Inquiry Group 2
At the top of this slide deck, please write out a new Essential Question that synthesizes all of your individual questions.
Consider:
Group Notes:
Common themes:
Outreach, equity, accessibility
Implementing maker-centered learning across disciplines
Connecting teachers and students
A spectrum of making? Completely independent to highly facilitated?
Showing the value in maker-centered learning such that it is complementary to the class and not a “chore” or additional work.
Essential Question:
How might we best facilitate the connections between makerspaces and students, students and teachers and across disciplines in an equitable way?
Alicia Bagley
Do a teacher externship or a making session with teachers -AR
If you have a physical maker space, bring them there and let them learn by actually trying and making things. - Rose
Are there any professional development days that could provide opportunites for introduction? Maggie
Bringing them to your makerspace, if you have a physical space already or finding a local makerspace..that’s more difficult now. So if you can “sell” maker education through storytelling and stay persistant. We have to believe in what we are doing first and others will follow once they see the impact-MZ
Consider exploring what the teachers are looking for to improve their teaching and learning.
Start small! Allow them to do the project with you before they are expected to do it with their students.
Making is abstract. You have to think of ways to make it tangible for them.
What is the best way to introduce Maker Education to teachers who have never done it?
Cailin McLean
Implement hands on activities and break out sessions like we have done here. I feel this week has been very engaging and I imagine it would be for students too.
Adding outdoor challenges to zoom workshops/programs will help with problem. CMSC/Sandra
What student population is experiencing Zoom fatigue the greatest? Analyze which populations of students have the most, least screen time to help inform this challenge.
Would it be possible to build in away from screen time? For example, Outdoor Scavenger Hunt - go find a picture of the grass for X points? - Serena
Do outdoor events! Maybe even send STEM kits -AR
I think the asynchronous aspect to our training has helped me to stay engaged.
Great essential question--I’ll be thinking about the same issues with my program. --Joel
How do we engage students in virtual maker-centered learning through the challenges of “zoom fatigue” and differentiating from school online?
EDITED: How do we respond to students in order to better serve them through virtual maker-centered learning, as they face the challenges of “zoom fatigue” and school online?
Claire Deters
I am really interested in this! Maybe reach out to universities with a survey to see if any underrepresented STEM field is eager to make. I know specifically archaeologists are always excited to participate- AR
Biomimicry Institute has an interesting approach to integration.
There are a number of fellows interested in focusing on biological sciences/environmental ed - good opportunity for collaboration.
This is particularly important for rural students as it can lead to career pathways in natural resources.
Claire, this is one of my questions also, especially concerning biological sciences. I’m looking forward to collaborating with you :) … you may be interested in Education for Sustainability.
^^^ echoing “stem supremacy.” I think encouraging learned the STEM knowledge behind art, music, etc. as well shows how all of these are integrated.
Yes! And how do we do this without feeding into “stem supremacy” as some say? But to me, experimental science projects lend so well to being integrated with making
Essential Question:
1) In what ways can we connect maker-centered education to areas of study beyond (but possibly including) physical science and engineering? i.e. how can STEM education support integrated or areas of science not normally associated with STEM, such as biological sciences?
David Roy
I think the access to technology and wifi is a really tough thing to handle, but we really do need to think about this issue.
What types of kits can be made and distributed to studnets to explore maker projects?
Love this question. How do we think differently from our past maker experience and provide equitable access to the same types of Maker-centered learning for all students regardless of technology barriers?
Provide zoom activities and live demonstrations at Makers locations to engage with students that do and do not have access to technology. CMSC/Sandra
Try doing events outside or in museum institutions if possible! Or even send the students STEM packets/ Kits. Collaborate with local libraries to get access to tech! _AR
My own kids aren’t doing well with online learning at the moment, what if we do simple paper packets? - Serena
Making is a hands-on experience so providing kits to engage Makers with students virtually would work the best.--CMSC/Sandra
For both students who do have access to technology and students who don’t, I think it’s important to have hands on experiences, even in this virtual world. Maybe try sending out kits or doing fun exercises over zoom.
In our current situation, what is the best method to simultaneously engage with makers and students who have access to the technology needed to participate in remote learning and those who do not?
What types of kits can be made and distributed to studnets to explore maker projects?
Gabriella Yacovone
Encourage people to let their child side show, and remind them you never have to stop learning, even if it seems like something they “should already know” or if they think it’s “too late” to learn something.
-Erin
Consider investigating the difference between how students in K-12 experience maker-centered learning differently or the same as adult learners.
How can businesses be leveraged to provide exposure to maker concepts for 18+?
We’ve had the idea to help our teachers get Google Eduator Certified so they can have their high school students get Google Suite Certified to hit a graduation requirement. Would that work? - Serena
This institute is a great example as to how maker-centered learning can be incorporated into higher education - Giving opportunities to be a learner and mixing hands-on activities with discussion.
-Maggie
How can maker-centered learning be integrated into a curriculum for professional development in higher education (ages 18+)?
Think about your stakeholders and how they may be able to assist with that. Maybe they offer outside classes, maybe they can help provide insight into the curriculum, or provide an internship that co-exist with the maker center programs. -Ashlee
Jessi Orth
Use sustainable or recycled materials! -AR
How do students currently define sustainability? What created that specific perception?
By understanding the source of their current interpretation, we can determine how best to disseminate information in a method relevant (and memorable) to students.
-Erin
There is a lot of hands on outdoor activities that relate directly to maker initiatives. With online learning, it is so important to get students outside doing hands on activities! An example of online resources is https://www.noaa.gov/education/resource-collections/special-topics/hands-on-science-activities
Depends on the concepts you relate to sustainability.
Does sustainabilty have to be the actual practice or could it involve planning and prototyping
I think it would be cool to have a drop off location at your site where people can leave recycled materials.
How can Education for Sustainability (EfS) be effectively incorporated into maker education curricula?
(note: EfS, “aims to build awareness and knowledge of sustainability issues but also to develop students and schools that are able to think critically, innovate and provide solutions towards more sustainable patterns of living” (source).
Macy Burns
Age? Developmental stage motiviations. Justice and fairness can be a motivator
Reach out to those fields and have them give talks/lessons -AR
Provide relevancy for students in terms of each subject.
I love how we integrated making while learning about Little Rock Nine this week. Maybe it looks like having them recreate a moment in history, or rewriting a Shakespeare play in a way that makes sense to them. Or making a costume or something that would be found in certain historical time. Work with your resources and work with students so they can create projects theyre passionate about. Rose
David - Lead by example. Demonstrate why you are passionate about those subjects to your students and/or stakeholders
Finding sparks (activities that spark curiosity) and then figuring out how to make them accessible to youth. Examples: https://www.exploratorium.edu/snacks
I like to reflect on our project with the Little Rock Nine - in doing that activity we were exploring history, social justice, art, engineering, etc. (depending on each representation). Sometimes just leading with a topic/question/etc. maker-centered learning kind of allows students to think broadly and open-ended without the need the emphasize a discipline. - NS
How can I serve in a way that encourages students to explore science, math, history, art etc through maker learning?
Consider researching what types of programs are being done by other fablabs or using online resources to get project ideas (scopesdf, youtube, instructable crafts)
-Ashlee
Michelle Zamora
I think engaging them with cohorts, teams, and some activities that involve making and some local community issue that they’re all aware of, like poverty, homelessness, that can galvanize young folks to act and become aware...
I’m wondering how you are thinking about critical consciousness - what would you like to see students develop?
Seconding mentorship!
Great Question,
I think it would be great to allow students to choose what kind of activity they would like to do. Allowing them to be the boss is essential for learning.
Creating a mentorship program that connects student one v. one with someone in a leadership role! - lexi
Through Programs! -AR
Provide more opportunities with open ended responses. Allow the students to follow their own inspiration in activites and programs.
How can we empower students to follow their curiosity and inspire learners to develop a critical consciousness?
It all boils down to trust. A lot of youth have to fend for themselves at an early age. Because they have so many resposibilities, they don’t want to seem irresponsible. They don’t want to ask for help. Encourage kids to feel free, ask questions, act your age. Lots of kids are told that they’re asking silly questions- encourage them to ask silly questions! Lead by example. “I’m one of the group, not above the group.” (Tom Hanks in Saving Private Ryan) -Joe
Nicole Shuman
Personally, I think all young folks want to be a part of something bigger, to be on a team, that way they see and learn that we’re all different, and we can help each other.
The best way I have found is to foster an environment where asking for help, no matter how simple, is always welcome. Make sure students know that those in positions of authority recognize all students’ needs are different, and they will not judge them for “stupid” questions.
-Erin
My advice would be to work with them, allow them to communicate openly, and be flexible with your approach.
It’s essential to remember that each child even if it is deep down inside they want to learn. Knowing the students and giving them several options for learning will encourage them to embrace diversity.
I think that’s one of the greatest benefits of maker-centered learning. Students are able to direct their own learning to align best with their needs and experiences.
I am also curious on how to successfully meet the needs of students when they are all so unique. I think the best thing to do is to try to teach in different learning approaches and simply survey the students to get feedback.
That’s a great question Nicole, this is something that I am also curious about. I think it’s important that you know each students have different needs and each need different accommodations. I think talking to students and asking what you can do for them and how support them is a great start. -Rose
How do we best meet students where they're at in their educational journey when the needs and experiences for every student are so diverse?
Terrone Hill
Echoing Madison, I think talking and teaching teachers about maker-centered learning would be helpful!
I agree, look at content standards for the subject areas that you’re interested in and think about how a maker-based lesson could address them.
Think of the Little Rock 9 activity as an example because it was very interdisciplinary. It promoted critical thinking, history, and art.
Connect with teachers on what their learning goals are for students and try to find/create activities that meet some of those goals - Madison
Think of ways that maker-based learning can overlap with STEAM based learning. Forumulate lessons that incorporate making while addressing the existing content of the curriculum. - David
Incorporate Common Core standards?
Find an interested and willing instructor
Eric Saliim
How can we incorporate and merge maker-center based learning into cross-curricular content in K-12 learning?
Maybe do a compare and contrast of maker projects to curriculum projects and see how they can be merged
-Ashlee