Framing the Conversation around Makerspaces
WHO? WHAT?
HOW? WHY?
Framing the Conversation
Around Makerspaces�
@
Clovis
Schools
Framing the Conversation around Maker Spaces
Think about WHY
A makerspace should ….
Think about HOW
Types of Makes…..
Think about WHAT
A makerspace can be…� Or A Makerspace can have ....
Think about WHO
Who is invited�Who feels welcomed
Who shows up
Who is empowered
Clovis educators day of professional learning
Participants
Kesha Faircloth
Tori Waters
Rachael Boney
Jennifer Johnson
Jenny Jeffery
Brenda Benfield
Cyndy Kleyn-Kennedy
Media from the experience can be found here
Kindergarten students creating, making & learning
Highlights from
Tori Waters and her Kindergarteners
Creating Characters that Glow
Grades 5 & 6 students creating, making, and learning
Highlights from Rachael & Jenny’s�Classes as they create Paper �Circuits in response to the prompt �What Makes You Shine?
Rachael practices leading this paper circuit activity with fifth graders. �Due to time constraint, Lucie (with Jen’s help) lead the activity with 6th graders. Images and Videos from both experiences are included in this summary.
Grade 2 students create, make, and learn
This video captures several components of a maker learning activity lead by Kesha Faircloth with her 2nd graders as they create light up wands.
The 15 minute video is intended to be used for debriefing and reflecting on maker based instruction and learning.
Debrief
Inviting you to participate in an asynchronous conversations debriefing the experience using Voicethread.
https://ed.voicethread.com/share/11900217/
What would you make if you had the skills, time, money, mentoring?
The Toaster Project
Maker Centered Learning enables you to�THINK with your HANDS
“...our bodies and minds are connected.
We get excited about touching and feeling an idea that at one moment resides only in our minds and the next it’s in our hands.”�Azi Jamalian Columbia University��“...sometimes our hands know before our minds know.”� Jay Silver, PHD - Founder of Joy Labz�
Maker Challenge # 1 -
What lights you up?
Create a bookmark that tells the world “What lights you up?”
Framing the Conversation around Maker Spaces
Think about WHY
A makerspace should ….
Think about HOW
Types of Makes…..
Think about WHAT
A makerspace can be…� Or A Makerspace can have ....
Think about WHO
Who is invited�Who feels welcomed
Who shows up
Who is empowered
Maker Challenge No. 2�Create with Code
Create confidence with circuits and code by creating a unique musical invention.
Explore�Phenomena!
Explore and Experience a unique musical invention.
Explore and Experience
Can you play this piano?
Reverse Engineer
Close Looking
Can you recreate the fun musical invention using a micro-controller?
Exploring Complexity
Explore Complexity
Can you change it to drums?
Can you change the instrument?
Explore Complexity
Can you try new sounds from library of sounds?
Can you record your own sounds?
Remix Add new Sounds
Recording our own Sounds
Change the interactive display to include your own objects as TRIGGERS and sounds from Scratch and your own recordings as events.
Explore Complexity
Can you redesign the instrument?
Possible material
Styrofoam ball
Wire
Pipecleaner
Playdough
Wooden stick
Metal object
Plate
Scouring pad
Paper cup
Paper cup with water
Plastic pail
PVC pipe
Fabric
Copper Tape
Conductive thread
Plant
fruit
carrot
Piece of chalk
Plastic toy
Metal cup
Cardstock
Scotch & Masking Tape
Aluminum Foil
Find Opportunity
Using our understanding of closed circuits we will invent an “alternative audio controller” to play music or sounds.
Find Opportunity
Using your understanding of closed circuits and code, can you turn a pizza box into a talking student display?
Check out these instruments
Which Transferable Skills do you see here?
BLOG Post - (short video) �and (Coding, Prototype Video)
Transferrable Skills
Maker Empowerment
A sensitivity to the designed dimension of objects and systems, along with the inclination and capacity to shape one’s world through building, tinkering, re/designing, or� hacking.
Capacity to CREATE
Inclination to MAKE
Sensitivity
to DESIGN
Maker�Empowerment
Supplies
Makerspace is NOT a collection of tools & supplies
���Makerspaces all have their own goals, vision, mission.
A powerful makerspace is more than a collection of tools and supplies
A Makerspace creates a mindset that
I’m a problem solver
Expands the imagination of what’s possible
I feel empowered
A makerspace creates a community that collaborates to empower each other
A makerspace is a place to practice growth mindset in a very visibletangible way
Honors those who thinks with their hands
Develop proficiencies in problem solving/ design thinking/ transferrable skills
Reflection Questions
Why might you include this type of project in a maker space?
How might you approach this maker challenge differently depending on your WHY?
How might you adapt this project for various curricular themes?
What type of prompts might you use to launch this project?
What next? �Where might this type of project lead?
Who would benefit from this activity?
What are some primary and secondary outcomes of a maker project like this?
What other questions come to mind?
Designing a maker project
Let’s use design thinking to create a prototype for you to test with your students tomorrow!
Reflection Questions
Why might you include this type of project in a maker space?
How might you approach this maker challenge differently depending on your WHY?
How might you adapt this project for various curricular themes?
What type of prompts might you use to launch this project?
What next? �Where might this type of project lead?
Who would benefit from this activity?
What are some primary and secondary outcomes of a maker project like this?
What other questions come to mind?
Reflection
Notebook
�Use the following notebook pages to guide your planning and reflection.
�Some pages might be helpful in planning.�Some pages might be helpful when debriefing or reflecting.�Some pages might be helpful for both.
Notes:
For Yourself?
For your Students?
For your School?
What were your goals for this project?
Did the project meet meet these goals?
Notes:
Learner Skill Builder
Lead Facilitator Observer
Co-Teacher Documenter
Assistant Other
What role did you play in this activity?
Did you feel ready?
Notes:
How did you prepare?�
Level of confidence before?
What did you wonder or worry about?
Level of confidence after?
Notes:
WHY make space in your day for this project (as is)
“It looks like fun… but what are they learning?”
How might you approach this project differently to meet a different WHY?
Know your �WHY
Notes:
Who’s learning needs were met?
Who felt empowered?
WHO?
Notes:
What worked well? What are you proud of?
Where could you go next?
What was hard or challenging?
What would you change?
�
Notes:
Primary Outcomes�
�
What OUTCOMES did you notice?
Secondary Outcomes
Notes:
How could you build on this activity?
What advice do you have for others?
Where do you want to go next?
Contact info Blogs & Websites
Additional Resources
The slides beyond this point are simply resources to be referenced as needed during discussions.
The many faces
of maker spaces
Wonder? Question?
Primary Benefits of Making
Agency � Find opportunity for � - Stuff Making - meaningful to you� - Community Making - meaningful to others
Character� Self making � - Competence � - Confidence
Thinking dispositions → supports patterns of thinking beneficial across disciplines
Ownership of� the process
In making ability → identity
Secondary benefits of making
Cultivate
MAKER Specific Knowledge / Skills
Maker Empowerment
A sensitivity to the designed dimension of objects and systems, along with the inclination and capacity to shape one’s world through building, tinkering, re/designing, or� hacking.
Capacity to CREATE
Inclination to MAKE
Sensitivity
to DESIGN
Maker�Empowerment
Building Maker Capacities
Creating a focal point for personal narrative
�
Notes:
What prompt or question did you use to introduce this project?�
Learning Prompt
Other possible prompts?
Notes:
Possible Curricular Connections