"During my poster session at ISTE, I must have been asked dozens of times: “When do students use your Makerspace? How do you organize scheduling?”
I am in a magnet middle school on a flexible schedule. I have an extremely supportive administration and staff and an enthusiastic student body that’s eager to learn. I realize that these circumstances won’t apply to everyone and that I’m very lucky to be in the place that I’m in.
That being said, here’s how and when students at Stewart Middle Magnet use our Makerspace:"
I am a huge proponent of using hands-on, interactive learning activities to explore ill-defined problems as a way of teaching for all age groups. Given the spontaneity and uncertainty of these types of active learning environments, I believe educators should observe, reflect on, and analyze how learners interact with the materials, the content, the educator, and the other learners. This practice is in line with the teacher as ethnographer.
In my role as a teacher as ethnographer, I made some initial observations during my first two weeks of teaching maker education for elementary age students. With half the kids under 7, I learned a bunch about young makers.
You've heard some good stuff about the maker movement such as how making helps students learn through embodied cognition, creates a mindset that's empowering, and builds creative confidence. You're interested in crafting some maker lessons but don't know where to start or how to do something that works in your classroom. Or perhaps you're worried that you don't have time to do a long, involved project. How do you still teach the Common Core or cover the required curriculum? These simple steps will get you started.
The entire concept is really quite simple. The Mobile MakerSpace carts that line the hallway leading into our Media Center are capable of transporting new opportunities and tools to virtually any space in our school. Whether it’s high-tech 3D printing and modular robotics or low-tech knitting and plastic construction blocks…the carts contain tools that elicit collaboration and unleash student creativity.
Innovation In Libraries Can Lead To Innovation In Schools by Terry Heick Libraries are brilliant because books are brilliant. So how we organize those books is no small matter—and deserves additional scrutiny as technology changes things.
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.
Sadly when most educators think of Bloom’s they think of just the single domain, the Cognitive, that rules so much of what we do in education. Had we focused on all three domains equally we may have better understood the part we do use and be much closer to a holistic view of education where the ‘Affective’ and ‘Psychomotor’ domains are viewed as equals to the cognitive. It is a shame that partly due to our obsession with Bloom’s we ignore the important aspects of our student’s feelings (hearts) and their doings (hands) despite these clearly playing a part in the taxonomy.
In a student-centered classroom, it is important for students to take ownership of their learning and make it meaningful in a way that fits their needs and learning styles. This is much easier said than done. As a teacher, it can be difficult to get out o
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