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LEARNING
DIMENSIONS of Making and Tinkering
LEARNING
DIMENSIONS of Making and Tinkering
learning
LEARNING
DIMENSIONS
LEARNING
of MakingIntentionality
DIMENSIONS
and Tinkering
Initiative & Problem Solving &
Critical Thinking
of Making & Tinkering • Setting one’s own goal • Troubleshooting through iterations
LEARNING
Students gain valuable learning • Taking intellectual and creative risks; • Moving from trial-and-error to fine
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LEARNING
working without a blueprint tuning through increasingly focused
experiences while making and tinkering. inquiries
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DIMENSIONS Developing work-aroundsIntentiona
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LEARNING
DIMENSIONS of Making and Tinkering
• Constructing explanations • Connecting projects to personal • Teaching and helping one another
interests and experiences
• Using analogues and metaphors to • Collaborating and working in teams
explain • Playfully exploring • Recognizing and being recognized for
• Leveraging properties of materials • Expressing joy and delight accomplishments and contributions
and phenomena to achieve design
goals • Using materials in novel ways • Developing confidence
• Expressing pride and ownership
© 2017
Initiative & Problem Solving &
S Intentionality Critical Thinking
g • Setting one’s own goal • Troubleshooting through iterations
• Taking intellectual and creative risks; • Moving from trial-and-error to fine
working without a blueprint tuning through increasingly focused
inquiries
• Complexifying over time
• Persisting through and learning from • Developing work-arounds
failures • Seeking ideas, assistance, and
, expertise from others
• Adjusting goals based on physical
feedback and evidence
Initiative & Problem Solving &
S Intentionality Critical Thinking
g • Setting one’s own goal • Troubleshooting through iterations
• Taking intellectual and creative risks; • Moving from trial-and-error to fine
working without a blueprint tuning through increasingly focused
inquiries
• Complexifying over time
• Persisting through and learning from • Developing work-arounds
failures • Seeking ideas, assistance, and
, expertise from others
• Adjusting goals based on physical
feedback and evidence
Initiative & Problem Solving &
S Intentionality Critical Thinking
g • Setting one’s own goal • Troubleshooting through iterations
• Taking intellectual and creative risks; • Moving from trial-and-error to fine
working without a blueprint tuning through increasingly focused
inquiries
• Complexifying over time
• Persisting through and learning from • Developing work-arounds
failures • Seeking ideas, assistance, and
, expertise from others
• Adjusting goals based on physical
feedback and evidence
Initiative & Problem Solving &
S Intentionality Critical Thinking
g • Setting one’s own goal • Troubleshooting through iterations
• Taking intellectual and creative risks; • Moving from trial-and-error to fine
working without a blueprint tuning through increasingly focused
inquiries
• Complexifying over time
• Persisting through and learning from • Developing work-arounds
failures • Seeking ideas, assistance, and
, expertise from others
• Adjusting goals based on physical
feedback and evidence
RNING Initiative & Problem Solving &
ENSIONS Intentionality Critical Thinking
ng & Tinkering • Setting one’s own goal • Troubleshooting through iterations
valuable learning • Taking intellectual and creative risks; • Moving from trial-and-error to fine
working without a blueprint tuning through increasingly focused
hile making and tinkering. inquiries
work to notice, support, • Complexifying over time
design assessments for • Persisting through and learning from • Developing work-arounds
g — and to reflect on failures • Seeking ideas, assistance, and
ring environment, activities, expertise from others
may have supported or
• Adjusting goals based on physical
feedback and evidence
RNING Initiative & Problem Solving &
ENSIONS Intentionality Critical Thinking
ng & Tinkering • Setting one’s own goal • Troubleshooting through iterations
valuable learning • Taking intellectual and creative risks; • Moving from trial-and-error to fine
working without a blueprint tuning through increasingly focused
hile making and tinkering. inquiries
work to notice, support, • Complexifying over time
design assessments for • Persisting through and learning from • Developing work-arounds
g — and to reflect on failures • Seeking ideas, assistance, and
ring environment, activities, expertise from others
may have supported or
• Adjusting goals based on physical
feedback and evidence
RNING Initiative & Problem Solving &
ENSIONS Intentionality Critical Thinking
ng & Tinkering • Setting one’s own goal • Troubleshooting through iterations
valuable learning • Taking intellectual and creative risks; • Moving from trial-and-error to fine
working without a blueprint tuning through increasingly focused
hile making and tinkering. inquiries
work to notice, support, • Complexifying over time
design assessments for • Persisting through and learning from • Developing work-arounds
g — and to reflect on failures • Seeking ideas, assistance, and
ring environment, activities, expertise from others
may have supported or
• Adjusting goals based on physical
feedback and evidence
RNING Initiative & Problem Solving &
ENSIONS Intentionality Critical Thinking
ng & Tinkering • Setting one’s own goal • Troubleshooting through iterations
valuable learning • Taking intellectual and creative risks; • Moving from trial-and-error to fine
working without a blueprint tuning through increasingly focused
hile making and tinkering. inquiries
work to notice, support, • Complexifying over time
design assessments for • Persisting through and learning from • Developing work-arounds
g — and to reflect on failures • Seeking ideas, assistance, and
ring environment, activities, expertise from others
may have supported or
• Adjusting goals based on physical
feedback and evidence
RNING Initiative & Problem Solving &
MENSIONS Intentionality Critical Thinking
king & Tinkering • Setting one’s own goal • Troubleshooting through iterations
n valuable learning • Taking intellectual and creative risks; • Moving from trial-and-error to fine
working without a blueprint tuning through increasingly focused
while making and tinkering. inquiries
mework to notice, support, • Complexifying over time
nd design assessments for • Persisting through and learning from • Developing work-arounds
ning — and to reflect on failures • Seeking ideas, assistance, and
nkering environment, activities, expertise from others
on may have supported or
• Adjusting goals based on physical
feedback and evidence
ch outcomes.
Conceptual
Understanding
• Controlling for variables as projects
complexify
• Constructing explanations
• Using analogues and metaphors to
explain
• Leveraging properties of materials
and phenomena to achieve design
goals
LEARNING
DIMENSIONS
of Making & Tinkering
Students gain valuable learning
experiences while making and tinkering.
Use this framework to notice, support,
document, and design assessments for
student learning — and to reflect on
how your tinkering environment, activities,
and facilitation may have supported or
impeded such outcomes.
Conceptual
Understanding
• Controlling for variables as projects
complexify
• Constructing explanations
• Using analogues and metaphors to
explain
• Leveraging properties of materials
and phenomena to achieve design
goals
LEARNING
DIMENSIONS
of Making & Tinkering
Students gain valuable learning
experiences while making and tinkering.
Use this framework to notice, support,
document, and design assessments for
student learning — and to reflect on
how your tinkering environment, activities,
and facilitation may have supported or
impeded such outcomes.
Conceptual
Understanding
• Controlling for variables as projects
complexify
• Constructing explanations
• Using analogues and metaphors to
explain
• Leveraging properties of materials
and phenomena to achieve design
goals
LEARNING
DIMENSIONS
of Making & Tinkering
Students gain valuable learning
experiences while making and tinkering.
Use this framework to notice, support,
document, and design assessments for
student learning — and to reflect on
how your tinkering environment, activities,
and facilitation may have supported or
impeded such outcomes.
Conceptual
Understanding
• Controlling for variables as projects
complexify
• Constructing explanations
• Using analogues and metaphors to
explain
• Leveraging properties of materials
and phenomena to achieve design
goals
LEARNING
DIMENSIONS
of Making & Tinkering
Students gain valuable learning
experiences while making and tinkering.
Use this framework to notice, support,
document, and design assessments for
student learning — and to reflect on
how your tinkering environment, activities,
and facilitation may have supported or
impeded such outcomes.
Conceptual
Understanding
• Controlling for variables as projects
complexify
• Constructing explanations
• Using analogues and metaphors to
explain
• Leveraging properties of materials
and phenomena to achieve design
goals