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Maker-Centered Teaching and Learning in Action - Coggle Diagram
Maker-Centered Teaching and Learning in Action
Framework for Maker Empowerment
Looking Closely
To see what is infront of oneself
To look with focus
Make statements about what something looks like
What it is made of
How it is put together
Exploring Complexity
involves looking beyond what is immediately observable.
Think about relationships betweeen the parts of an object or system
Consider how the object or system is used (and by whom)
develop a nuanced understanding of how it was made
Uncovering the layers of what it is one can see
Speculating about the mechanics of what one cannot see
Critical Thinking
Probing the relationships between parts and wholes
Understanding interactions and casuality
Questioning the why, how, and for whom of the objects and systems one encounters.
Developing Sensitivity
Values
Motivations
Priorities
Finding Opportunity
Potential for building, tinkering, re/designing, or hacking.
Builds on
How things work?
Why they work the way they do?
How they could be made to work otherwise?
Developing a sensitivity to design
Thinking Routines
Sensitivity to Design
Parts, Purposes, and Complexities
Cultivates the slow looking that is fundamental to developing a sensitivity to design.
Thinking Routines
What are its parts?
What are its various pieces or components?
What are its purposes?
What are the purposes for each of these parts?
What are its complexities?
How is it complicated in its parts and purposes, the relationship betweeen the two, or in other ways?
Parts, People, and Interactions
Encourages students to explore the complexity of systems, the multiplee and complex ways people participate in systems.
What are the parts of the system?
Who are the people connected to the system?
How do the people in the system interact with each other and with the parts of the system?
How does a change in one element of the system affect the various parts and people connected to the system?
Think, Feel, Care
Encourages students to imagine the experience of people other than themselves
Choose a variety of people within a system and then step inside each person's point of view. Consider what each people might think, feel, and care about.
Routine
Think: How does this person understand this system and their role within it?
Feel: What is this person's emotional response to the system and to their position within it?
Care: What are this person's values, priorities, or motivations within regard to the system? What is important to this person?
Imagine If...
Target the maker capacity of finding opportunity
Encourages students to consider how objects and systems might be designed or redesigned in postive ways.
Encourages people to consider how the designed dimensions of their worlds can be more effective, more efficient, more ethical, or more beautiful.
Routines
Consider the parts, purposes, and people who interact with your object or system, and then ask:
In what ways could it be made to more effective?
In what ways could it be made to be more efficient?
In what ways could it be made to be more ethical?
In what ways could it be made to be more beautiful?