"Jay Silver is the Founder/CEO of JoyLabz/Makey Makey and was the first ever Maker Research Scientist at Intel. Jay's MIT PhD topic was World as Construction Kit. He made many creative platforms such as Drawdio and Makey Makey. Jay has been a speaker at many TED events, exhibited artwork internationally, and been named a Top 100 Inspirational World Changer by DELL. He sits on the board of directors of Maker Ed, "
If you are having students take notes in a Google Doc, in particular if those notes require diagrams, consider providing the students with a Google Doc that contains graphic organizers. I am not advocating for fill in the blank type notes where the students fill in a word from the notes being projected. Instead, provide a structured Google Document that contains graphic organizers to save students time from having to draw the charts. Provide students the tools they will need for taking the notes.
These are project options and ideas for students working in our "Maker Studio." In STEM class students alternate working in the Maker Studio and learning in our STEM "Learning Lab." Maker Studio projects are also available for students in our after-school Maker's Club.
s a professional artist, deepening the ways in which seemingly disparate objects and processes are interconnected through locating, and mapping their intersections has been one of the main elements of my studio practice. The Fab Lab tools and working processes create an environment that is well suited to investigating those types of intersections.
In an effort to integrate Fab Lab tools centered on craft, and studio-based processes into the classroom, I have been working to implement a Mobile MakerCart at a project-based K-8 charter school. In addition to introducing craft-based physical computing projects to the children, a guiding principle behind the MakerCart is to give teachers the opportunity to develop familiarity with the MakerCart’s tools and processes in order to be able to envision the ways in which they might be able to develop their own curriculum for use in the classroom.
Join us in our next ThingLink Creative Challenge to investigate, create and share interactive images that explore the hidden side of the things we use everyday by deconstructing products and analysing them.
We are pleased to announce the Product Deconstruction Challenge, a creative challenge designed by Ed Charlwood. Ed is the Head of Design and Director of Digital Learning at an Independent school in West London.
There is obviously no one-size-fits-all answer for all the dilemmas that first-time STEM educators are facing this fall. If I could sit down for a few minutes and share some basic things with all the folks out there who are under the gun, I think these are the six points I would make:
Jim Lerman's insight:
Excellent links and suggestions for STEM teaching/learning, regardless of how much experience a teacher has under her or his belt. Definitely worth a look. Don't miss the link to "Real World STEM Problems."
For at least a decade now, the driving force behind education reform has been data. We talk about collecting data, analyzing data, and making data-driven decisions. All of this data can certainly be useful, helping us notice patterns we might not have seen without aggregating our numbers in some way, looking for gaps and dips and spikes, allowing us to figure out where we are strong and where we need help. In terms of certain academic behaviors, we can quantify student learning to some extent and improve our practice as a result.
And yet, we know this is not enough. We know our students bring with them so many other kinds of data. So many other factors contribute to academic success: the atmosphere in their homes, the demands of their out-of-school school schedule, the physical concerns that distract them, the passions and obsessions that consume them. These things are much harder to measure, so we don’t even try, focusing instead on the things we can convert to numbers.
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