# data[].attributes.attachment_link.title
CAIO PEDRO CAMPREGHER PAIVA - Canva - english

# data[].attributes.headline
patricia stahl cordeiro fleury - final draft

# data[].attributes.subject
patricia stahl cordeiro fleury - final draft

# data[].attributes.body
Notebooks fan. Also index cards fan.

# data[].attributes.body
final draft

# data[].attributes.body
Little Red Riding Hood sees herself as an independent young woman. The wolf thinks he is sneaky, but she sees right through him.

People percieve Little Red as a sassy smartypants funny little girl. And the wolf is just a bad guy.

The story being told here is that women can take care of themselves and they are just as independent as man.

# data[].attributes.attachment_link.provider_name
CoSpaces Edu: Make AR & VR in the classroom

# data[].attributes.attachment_link.title
CoSpaces Edu :: Fierce Little Red Riding Hood

# data[].attributes.attachment_link.description
Fierce Little Red Riding Hood by ISABELARAMOSSAMPAIO

# data[].attributes.headline
Márcia Nogueira - My maker plan (final Draft)

# data[].attributes.subject
Márcia Nogueira - My maker plan (final Draft)

# data[].attributes.headline
Gabriel Luna Final Assignment Final Drafts

# data[].attributes.subject
Gabriel Luna Final Assignment Final Drafts

# data[].attributes.attachment_link.provider_name
CoSpaces Edu: Make AR & VR in the classroom

# data[].attributes.body
That's me, Maria Clara

# data[].attributes.body
Directions - Lines can write names lines can show directions lines can be art.

# data[].attributes.attachment_link.description
Circuit design Directions created by gabriel_luna_sousa with Tinkercad

# data[].attributes.body
Starting from the centre the lights flow like a source of water turning into a river. Parallel lines, nature and technology .

# data[].attributes.attachment_link.title
Circuit design Terrific Gaaris | Tinkercad

# data[].attributes.attachment_link.description
Tinkercad is a free, easy-to-use app for 3D design, electronics, and coding.

# data[].attributes.body
The lights move up and down in a game of give and take, playing a type of tennis.

# data[].attributes.attachment_link.title
Circuit design give and take | Tinkercad

# data[].attributes.attachment_link.description
Circuit design give and take created by PATRICIA STAHL CORDEIRO FLEURY with Tinkercad

# data[].attributes.body
It's a shape made up of 2 triangles. It spins so you can see the positions of the tiles. It's also a spinning glass of red wine.

# data[].attributes.attachment_link.description
Circuit design wine tile created by LETICIA ANDRETTA with Tinkercad

# data[].attributes.body
after seeing Athos Bulcão's patterns & having access to LEDs, I made this diagonal line that is on when the square is off, & off when the square is on
https://www.tinkercad.com/things/2RZ0sVtbroC-diagonal

# data[].attributes.headline
Maylla - Be kind to your soul. Be kind to your heart, and to the hearts around you! For the Nation that is deeply in need of a little empathy and deeply in need of a loving hand. Let it not be a simple frame, but better yet LOVE, and love above everything else!

# data[].attributes.subject
Maylla - Be kind to your soul. Be kind to your heart, and to the hearts around you! For the Nation that is deeply in need of a little empathy and deeply in need of a loving hand. Let it not be a simple frame, but better yet LOVE, and love above everything else!

# data[].attributes.attachment_link.description
Circuit design LOVE created by MAYLLA BALBINO FERREIRA DE BESSA with Tinkercad

# data[].attributes.body
Arrows pops in and disappears based on Athos Bulcão's work: Natividade. Pressing the diferent buttons changes its diagonal direction.

# data[].attributes.attachment_link.description
Circuit design Nativ created by jyfreneda with Tinkercad

# data[].attributes.body
I made some squares. The intention is to show a moviment, as the square was walking.

# data[].attributes.attachment_link.description
Circuit design athosmaker1 created by FILIPE ROSSETTI with Tinkercad

# data[].attributes.attachment_link.title
Tinkercad | From mind to design in minutes

# data[].attributes.attachment_link.description
Tinkercad is a free, easy-to-use app for 3D design, electronics, and coding.

# data[].attributes.body
I made squares, the intention was

# data[].attributes.body
A frog opens and closes its mouth in a loop. When you press A it shows a horizontal shut down fade animation. When you press B it shows a vertical one.

# data[].attributes.attachment_link.description
Circuit design Frog 1 created by Caio Pedro Campregher Paiva with Tinkercad

# data[].attributes.attachment_link.readable_text
In this time of remote learning, it is important that we take a moment - no matter what our comfort level with remote teaching - to find a way to stay connected with our students and to truly understand where they are in the learning process Even remote learning can be student-centered.

To do this we need to find a way to hear form our students. They can do this easily using a parent's phone and apps like Seesaw and Flipgrid.

Better Understand Our Remote Learners with Visible Thinking Routines

In their book, Making Thinking Visible, authors Ron Ritchhart, Mark Church, and Karin Morrison describe these thinking routines, many of which classrooms use to uncover the root of the thinking process. These routines can help students tell us more about what they are doing and learning at home and how they are progressing. Having students tell us about their learning is important because, during these unique times, we need to know more about their thoughts and ideas - as well as provide an opportunity to connect as close to face to face as possible and some apps allow teachers to do this easily and with only the need of a smartphone.
Free Flipgrid One-Hour Course: infused.link/online
We know students will be doing work at home, reading books at home, practicing math at home. No matter if you have sent home packets or are continuing the learning on Microsoft Teams or Google Classroom, we need to hear from them. This is the perfect time to employ thinking routines to get at what they are actually learning and where they are in the process.

How Can We Make Visible Thinking More Effective?

We can have students reveal their insights by offering the use of apps that allow them to articulate and record their learning experiences, ideas, and thinking. This is especially important because at the foundation of all good, cognitive learning
The chart is broken up into three sections: the routine itself, when to use it, and what tool can be used to make learning visible.
Thinking routines remind us that learning is not a product, but a process of understanding. During that process, we should encourage our students to verbalize and explain what they're learning, as well as what is and isn't working, what struggles they're facing, what comes easily, and whether they believe they've reached the learning target.

To find out more about how to become a more effective Remote Teacher Check out The Google Infused Classroom and The Microsoft Infused Classroom.

# data[].attributes.attachment_link.title
Visible Thinking Routines for #RemoteLearning - The Infused Classroom

# data[].attributes.attachment_link.description
In this time of remote learning, it is important that we take a moment -no matter what our comfort level with remote teaching - to find a way to stay connected with our students and to truly understand where they are in the learning process Even remote learning can be student-centered.

# data[].attributes.attachment_link.title
Using Book Creator to develop Thinking Routines

# data[].attributes.attachment_link.description
As soon as you read this you'll make an instant connection to thinking routines as a classroom teacher. Paul draws on his experience to highlight some actionable lessons you can use today.

# data[].attributes.body
Márcia

# data[].attributes.attachment_link.provider_name
CoSpaces Edu: Make AR & VR in the classroom

# data[].attributes.attachment_link.description
Little red riding hood by MarciaNogueira

# data[].attributes.attachment_link.title
CEM 2/2019 | Trilha de Aprendizagem 2 - Danielle Botelho

# data[].attributes.attachment_link.title
CEM 2/2019 | Trilha de Aprendizagem 1 - Roberta Freitas.pdf

# data[].attributes.attachment_link.title
CEM | Trilha de Aprendizagem Maker FINAL |  Victor Hugo Alves

# data[].attributes.attachment_link.title
CEM _ Trilha de Aprendizagem Maker FINAL _ Helena Galvão.pdf

# data[].attributes.attachment_link.title
CEM | Trilha de Aprendizagem Maker | Victor Coutinho

# data[].attributes.attachment_link.provider_name
CoSpaces Edu: Make AR & VR in the classroom

# data[].attributes.attachment_link.provider_name
CoSpaces Edu: Make AR & VR in the classroom

# data[].attributes.body
https://edu.cospaces.io/RUV-NDH

# data[].attributes.attachment_link.provider_name
CoSpaces Edu: Make AR & VR in the classroom

# data[].attributes.attachment_link.provider_name
CoSpaces Edu: Make AR & VR in the classroom

# data[].attributes.attachment_link.provider_name
CoSpaces Edu: Make AR & VR in the classroom

# data[].attributes.body
https://edu.cospaces.io/VXM-NPP

# data[].attributes.attachment_link.provider_name
CoSpaces Edu: Make AR & VR in the classroom

# data[].attributes.attachment_link.provider_name
CoSpaces Edu: Make AR & VR in the classroom

# data[].attributes.body
Leticia

# data[].attributes.attachment_link.provider_name
CoSpaces Edu: Make AR & VR in the classroom

# data[].attributes.attachment_link.readable_text
A core component of Agency by Design Oakland is our Teacher Fellowship, a yearly cohort of Oakland educators who participate in a professional learning community focusing on maker-centered learning and teacher-led inquiry. Over the course of their fellowship, each teacher designs an inquiry question and completes action research in the classroom. Our #pictureofpracticeseries makes visible the thinking and rigorous work educators engage in and provides an archive for how Oakland educators are experimenting with Agency by Design and maker-centered learning ideas. What does teacher-led classroom inquiry look like? Check out the Pictures of Practice below.

# data[].attributes.attachment_link.title
Pictures of Practice: Stories From the Field - Agency by Design Oakland

# data[].attributes.attachment_link.description
A core component of Agency by Design Oakland is our Teacher Fellowship, a yearly cohort of Oakland educators who participate in a professional learning community focusing on maker-centered learning and teacher-led inquiry. Over the course of their fellowship, each teacher designs an inquiry question and completes action research in the classroom.

# data[].attributes.attachment_link.readable_text
"Maker-centered learning gives students the unique opportunity to explore and question their surroundings and everyday items. By participating in maker-centered learning, students learn valuable skills such as problem solving real world challenges and becoming advocates for change."
Catie Rice is the High School Art & Making Teacher at Madison Park Academy. She was born and raised in the Bay Area. After attending Chico State, she received her Master's Degree and Teaching Credential from the Academy of Art University in San Francisco. During her time as an 2018-19 Agency by Design Oakland teacher fellow, she was in her third year teaching. She is grateful for the opportunity to bring the arts and maker-center learning to the students of East Oakland.

# data[].attributes.attachment_link.title
Incorporating the Maker Capacities Into the Visual Arts Classroom - Agency by Design Oakland

# data[].attributes.attachment_link.description
"Maker-centered learning gives students the unique opportunity to explore and question their surroundings and everyday items. By participating in maker-centered learning, students learn valuable skills such as problem solving real world challenges and becoming advocates for change." Catie Rice is the High School Art & Making Teacher at Madison Park Academy.

# data[].attributes.attachment_link.readable_text
Opening a new school is a grand task for any organization or school district. PSAS (The Pueblo School for Arts and Sciences) a public charter school in Pueblo, Colorado, has not only accomplished this feat but also opened a new school with a not-so-traditional ideation. This new school was created to be a "Maker" school. The idea of creating a school with making at its core is something new and innovative, but how does that work and what does that mean?

The maker movement is creating more opportunities to give students a chance to use a "hands-on" approach to develop and enhance their success skills (creativity, collaboration, teamwork, critical thinking, and problem-solving) through various challenges. This type of pedagogy is not only enjoyable and engaging for the students, but teachers are able to leverage this approach to also teach key knowledge and help the students connect and understand content.

The big question is, how is this accomplished in a maker school?

Well... it's accomplished through a high-quality Project Based Learning environment. Whether a teacher is leading a project or leading a design challenge, there is a difference between making for deeper connections and purpose vs. making for fun. Many maker "projects" that are found online are challenges that can be accomplished in 30 minutes to an hour, which means they are not Gold Standard PBL. How do we move making from an activity or event to a rigorous project hitting both success skills and key knowledge?

Drone Project Implementation

The first maker project our 4th and 5th graders were challenged with was one with a public audience. Creating and presenting for a public audience would make any maker nervous. The students were challenged to create a drone course for the 1st Annual Maker Faire in Southern Colorado. The students were introduced to this challenge by watching a clip of drone racing; they were stunned! Jaws were dropping, eyeballs were popping out of their heads (not literally) and lots of "No ways!" were heard.

Earlier in the year, we scaffolded the students in how to think critically by giving them a process for it. We taught them the engineering design process, using a design challenge with rubrics to get them to understand what it meant to think critically and work as a team. I knew because of this background knowledge that they understood the design process, so I simply asked them, "What should we do now?" Silence came over the room for a brief moment until I heard one student say, "We should ask questions!" That was all that it took and a spark went off. Before I knew it we had a list of questions that needed to be answered before we could proceed with this challenge. That list of student-generated questions moved us right in the direction we needed to go.

Many questions surrounded drones and how to make courses, such as, "Why do they race drones?" or "How do you fly a drone?" These questions moved toward research, and that led to reading. Within the project, all of our 4th- and 5th-grade students were able to read articles 2 to 3 Lexile levels above because of the amount of motivation they had to read the articles, in order to find out more about drones and drone racing. Once they completed their research, they also used the design process to then brainstorm and create their own blueprint of what they thought the course should look like. The only constraints were that it had to have nine obstacles and that it was fall (the season) themed.

While creating their blueprint the students received feedback from staff and other students while being voted on to select which blueprint would be followed. Once the winning blueprint was chosen, the teams selected the obstacle they wanted to build. Once again, each team had to use the design process starting with asking questions to guide them in creating their obstacle along with a creativity and innovation rubric to ensure their obstacle was meeting the needs of their client.

A Visit From an Expert

An important aspect of the design process is not only the planning and creating stages but also the importance of feedback to improve. Drone racing is a fairly new sport so I thought it would be nearly impossible to find experts to critique the students' work. Luckily, I happened to reconnect with a friend in the community who happened to be a professional drone pilot and built racing drones; who would have thought? Justen Reems (a professional drone pilot) came to our school and not only gave the students some amazing critiques for their revisions and improvements, but also opened their eyes to a brand new industry in the STEM field.

The students were now reinvigorated and almost finished with their obstacles. They ran their own tests while flying drones to make any last adjustments before the 1st Annual Maker Faire. There was only one last thing left to do. They had to be able to present their course to people from all walks of life and age groups. We used a presentation rubric to help prepare them for the upcoming presentation day that was unlike all other presentations they have ever had to make. They not only had to explain the course and how they made it but also teach a person how to fly a drone! Needless to say, they all did an amazing job and had a lasting experience of learning and doing.

Moving Forward: PBL & Maker Ed

As the Maker movement continues to gain momentum in education, educators will start to recognize how "making" within a PBL classroom can positively impact students by bringing fun back into learning. It is also just as important to ensure that making is not just an event or fun activity but is the vehicle that engages and builds those success skills. Having Project Based Learning in the driver seat will help guide student learning and ensure deeper connections while having an authentic and real-world experience.

# data[].attributes.attachment_link.description
Opening a new school is a grand task for any organization or school district. PSAS (The Pueblo School for Arts and Sciences) a public charter school in Pueblo, Colorado, has not only accomplished this feat but also opened a new school with a not-so-traditional ideation. This new school was created to be a "Maker" school.

# data[].attributes.attachment_link.readable_text
Getting Started: Coming up With a Project Idea

Because the Noticing Tools™ are highly visual and can capture any content by taking a photo, there are endless opportunities to bring in students' interests and to celebrate what they bring from their own backgrounds and cultures. Here are a number of strategies we used to support students in creating projects they cared about.

Share sample projects.

Share a range of sample projects, from humble to more complex projects to spark students' imagination. It helps them visualize what the possibilities are within each of the tools. It is important to frame examples as things other students did (e.g., one child loved skateboarding and created this project). See case studies.

Have students revisit earlier designs they have made.

There were a variety of activities we did before the final design projects that helped students to think about the things that were unique about them. For example, the Personality Plus activity in Fraction Mash encourages them to brainstorm their personal interests and cultural influences. When students revisit those projects for ideas, they may be inspired to elaborate on these ideas by animating in Choreo Graph or creating artistic representations of in Fraction Mash.

Provide other sources of inspiration.

We were sure to have multiple sources of inspiration for project ideas:

Visual art books that showed interesting combinations of math and art.

Illustrated stories in the primary languages of the students.

Scavenger hunts to look for things that moved or things that had interesting parts of the whole outside or inside the museum.

Conversations with other students/instructors, reminders of interesting stories or connections that came up during the week (i.e. remembering that a student was passionate about superheroes and encouraging them to think of how to include them in a final project).

Brainstorm what they love to do through sketching and labeling in design notebooks.

Have students write down or sketch things in their design notebooks that they are interested in. Have them sketch how they could make these things come to life in Choreo Graph or Fraction Mash. Some possible prompts you can use:

Jot down or sketch activities you like to do, such as your favorite sport or activity after school. What kinds of moves does this involve?

Think of a story involving your favorite cartoon characters or people going from one place to another. How would you make that happen in Choreo Graph?

Think of a place or setting that you would like to bring to life. Who is in this place? What will you make move?

Think of something that you would want to combine that would be funny or special. Sketch out your idea. What parts do you need?

Can you name your favorite artists? How might you combine some of their art pieces to make it into a new, unique mural? Sketch it out.

What is your favorite movie? What would an iconic scene look like if you mashed it up with your favorite place to hang out?

Encourage students with varied English language proficiency to work together.

Projects can be done individually but presented together to address a common theme. We saw this work particularly well with girls with varied levels of English Language proficiency who made an underwater amusement park together in Choreo Graph. Each designed an individual project that was part of a bigger story that was later presented together.

Don't let the most vocal students define what makes for a good project idea.

Some students may have intense interests that they love to talk about, and this can dominate the entire classroom. This can be inspiring to other students, but can also shut down those who are not interested in that topic. By redirecting the conversation back to sharing examples and encouraging everyone to find things they are truly interested in, students with varying interests can feel comfortable in working on their own project ideas.

Bringing Out the Math

Students can get caught up in the creative process and might not directly attend to the math that is central to their work. There are a couple of things we found to be effective in bringing out the math in authentic ways.

Questioning rooted in the students' designs. Targeted questioning about what they are designing and how the available math tools are helpful is critical. Be sure to keep questions focused on how the math can further their goals versus having them recite the math they are using. Questions such as:

Why are you moving the angle this way versus the other way? How would you adjust that so you get what you want?

Is that symmetrical yet? Use the angle tool or grid tool to see.

What do you see going on with your character as it moves between this coordinate and the next one? Is that what you wanted to happen? What might you change there?

How do you know who won the race you just animated? Can you use the translation tool to help you know?

What can you do to make your mashup more precise?

What happens to your mashup if you change the grid you initially intended to use?

Could you make the same effect with a different grid or denominator?

Pairing up students to explain how they made their designs work.

Having learners explain to a peer how to recreate what they did can encourage students to attend to precision and to the mathematics they used to create their designs. While this may not work for everyone, encouraging students to share their "math tips" can promote math discourse that is foundational to ELL's content learning.

Preparing for Final Presentations

Create an atmosphere of celebration rather than assessment.

Up to this point, students should have had some opportunities to informally present what they have been creating in build-up sessions. Be clear that this is the time to show off what they have learned and to present things they are most proud of.

Have an authentic audience for their work (parents and families are a big plus!)

Families coming in to see the students' work is a great motivator for the students to prepare. If recruiting families is difficult, be sure to recruit friendly faces the students know. They do not only have to be fellow teachers but people that the students may interact with on a regular basis and who also speak their first language (e.g., the school secretary, aides, etc.).

Keep it short.

Conversational English is probably the most difficult thing for English Language Learners, particularly when there is also new academic language. Have them prepare to speak for only 2 - 5 minutes depending on how many students you have in your program or class. Ask them to describe:

What their project is about.

How they used math to design it.

What they are most proud of or an interesting thing they learned.

Be sure to have a projector or whiteboard where students can showcase and point to the things they have made or they can hold up their IPads.

Let them rehearse and practice with peers and instructors.

Before final presentation day, have them pair up with the instructor, peers or youth facilitators to practice their presentation. Encourage them to write out what they want to say but to also think about what they want to show. Encourage them to use the math tools within the apps to show how the math was part of their projects.

Encourage students to present in both English and their first language.

Particularly for newcomers, getting up in front of a large group speaking only English is often difficult. The goal is for the students to showcase what they have learned. There are students that have a high level of mathematical understanding and less command of the English language to communicate. Encourage these students to use their artifacts to show what they did and encourage them to ask classmates to help interpret if/when possible.

Commemorate with a certificate of accomplishment.

Honor everyone's work with certificates to further set the atmosphere as a time for celebration. You can get creative with the certificates you disperse by highlighting what they exhibited in their work: artistry, deep math exploration, great communication, persistence, and creativity.

# data[].attributes.attachment_link.description
Because the Noticing Tools™ are highly visual and can capture any content by taking a photo, there are endless opportunities to bring in students' interests and to celebrate what they bring from their own backgrounds and cultures. Here are a number of strategies we used to support students in creating projects they cared about.

# data[].attributes.attachment_link.readable_text
Today I thought I'd share a strategy I use to help my students communicate their thinking during the inquiry process. See, Think, Wonder is a thinking routine I use with my students to help them think critically about an object or idea and express their ideas with others. See, Think, Wonder is a strategy that developed out of Harvard's Project Zero. It was originally developed with a view to help children think critically about art and artwork, though I use it across my program and have found it particularly effective during inquiry projects. If you haven't checked out the Project Zero website, I highly recommend it! There are a number of amazing strategies and projects there which anyone working with early learners might find useful.

See, Think, Wonder falls under one of Project Zero's " Thinking Routines." Basically, the idea of a thinking routine is that you approach it the way you do any other routine you want to establish in your class, with lots of modelling, practice, and a gradual release of responsibility. As a kindergarten teacher, the idea of establishing routines is a familiar one. We have routines for entry, snack time, carpet time, etc. Why not have routines for thinking as well?

When I was thinking about how I would introduce this routine to the class, I knew I wanted to create a visual element to accompany the language prompts as I thought it might help my students connect to what I was talking about. I created the following template using both words and images. For "I See...," I included an image of a magnifying glass (not just a picture of eyes, as I had originally thought, because I wanted to impart the idea of looking deeply at something); for "I think...," I included a picture of a brain; for "I wonder...," I put a picture of a thought cloud (this is specific to my class because I have a bunch of thought clouds on sticks that we use to communicate our "wonderings," so I knew my students would connect to that and know what I wanted them to express). Here is the finished template I created - you can click on it for a pdf version:

To begin, I use an electronic version of the template on the SmartBoard to model my own thinking. This year, I started by using a photograph from a recent nature walk we went on as a class so that the children would have their own schema for the event that I was talking about. However, you can just as easily use a new image or object. Over the coming days and weeks, I repeat the routine but gradually involve the children's ideas. I always record our thinking on the same template.

When I feel that the children are comfortable with the template and the language, I place copies of the template at our discovery centre. Here, the children are given an opportunity to communicate their own ideas. Some children draw pictures to show their thinking, and others attempt to write their own ideas down with a combination of letters and familiar words.

Here are a couple examples from our butterfly inquiry last year:
I see the caterpillars eating. I think the caterpillars are ready to turn into a butterfly. I wonder why they turn into a butterfly. I see it fell. I think it is frozen. I wonder why it is not moving.
What do you think about using See, Think, Wonder as a thinking routine for your class? Are you using any other strategies for encouraging deep thinking with your students?

# data[].attributes.attachment_link.title
thinking routines - The Curious Kindergarten

# data[].attributes.attachment_link.description
Today I thought I'd share a strategy I use to help my students communicate their thinking during the inquiry process. See, Think, Wonder is a thinking routine I use with my students to help them think critically about an object or idea and express their ideas with others.

# data[].attributes.attachment_link.readable_text
Integrating Making Across The Curriculum

Picture of Practice by Agency by Design Oakland 2017-2018 Teacher Fellows Gabi Lapointe and Annika McPeek

Gabi Lapointe and Annika McPeek are teachers at Hoover Elementary School in West Oakland. As part of their fellowship year with Agency by Design Oakland, Gabi and Annika worked together to integrate maker-centered learning into existing structures at their school.

Our school, Hoover Elementary, is undergoing a redesign to restructure the way we "do school." One component of this redesign is a STEAM Lab. The current vision for STEAM Lab is the integration of literacy and a content area. Our hope was also that STEAM Lab could be a place where maker-centered learning will live. Our school does not currently have a maker space in place, nor does it have any making teachers, so the driving force motivating our project was to gain a better understanding of how we might incorporate making into content area curriculum, in order to supplement and support student learning. Our driving question for our inquiry work was: How can a maker-centered learning project provide a complementary and culminating experience to an integrated unit of study?

Our integration of reading, writing, and social studies with the FOSS (Full Option Science System) science curriculum was driven by standards. We focused on creating a culminating task that would provide students an opportunity to collect information from research and show their understanding in a final project. They would also require information from the "Pebbles Sand and Silt" FOSS unit to understand the relationship between materials and their properties. Creating notecards for their final presentation was a writing task for students to synthesize information gained from multiple sources. See the bottom of the post for the standards we were trying to hit in this unit.

Students read and took notes on informational texts in order to learn about the structures people lived in long ago. After a whole-group activity that introduced students to the Parts, Purposes, and Complexities Thinking Routine (PPC), students used a PPC approach to organize their notes. They used information gathered from reading to analyze the properties of those materials (parts) and why they were used (purpose), in order to create effective structures. Students then worked in groups to choose materials, based on properties congruous with their purpose, to design and build structures demonstrating understanding of the houses they learned about. They were given an opportunity to share their finished products with a class of kindergarten students.

Essential Understandings
Our culminating project required students to use knowledge of social studies and material properties to design and create a structure based on their research. Components of design thinking and Agency by Design strategies showed up in our project through encouraging group work and collaboration, the Parts, Purposes, and Complexities (PPC) Thinking Routine, and our observations of student ownership.

Students had access to information about different native tribes of California and the communities they lived in. They used texts we supplied from the public libraries, as well as their own knowledge of materials and properties, learned through the FOSS Science curriculum. These resources were the background knowledge they used to design structures from appropriate materials that would model the houses they researched.

Our unit integrated science and social studies 2nd grade state standards. Our goal was that students would use what they learned through the FOSS curriculum and through research on different indigenous groups to understand that native people of North America built structures using materials around them. In addition, the materials used served specific purposes for these structures.

During the Parts Purposes and Complexities thinking routine students analyzed the materials available to native tribes and investigated the purpose each material served in their structure. Students then used this knowledge to plan their own structures to emulate the structures they had researched. The PPC thinking routine was a common thread throughout the research, building, and presentation phases of this process. It helped guide students in their thinking of what was really important when reading texts, designing their structure, and building their structure.

Thinking routines established an approach to examining a topic and provided a scaffold through which our students could approach their structures. They helped to narrow the focus to what was really important in this unit: people choose certain materials to build with because of the properties the materials exhibit. Consistently exposing our students to the schema provided by the PPC routine helped tether our second graders to the task of constructing a structure based on research, particularly when it was tempting to embellish or decorate without purpose.

Culminating Presentation
Students worked in groups to document and reflect on the process of building structures, and then prepared presentations to teach a class of kindergarteners what they learned. The opportunity to teach others and share a final product was a great experience for both the kindergartners and the second graders.

Student Reflection and Synthesis of Learning
Students were asked a few questions to support them in reflecting on their work, and in pulling out the important information they were going to share with the kindergarten class. They were asked to provide basic information about the people they studied, and also to discuss the relationship between the parts and purposes for the houses they studied, and the structures they built with their group.
Question 1: Introduce the group you studied:

Question 2: Parts and Purposes
Students demonstrate an understanding of the relationship between materials used and why they are used in their reflection. They could list properties of materials that relate to why those materials were good for building their structure. In addition, some groups were able to relate these properties to an understanding that the environment shapes the way these houses were built as well ("...bark which was insulating to keep them warm in the winter.")

Question 3: Parts and Purposes of the structure students built
During their presentations, our students showed a sense of pride and ownership for their groups and for their structures. The opportunity to present and act as an expert on something helped our students see themselves as builders and makers. The chance to teach someone else something was an experience that allowed our students to see themselves as having something to contribute and share with our community.

Take Aways: What We Learned and Next Steps
Thinking routines help focus learning and organize student thinking. However, it is not only a valuable tool for the student. We found that the use of a thinking routine helps teachers assess student understanding as well. Thinking routines provide a structure which we felt supported our ability to pinpoint misunderstandings or gaps in knowledge. We would like to continue using thinking routines with consistency to support students' development of critical thinking

Introducing and Implementing maker-centered learning in a classroom
Go slow! Because of the nature of our inquiry, we felt the pressure to implement a myriad of strategies and new challenges for our students all at once. Next year, we would like to be able to have a more gradual roll out of maker-centered learning in our classrooms to focus on instilling making mindsets and building agency and collaboration skills. In addition, we would like to have consistent implementation of design challenges and projects throughout the year to help students build their own sense of agency and identity as makers.

For our students, one really big goal we have is to support them in learning interpersonal and relational skills that will ensure they succeed in communicating and solving problems effectively with peers. We feel that a lot of the Agency by Design strategies and mindsets complement this goal. Having their own structure and group, they became "experts" on a certain group of people. This helped build a sense of ownership for their project and for the process they went through. In addition, students presented to the kindergarteners with a lot of pride and took on the role of teachers when they shared their projects. Looking to next year, we would like to encourage teachers at our school to allow more group work and projects that allow students to present and share their knowledge with others.

"I believe it is incredibly important to teach children to be problem-solvers and sense-makers in their own rights. I hope for my students to see that they can not only be students, but be teacher as well, and that they have agency in their lifelong careers as learners. Equally as important, I want my students to see that learning can be fun!"
-Gabi Lapointe
Second Grade Teacher, Hoover Elementary School, OUSD

Maria Lapointe is a second-year teacher at Hoover Elementary. She is currently teaching second grade, but in the process of a redesign at the school, she is the STEAM (STEM plus art) teacher for both 1st and 2nd grades. Maria is also a trainer in GLAD strategies, which is an organization that brings professional development in the area of language acquisition and literacy. She is very interested in developing her experience and ability to teach in meaningful ways that are flexible, academically rigorous, and conducive to student ownership and creativity.

"When my students engage in maker-centered learning, I observe them becoming dedicated to their learning in ways I don't see regularly. They light up with the joy of their ownership over their project in a way every child deserves."
Annika McPeek
Science and Engineering Teacher, Hoover Elementary School, OUSD

Annika McPeek teaches science and engineering at Hoover Elementary in grades K-2 and is also the Lead Science Teacher and support STEAM instructor for K-5. She grew up going to a school where learning was through making, and she continued to engage in making throughout her life. Once she received her teaching credential, she was thrilled to find a job at Hoover Elementary as their engineering prep teacher. Over the past three years her role has developed to include making in her classes, and supporting STEAM integrated into regular classroom instruction.

Social Studies
-2.1 Students differentiate between things that happened long ago and things that happened yesterday.

Science
- 2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.]
- 2-PS1-2. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. [Clarification Statement: Examples of properties could include, strength, flexibility, hardness, texture, and absorbency.]

Common Core State Standards- Writing
-W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
-W.2.8 Recall information from experiences or gather information from provided sources to answer a question.

Common Core State Standards- Reading
- RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
- RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
- R.I.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

# data[].attributes.attachment_link.title
Integrating Making Across Curriculum - Agency by Design Oakland

# data[].attributes.attachment_link.description
Integrating Making Across The Curriculum Picture of Practice by Agency by Design Oakland 2017-2018 Teacher Fellows Gabi Lapointe and Annika McPeek Gabi Lapointe and Annika McPeek are teachers at Hoover Elementary School in West Oakland. As part of their fellowship year with Agency by Design

# data[].attributes.body
https://scratch.mit.edu/projects/444842017/editor

# data[].attributes.body
What am I to you?

# data[].attributes.body
Jacque

# data[].attributes.body
Can you guess how I am feeling?