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Perfect answers to common questions teachers have about making...

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Perfect answers to common questions teachers have about making...

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Important part but it can also be the most challenging...

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Important part but it can also be the most challenging...

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Important disposition for our students to grow and obtain...

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Important disposition for our students to grow and obtain...

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Important thing to remember when starting with an authentic problem.

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Important thing to remember when starting with an authentic problem.

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I have heard this a lot when it comes to implementing Maker Spaces. At Randall in Waukesha STEM they did not have to spend too much on materials. Most of it was recycled items from families at the school or from local businesses. They recycled tons of household items such as: toilet paper rolls, tissue boxes, etc. and used them for maker projects. "Some of our favorite materials have been duct tape and cardboard.." (pg. 20)

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It was interesting to see all the different maker types of people and how some are not even seen as creative to the untrained eye. I myself found I identify most with the artist and a bit of the engineer. This part of the book makes an important point that we need all different types of creative teachers to show many different ways of thinking. There is not one set way to be "creative" and it's important to teach students that as well.

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I feel we have to lessen time on another area to make time for maker. We are held to a standard of strict timelines and the idea of maker wants to move away from this. I do however enjoy the comments made about we no longer live in a factory style economy and school should no longer be structured as one. We need to change with the world around us.

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I personally think I’m the engineer aspect of creativity. I like a structure that I can test, revise, analyze and refine. It’s similar to tailoring instruction to meet the needs of all students. While reading this, I also envisioned the type of creative mindset my grade team is, which are different than mine. I think some of these creative outlooks compliment each other and help get to a better understanding of how to make students channel their own differentiated creativity outlook.

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Understanding our own creative approaches and that of our students (particularly those who struggle with procedural compliance) will help ensure we are using this type of framework to allow opportunities for us and our students to have a sense of autonomy and identity during the learning process.

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In every school I've worked in there has been the tension between what teachers want to do and how to achieve the pacing or desired fidelity of the curriculum. When implementing this type of framework, the book is correct to point out that question as a potential obstacle. Perhaps we need to show examples of how flexible we can be using the workshop model using this framework.

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It might be nice to talk to Kelly Rado to discuss how she uses a program called Purposeful Play 3 times a week for 20 mins with her class. Students make choices from a board of options and work in small groups on creative problem solving/ drama/ art etc. (6 areas). It sounds like the perfect way to introduce Making to the younger age groups. The book has specific minilessons  for each week. Perfect for problem solving and conflict resolution.

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I personally have never considered myself a creative person, so I enjoyed how these first two chapters addressed all the misconceptions about creativity. This chapter broke down all the different creative types of people very well. It not only made me realize what ways I can potentially be more creative, but it also gave me more things to look for in each of students. While reading about each creative type, I was able to envision each of my students that fall into each type. I felt it gave me a new insight on my classes overall creative potential. The myth behind the "creative type" is summed up very well on page 37.

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Important idea when thinking of maker as something else we have to add in...also a connection to careers.

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Key to share with staff, so important to not go straight to create step in order to make a more focused process.

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Idea for look, listen and learn stage in science.

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Idea for look, listen and learn stage in social issue Reading unit.

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Idea for look, listen and learn stage in student leadership extracurriculars.

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Idea for look, listen and learn stage in writing and reading.

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I agree with this short chapter on the importance of creativity being taught and encouraged once devices have been acquired. Creativity will sometimes happen organically, but we also need to find opportunities to provide students with challenges that allow and encourage them to be creative.

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After reviewing the different approaches to creativity, I think that I would consider myself a mix between the "point guard" and the "engineer." In my role, I am constantly looking for ways to "mix it up" and find a better solution or approach to something that already exists and have to do something, such as a lesson, differently by utilizing new tools and resources. At the same time, I enjoy focusing on the experience that comes from the new learning and identifying ways to create new opportunities for learners. One recent example I can think of for me is the variety of learning partnerships between older and younger students within SDNB that I have helped to facilitate.

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This chapter reminds me of the “personality colors” questionnaire teachers would take to find out what your teaching strengths were. Back in my day, a principal would place you in a gradelevel  based on the “colors” of your team. All Maker teaching styles are needed at each grade/building for balanced learning styles.

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Megan, I highlighted the same part about having an authentic audience. This is one area that has intimidated me as a teacher because I always worry that what is being shared isn't "perfect" or polished enough to show off. Like a piece of writing work that hasn't been published yet, just not quite ready. It's different when we hang up/share student works-in-progress (or that aren't perfect) within our own halls. I feel if we're taking someone's (a professional's) time to share student work, the work should be personal best quality. I'm working on how to motivate students to demonstrate their personal best.
Jenna, I noted the same concern about timelines. I, too, believe we need to change schools, as the world around us continues to change. I feel like Elmwood was headed in this direction years ago, and it seems we've swung back to typical "business as usual" and look like every other school.

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See Creativity for What It Is

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“Creativity often stems from pain and conflict.” This point was made on p. 35. "[Creativity] starts with problems we encounter and situations where time, resources, and information are limited." It is not often the result of complete freedom.
I also made a connection to True Colors. As with the Colors, I feel there are shades of each type of creativity within us. Personally, I feel I’m primarily an Artist, with bits of Architect and Hacker.
My favorite part of this chapter was the end...

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I enjoyed that it discussed there is no specific end goal- it is a constant cycle that allows room for revision and improvement. Personally I think the most essential components of the cycle is the look,listen learn (to generate ideas linked to empathy) and the launch (to receive feedback to revise and improve)

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I enjoyed that this chapter laid out step by step ways to get students to look, listen, and learn. While reading, I thought about applying it to my maker project of animals.
1.phenomenon: Koko the gorilla and communication.
2. Wonder: what would animals tell us?
3. Issue: mistreatment of animals
4. Empathy: what bothers you about it
5.specific problem: specific animal mistreatment (dog fights,zoos,circus, hunting)
6. Product idea: zoo+ sanctuary
7. interest: learn more by researching

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I thought this yogurt stand analogy might be helpful for staff to understand design thinking is a process, not a product or unit.

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The idea of “geeking out” is a great entry point for our students who haven’t developed social skills/norms/understanding in the same way as their peers.  It also lets us have fun with modeling the process.

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What I really enjoyed in chapter 4 was getting to look through all of the scripts. This approach is very new to me and I would definitely consider myself a beginner. Reading through these scripts helped me picture how I could implement some of these things within my own classroom.

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The last few pages had a really inspiring story about a young boy named Caine who made his own arcade. I think this could be something important to read to students to show them that creating really awesome things can even be done even with some cardboard and duct tape. To give students the motivation to create something great like Caine!

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This one really stood out to me, especially the part about how most students are asked to answer questions rather than questions answers. I think it s important for students to have chances to ask whatever questions they may have and be able to go off and explore the answers. When having a design thinking approach it's important for the students to research about something they choose and are curious about. I also liked how they gave you questions to ask students, such as: What do you wish you were learning now? This would be interesting to see students points of view on!

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Importance of wonder.

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Connection between wonder and careers.

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There are many powerful ways for students to research there questions besides just reading sources.

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"Sometimes the Bravest Thing You Can Do Is Ask A Question"

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"Sometimes the Bravest Thing You Can Do Is Ask A Question"

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This quote definitely struck me and made me realize that it is important to keep letting students know that no questions are stupid, even a seemly stupid one is a chance to learn! Littler kids wonder a lot and are not afraid to ask, whereas older kids hold themselves back because of fear of stupidity. We need to let older kids know they can have as much wonder as younger ones!

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So important for students to know that research can be fun & doesn't just include reading but may other ways of research. It's also important to know that multiple research styles can be used to better understand a single question.

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Notes: Every child has a wild imagination. Every child is born with a natural curiosity. Teacher's job to cultivate and nurture it. page 95: My students were supposed to be learning how to think like scientists, but all they had learned was how to think like me. The process does need to be modeled, and children of all ages need to spend time playing to help understand how their questioning begins.

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I loved the story of the daughter that sang "Frozen" for 2 hours straight! She asked tons of questions and wanted to get some information... but NOT from dad! LOL Isn't that the truth.. Teachers want to give the information to the child with the question. We need to be careful with how many resources to use to keep the process flowing without getting overwhelmed.

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Just like the Lucy Calvin’s framework, questioning should be modeled and practiced. Not because students don’t know how to ask questions, but to guide them into wondering about meaningful connections that will lead to  awareness and research.

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It seems like this phase of the cycle will take a long time, but enjoyed that it stated that it doesnt need a traditional framework and students can be researching in their spare time. There were many different types of research types explained but it seems like for younger grades, we would stick to reading or internet research because data analysis may be too hard for younger ones to fully comprehend. Reading research will be my main research point when the students complete their maker in animal nonfiction. I would like to maybe get an interview with a zoologist to help gain a better understanding!

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In my maker plan, we have laid out a student friendly summary of this chapter. First the students individually sketch 5 ideas (to avoid groupthink) Then, the ideas are presented anonymously to the group so introverts feel more secure in presentation of ideas. Finally as a group, everyone asks the questions in “choosing an idea steps 1-5” to narrow down on one idea. The best question asked is “is this realistic?” Then the students are able to narrow down on one idea without bias!

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The prototyping stage is the most exciting but longest part of the launch process. This is because students will make mistakes and have to revise. This is something students (or anyone) likes- to fail. The skill of perseverance comes into play because students need to know it’s okay to fail as long as they do not give up! I like the idea of started off with 45 min design challenge to get the students motivated and practice growth mindset in the prototyping process.

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Students are always so quick to create, this is a create framework and visual for all grades to use prior to creating the prototype.

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I love this idea and it would be great to share some examples with students of how ideas were developed like Apple and Facebook. Inspiring and gives making real purpose!

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Prototyping can be a magical time or project fatigue can set in...

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Prototyping can be a magical time or project fatigue can set in...

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Great to share with students during the prototype process.

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A great starting place for teachers and students to build making skills before participating in a larger project. Ideas on page 162-163

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Questions to discuss as a school when thinking about our new space.

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Great resource for purposeful peer feedback that highlights strengths and offers revision ideas to improve prototype. Going to try this with my class!

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This is a great idea to share with students, the purpose of marketing your idea to your target audience. Promoting it is an act of service...

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Purpose of making and the launch cycle, the importance of it for all students.

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I also liked the analogy of the yogurt stand; the final product is distinctly yours, but the process is common to everyone.

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Key words to remember: positive risk taking. Risk taking is challenging enough in a large classroom. Having a safe environment helps a great deal.

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Perfect way to begin in primary grades.

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I love the list of brainstorming ideas to make sure all students are expected to share.

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“What do you do to mitigate these fears for your students so they don’t give up?”  Nice list of ideas to helps kids realize adults get frustrated with projects too.

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I was going to take a picture of the chart for peer feedback. I like how specific and structured it is. I especially like the feedback part that gives 2 things that worked well and 1 thing for improvement.

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I like the idea of starting with awareness. One that popped out for me this year is starting with awareness about a specific issue. A problem I’m struggling with this year is choosing a focus area for a Maker project. I feel like anything I come up with is contrived. However, if I pose a question like, “What is one thing you wish you could change about the world,” or, “What is the biggest issue facing our school,” I think the kids can zoom in on a real-world issue they care about.

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“Every child has a wild imagination. Every child is born with a natural curiosity. It is not something we have to teach, but it is something we must cultivate and nurture.”
I think we need to be careful. The more skills and content we (schools) prescribe at younger and younger ages, the less we’re cultivating their own natural curiosity and wonder.

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So true that researching is about discovering and building an understanding, not just finding answers to a bunch of questions. I like the idea of having students working together to rate the questions.

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Our young students need a clear picture of the process in order to be successful navigating ideas.

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I appreciated the list of reflective questions for creative learning spaces. A couple I thought were key:
How will you handle students finishing at different rates?
What kinds of “brain breaks” will you offer to students who need to step away from the prototype?
How will you spend your time when students are in the prototyping phase?

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As with the writing process, this may be the most challenging part of Making. I love the comparison to starting at (or moving too quickly to) the top level of a video game, and how boring that would be.
I also liked the chart, and as Colleen mentioned, the idea to have students become better critics by using the prompt, “two things I like and one thing to change.”

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I’m just going to leave this here...

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“There’s a place for going big. If you created something you are proud of,  why not send it to the world?” The moon landing was a perfect example of why we would want students to “market” what they’ve designed and made.

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The "Navigating Ideas" phase might be helpful for educating staff because it is similar to using the workshop model. During the work time, the environment might look messy, but the learning and activity is actually highly structured. Any techniques that help staff see that they are already doing parts of this process might be helpful to encouraging deeper dives into the design process.

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If there is any place where the design-process is difficult for students with disabilities, it is the creation itself. Due to difficulties in surface learning and attention/automaticity, our students with learning differences tend to have a more "fixed" or deficit-view of themselves. It is crucial that we take the time to explicitly explain that making mistakes, failure, and iteration ARE the expectations and are simply part of the success criteria.

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What the author describes here is just good teaching, but I'll expand on his use of scaffolding beyond younger/older students to encompass students with disabilities. For these students, their disability might delay surface learning and making typical connections "automatic," which impairs their cognitive efforts that are "routine" for most students. Knowing the students and providing those scaffolds is essential. Again, this is all things good teachers already do, so this is nothing "extra" for staff to learn or do.

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Good teachers know that if a student is asking "why" regarding a task, then we didn't do a good enough job explaining the purpose of task. When the "why" question comes up for actual learning instead of a procedural question, we should use it as teaching time because the student is trying to understand how the world works. Paula Kluth encourages school staff to constantly be questioning everything in order to ensure we don't become trapped by bias or preconceived notions; we should be mindful of this and allow students to ask the "why" question and use it to better improve our own teaching and their understanding.

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Item 7 sounds an awful-lot like what teachers are doing every day in reader's and writer's workshop.
There is nothing "new" in design-thinking process for teachers, it's just understanding that we're already doing much of it, and being more mindful of using those strategies and techniques to empower students

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This particular quote I think highlights one of the common flaws Special Education falls into that using the design process might help alleviate; lowered expectations. Too often we provide supports and services that prepare the road for the kid, when we should be preparing the kid for the road.

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I found it eye opening to read about brainstorming and how traditional old-school actually does not work the best. Especially as a group because introverts are less likely to speak up and could have something very valuable to say. It's important to think of this in the maker process and let students instead brainstorm in isolation first.

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I found it eye opening to read about how old-school brainstorming in a group may not work. Members could be afraid to share, especially introverts. This means many great ideas could be missed. I think it's important to keep all students in mind during the maker process and the differing personalities they have. I would be better to have students brainstorm in isolation first so they can internalize their ideas!

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Sometimes they maker process can be hard and some students may feel like giving up. Especially after their first try may not work. I like this part of the chapter because it talks about ways to help kids not give up. I think it's important for teachers to be open to students about their mistakes so students can see it's ok to make mistakes too. Also the growth mindset goes with our school belief as well!

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I found this section about encouraging students to ask questions very interesting. I think it gives great tips on how we can support students critical thinking and questioning process. Additionally, these are great strategies that we can apply in other content areas as well.

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As students get older, they have a lot of background knowledge on this process. A lot of the steps mentioned here are very similar to research steps students are taught to take in nonfiction research units.

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I like how they address students who struggle to come up with ideas or are more hesitant to share. As one who is new to maker’s projects I can understand how brainstorming ideas  and starting the whole process can be intimidating. It’s importatnto remember that all kids have great ideas to share, just some might not be confident enough in their ideas to share them.

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For someone who is new to makers projects and to teaching in general, I really appreciate how nicely this book lays out ideas and activities that can be implemented in the classroom. A lot of these things can seem very overwhelming especially to someone with little knowledge. However, this section is just one example on how nicely this book breaks things down and makes it all seem less intimidating and stressful to implement.

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I think this would be some good wording to remember when eventually doing the design challenges with students. From the start we should try and get them into this mindset of improving not fixing, this shows students they have a chance to make their creation even better!

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We should try to get Elmwood involved in this day as a way to help promote our new makers space in the beginning stages. Celebrating this day may make more student/teachers aware of designing and how beneficial it is to learning.