão.

thinking routines

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. 

thinking routines

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. 

thinking routines

PARTES, PROPÓSITOS, COMPLEXIDADES

Essa rotina de pensamento ajuda os estudantes a desacelerar e a fazer observações detalhadas e cuidadosas, incentivando-os a olhar além das características óbvias de um objeto ou de um sistema. 

thinking routines

PARTES, PROPÓSITOS, COMPLEXIDADES

Essa rotina de pensamento ajuda os estudantes a desacelerar e a fazer observações detalhadas e cuidadosas, incentivando-os a olhar além das características óbvias de um objeto ou de um sistema. 

thinking routines

思考,感受,关心

这个思维习惯鼓励学生思考在一个特定的系统里不同人物的观点。其目标是帮助学生理解基於在系統里的不同角色,不同的人物会有不同的思考、感受以及他们关心的事情。这个思维习惯培育学生的思考观点与角度,提出问题和明确下一步的研究。

thinking routines

思考,感受,关心

这个思维习惯鼓励学生思考在一个特定的系统里不同人物的观点。其目标是帮助学生理解基於在系統里的不同角色,不同的人物会有不同的思考、感受以及他们关心的事情。这个思维习惯培育学生的思考观点与角度,提出问题和明确下一步的研究。

thinking routines

思考,感受,關心

這思維習慣鼓勵學生思考在一個特定的系統裡不同人物的觀點。其目標是幫助學生理解基於在系統里的不同角色,不同的人物會有不同的思考、感受以及他們關心的事情。這個思維習慣培育學生思考觀點與角度,提出問題和明確下一步的研究。

thinking routines

思考,感受,關心

這思維習慣鼓勵學生思考在一個特定的系統裡不同人物的觀點。其目標是幫助學生理解基於在系統里的不同角色,不同的人物會有不同的思考、感受以及他們關心的事情。這個思維習慣培育學生思考觀點與角度,提出問題和明確下一步的研究。

thinking routines

组件,观点角度与我

这个思维习惯通过帮助学生近距离观察某个物品/系统的细节,考虑不同的观点角度、不同的使用者和利益相关者,以及反思自己和这个物品/系统的关系来探究其中的关联性。

thinking routines

组件,观点角度与我

这个思维习惯通过帮助学生近距离观察某个物品/系统的细节,考虑不同的观点角度、不同的使用者和利益相关者,以及反思自己和这个物品/系统的关系来探究其中的关联性。

thinking routines

組件,觀點角度與我

這個思維習慣通过幫助學生近距離觀察某個物品/系統的細節,考慮不同的觀點角度、不同的使用者和利益相關者,以及反思自己和這個物品/系統的關係來探究其中的關聯性。

thinking routines

組件,觀點角度與我

這個思維習慣通过幫助學生近距離觀察某個物品/系統的細節,考慮不同的觀點角度、不同的使用者和利益相關者,以及反思自己和這個物品/系統的關係來探究其中的關聯性。

thinking routines

组件,人,互动

这个思维习惯鼓励学生慢下来,仔细地观察一个系统。通过这样帮助学生更好地认知具体系统里无论是直接相关还是不直接相关的人物。

thinking routines

组件,人,互动

这个思维习惯鼓励学生慢下来,仔细地观察一个系统。通过这样帮助学生更好地认知具体系统里无论是直接相关还是不直接相关的人物。

thinking routines

組件,人,互動

這個思維習慣鼓勵學生慢下來,仔細觀察一個系統。通過這樣幫助學生更好地認知具體系統裡無論是直接相關還是不直接相關的人物。

thinking routines

組件,人,互動

這個思維習慣鼓勵學生慢下來,仔細觀察一個系統。通過這樣幫助學生更好地認知具體系統裡無論是直接相關還是不直接相關的人物。

thinking routines

零件,用途,關聯性

這個思維習慣通过讓學生慢下來,小心仔细地觀察物件和系統,鼓勵學生超越一個物件/系統明顯的特徵看到更多。

thinking routines

零件,用途,關聯性

這個思維習慣通过讓學生慢下來,小心仔细地觀察物件和系統,鼓勵學生超越一個物件/系統明顯的特徵看到更多。

thinking routines

零件,用途,关联性

这个思维习惯通过让学生慢下来,小心仔细地观察物件和系统,鼓励学生超越一个物件/系统明显的特征看到更多。

thinking routines

零件,用途,关联性

这个思维习惯通过让学生慢下来,小心仔细地观察物件和系统,鼓励学生超越一个物件/系统明显的特征看到更多。

thinking routines

想象如果...

這個思維習慣鼓勵學生先練習把思想發散,為一件物品/系統思考各種新的可能性。然後再鼓勵學生把新想法融合起來,決定一個有效率的方法去建立,修繕,打破物件/系統原貌,或者是重新設計一個物品/系統.

thinking routines

想象如果...

這個思維習慣鼓勵學生先練習把思想發散,為一件物品/系統思考各種新的可能性。然後再鼓勵學生把新想法融合起來,決定一個有效率的方法去建立,修繕,打破物件/系統原貌,或者是重新設計一個物品/系統.

thinking routines

想象如果...

这个思维习惯鼓励学生先练习把思想发散,为一件物品/系统思考各种新的可能性。然后再鼓励学生把新想法融合起来,决定一个有效率的方法去建立,修缮,打破物件/系统原貌,或者是重新设计一个物品/系统。

thinking routines

想象如果...

这个思维习惯鼓励学生先练习把思想发散,为一件物品/系统思考各种新的可能性。然后再鼓励学生把新想法融合起来,决定一个有效率的方法去建立,修缮,打破物件/系统原貌,或者是重新设计一个物品/系统。

activities and practices

Voz y Decisión

 PROTOCOLO PARA ANALIZAR DE FORMA CRÍTICA UN CONTENIDO, CONSIDERANDO DIFERENTES PERSPECTIVAS Y REPRESENTACIÓN, PARA DESPUÉS REDISEÑAR O REIMAGINAR ESE CONTENIDO DESDE UNA PERSPECTIVA PROPIA.

activities and practices

Voz y Decisión

 PROTOCOLO PARA ANALIZAR DE FORMA CRÍTICA UN CONTENIDO, CONSIDERANDO DIFERENTES PERSPECTIVAS Y REPRESENTACIÓN, PARA DESPUÉS REDISEÑAR O REIMAGINAR ESE CONTENIDO DESDE UNA PERSPECTIVA PROPIA.

activities and practices

Voz y Decisión

activities and practices

Voz y Decisión