MakerCentered Learning MGI Workshop�Transferrable Skills, Proficiencies, Portfolios, and PLP
MakerCentered Learning MGI Workshop�Transferrable Skills, Proficiencies, Portfolios, and PLP
Why and how can having a space for making in your school provide students with an opportunity to develop transferrable skills, create evidence of proficiencies for portfolios, and provide flexible pathways for their personal learning plans. Let’s look at some student evidence from Vermont schools as well as research summaries about the benefits of maker centered
MAKE
a statement
about something that matters to you
Using any of the materials and tools found on your table!
PERSONALIZED LEARNING
Personalized Learning is systems and approaches that deepen student learning by incorporating each student’s strengths, needs and interests - including student voice and choice in what, how, when and where they learn - to achieve the goals of active engagement, academic success, and preparation for post-secondary opportunities. While often less formalized, personalized learning and personalized instructional approaches are critical to students in kindergarten through grade 6, as well.
Schools are expected to initiate a personalized learning process for students aligned with the school's academic expectations and students' pathways toward graduation.
Vermont �ACT 77
Education on Air
Education On Air
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�
Transferrable Skills
Statements about� Human Rights!
Clear and Effective Communication
Performance Indicators for Clear & Effective Communication:
a. Demonstrate organized and purposeful communication.
b. Use evidence and logic appropriately in communication.
c. Integrate information gathered from active speaking and listening.
d. Adjust communication based on the audience, context, and purpose.
e. Demonstrate effective expressive and receptive communication, including oral, written, multimedia and performance.
f. Use technology to further enhance and disseminate communication.
g. Collaborate effectively and respectfully.
Paper
Circuit
Cards
By
Crossett�Brook�Students
Crossett Brook
paper circuit statements
about �Human Rights
Creating Evidence of Proficiencies
What did you notice?
Why and how can having a space for making in your school provide students with an opportunity to
develop transferrable skills,
create evidence of proficiencies for portfolios, and
provide flexible pathways for their personal learning plans.
Making allows students to SHIFT where and how they learn.�Making provides flexible pathways towards Proficiency Based Graduation Requirements.
Louisa Ulrich Verderber
Presents Domestic
Wind Generator Design
MAKING SYRUP AT FAIRFIELD SCHOOL
Which Transferrable 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
Making provides evidence for portfolios
Making Learning Visible
Thinking Strategies
Products & Process
Looking back
Page from student portfolio
May 16, 2004
EMMA visits Proctor Elementary School
EMMA brings�Pinbox chassis�And playboards to
Proctor Elementary
Lucie kicking off a day of making with Proctor Elementary
Empathy Define the problem
How might we create a game that teaches someone something new?
Ideate / Brainstorming
From Empathy to Ideating
Effective Communication - two different learners
Sharing, Feedback, Testing
Proctor
Students present their finished pinball games as part of STEAM night
Clear and effective communication
Present to new audience
EMMA at West Rutland
School
West Rutland
School
Created by James Nagle and Don Taylor
Saint Michael’s College Main Street Middle School
Education on Air
Education On Air
Making can provide self assessment of personal interest, passions, values and skills that can become part of their personal learning plan profile.
How might MAKING support personalized learning? Describe these two students?
What did you learn about them?
What might they have learned about themselves?
Students sharing their Paper Circuit - West Rutland
Mini Movie of Students Sharing their Paper Circuits - West Rutland
How might making become an alternative Interest Inventory where
How quickly can you spot the ‘musicians? Athletes? What other interest can you quickly spot?”Making something requires you to focus on your interest and think of ways to communicate
Launching Personal Narratives Unit with Paper Circuits
As a launch students become personally connected and invested
in the project
What do you wonder about these students?
Or these students?
Do you know this student?
What if….students used making as a way of completing a Personal Learning Plan Profile
Using Design Thinking
and Paper Circuits to �Express our Understanding
About Conflict and Society
Make a statement expressing a concept you learned relating to conflict and society.
Build an illuminated card to stock in the gift shop in an area that is famous due to a historical conflict.
Depict a conflict in society in a way that will make somebody want to learn more.
IOLANI School Makerspace
The many faces
of maker spaces
Wonder? Question?
spaces where people can gather to
CREATE, INVENT, LEARN
Image from Rosie Revere, Engineer by Andrea Beaty
What’s a Maker Space?
The best
maker space
is between
your ears!
~ Gary Stager