# data[].attributes.body
For this CLT, I focused on content that would help educate and motivate educators in my current school to start incorporating more Makerspace into their classroom. As Tech Advisor at my school, I feel like it is my role to not only educate them on the importance but also provide them with some tangible ideas as to how to get started. I have chosen Padlet to showcase all my resources.  I included a range of no, low-, and high-tech activities inspired by Kafai and Jayathirtha (2020) and Lister (2015). Using everyday objects during makerspace will help students develop skills they will later need when programing and coding with technology (Kafai and Jayathirtha, 2020, p. 308). This resource is a high importance if we want makerspace to thrive in our schools the “right” way. By sharing these resources with my staff, I can empower teachers to implement high-quality instruction in their makerspaces, help them see the potential of maker-based education, and help them use makerspaces to their full potential. (Rouse, Krummeck, & Uribe,2020, p. 35).

# data[].attributes.body
This resource would be an article to provide knowledge to my coworkers about the makerspace move moment. It addresses the impact of maker education its approach to learning. This article provides a list of books, essays, and research studies exploring Maker education. This would be a good resource for those stubborn teachers that need a little convincing as well as a resource for myself.

# data[].attributes.attachment_link.readable_text
Washington
Few trends in K-12 ed tech are as hot-or as under-researched-as "Maker" education.

The term generally refers to using a wide variety of hands-on activities (such as building, computer programming, and sewing) to support academic learning and the development of a mindset that values playfulness and experimentation, growth and iteration, and collaboration and community.

Typically, "Making" involves attempting to solve a particular problem, creating a physical or digital artifact, and sharing that product with a larger audience. Often, such work is guided by the notion that process is more important than results.

The Maker Movement has its roots outside of school, in institutions such as science museums and in the informal activities that everyday people have taken part in for generations. It began exploding about a decade ago, thanks in large part to the enthusiastic audience of Make magazine and the popularity of public events such as Maker Faires (the most well-known of which was hosted by President Barack Obama at the White House in 2014.) The rise of cheap digital tools, including microcontroller platforms such as Arduino and rapid-prototyping tools such as 3-D printers, has in recent years lent the movement a decidedly techie flavor.

Efforts to bring Making and "Maker spaces" into K-12 schools are still "nascent," said Erica Halverson, an associate professor of curriculum and instruction at the University of Wisconsin-Madison and a leading researcher into Maker education.

But that's changing fast.

"I've seen a range of models, from putting a Maker space into the school, to importing Maker practices into classrooms, to working with an external Maker space to build connections between what happens in the classroom and in spaces outside of school," Halverson said in an interview.

While exciting, that trend has begat a number of questions and tensions, many of which are just now beginning to be explored by researchers.

Among the most significant:

Bringing "Making" into K-12 schools has prompted a much sharper focus on diversity and equity, which many observers view as much needed in a movement that has tended to focus on the interests and experiences of middle-class White males.

Many proponents fear that the Maker Movement (often characterized by unstructured, voluntary opportunities for creativity and exploration) will be diluted or fundamentally changed inside schools (with their bell schedules, demands for equal participation, and test-based accountability regimes.)

Some fear the corporatization of Maker education, particularly as schools and policymakers have embraced the movement as a way to promote STEM (science, technology, engineering and math) education and workforce preparation.

There is growing interest in whether Maker education can help boost student learning outcomes, including test scores.

But at the same time, the rise of Maker education is also prompting some educators to ask, "What counts as learning?"

For those interested in reading more, following is a (non-comprehensive) roundup of nine recent books, essays, and research studies exploring Maker education in K-12. The list is drawn in part from work presented this past weekend at the annual conference of the American Educational Research Association, held here.

1. The Maker Movement in Education (Erica R. Halverson, University of Wisconsin-Madison, and Kimberly M. Sheridan, George Mason University, in the Harvard Educational Review, Winter 2014.)

This oft-cited essay offers a context for analyzing and understanding the Maker Movement, focusing on the distinctions between Making (activities), Maker spaces (communities of practice, usually centered around a physical space), and Makers (a personal identity.)

In addition to offering a concise history of the Maker Movement, its roots, and concerns and questions that have arisen around it, Halverson and Sheridan discuss the tensions associated with bringing Making into schools.

"Bringing the Maker Movement into the education conversation has the potential to transform how we understand 'what counts' as learning, as a learner, and as learning environment," they write.

At the same time, however, "perhaps the greatest challenge to embracing the Maker Movement in K-12 schools...is the need to standardize [and] define 'what works' for learning."

2. The Promise of the Maker Movement for Education (Lee Martin, University of California-Davis, in the Journal of Pre-College Engineering Education Research, 2015.)

Three elements of the movement are key to turning 'Making' into a good learning experience, Martin writes: Affordable digital tools that can provide young people with new ways to interact with physical materials; a community infrastructure (in the form of meetings, events, and online social networking) that cultivates the sharing of ideas and examples; and a "Maker mindset" that encourages students to "believe they can learn to do anything."

When Maker education is happening right, Martin contends, it can help students develop not just content-area expertise, but also interest in learning and an identity as a learner. As yet, though, "empirical evidence specifically about making is limited," Martin acknowledges.

3. Invent to Learn: Making, Tinkering, and Engineering in the Classroom (Sylvia Martinez and Gary Stager, 2013)

The seminal handbook for teachers and educators who want to bring Maker Education into their schools and classrooms. See this 2014 Q&A I did with the authors.

4. Making Through the Lens of Culture and Power: Toward Transformative Visions for Educational Equity (Shirin Vossoughi, Northwestern University and Paula Hooper and Meg Escudé, Exploratorium, forthcoming in the Summer 2016 issue of the Harvard Educational Review.)

This essay critiques prevalent notions of Maker education as too focused on white middle-class males and their interests.

As a result of that focus, the authors contend, the "histories, needs, assets, and experiences of working-class students and students of color" are too often ignored and devalued in Maker education, and efforts around equity are often focused on bringing such students into unfamiliar or unwelcoming spaces, rather than changing the spaces themselves.

What can be done?

First, the authors say, those involved in Maker education need to be willing to tackle educational injustices, such as ensuring that Making is not limited to well-resourced schools. Second, the notion of what constitutes legitimate Maker activities needs to be broadened to include community-based practices from multiple cultures (think more sewing and crafting, in addition to computer science and robotics.) And third, Maker education needs to include a heavy focus on effective pedagogy, including a willingness to avoid fetishizing "self-directed learning" and instead focus on ensuring that teachers in Maker spaces know how to support all students.

5. Resourceful and Inclusive: Towards Design Principles for Makerspaces (Kimberly M. Sheridan, Abigail W. Konopasky, Asia Williams, Grace J.J. Wingo, George Mason University, paper presented at AERA 2016.)

Key to making an effective Maker Space that works for all students, the authors write, is encouraging "resourcefulness," or the ability of participants to draw not just on their own internal skills and experiences, but the assets of other people and their surrounding communities.

Through case studies at two very different Maker Spaces (one a community-based site in a low-income neighborhood in Detroit, the other a digital game-design program run in partnership with their university), the authors identify three design strategies they believe can make this possible:

Asset mapping and building of communities of practice, to identify potential resources.

Building "studio environments" that mix demonstration lectures, individual work time, and critiques and exhibitions; allow youth to shift among different roles; and are welcoming to both novices and experts.

Creating "figured worlds" that are separate from school and home and allow youth to develop new identities.

When it's all working, the authors write, "each member [of the Maker space] is looking for opportunities to solve their own and others' needs and wants," while adults are focused on creating new possibilities for youth inside the space and new connections and opportunities for youth out in the world.

6. Making Publics: The Iterative Design of High School Makerspaces (Amy Stornaiuolo and Phil Nichols, University of Pennsylvania, paper presented at AERA 2016.)

A relative handful of new or redesigned high schools around the country are organizing themselves around the Maker approach, including the pseudonymous Collaborative Design School that served as the case study for this paper.

Attempting to integrate "Making" practices and philosophies into K-12 schools in struggling urban districts can lead to big challenges, the authors found.

One of the biggest: Trying to convince low-income students of color (too often labeled as failures) and district administrators (too often obsessed with labeling schools as failures) that failure can in fact be a valuable way to learn.

The case-study school's "emphasis on trial and error, experimentation, and productive failure sat in uneasy alignment to the school's competency-based curriculum and assessment practices," the authors wrote. "Many of the students expressed trepidation or anxiety about how their participation in the [Maker space] 'counted,' and some expressed reluctance to change material they had worked hard to complete."

To counteract this dynamic, the school (and researchers, who worked as participant-observers) attempted to engage the students with multiple audiences, through presentations, conferences, research projects, and the like.

They found that it can work-"for some students, in some ways, at some times."

"In other words," the authors wrote, "'Making' should not be understood as an inherently liberatory or transformative set of practices, and 'Maker spaces' should not be positioned as panaceas that can be inserted into classrooms as an autonomous fix for 'failing' schools and 'at-risk' students."

7. Electronic Textiles as Disruptive Designs: Supporting and Challenging Maker Activities in Schools (Yasmin B. Kafai and Kristin A. Searle, University of Pennsylvania and Deborah A. Fields, Utah State University, in the Harvard Educational Review, 2014.)

E-textiles "challenge current Making conventions" as well as popular conceptions about computer-science-related teaching and learning, the authors write, because they incorporate "soft" materials and practices, such as sewing, that are often associated with femininity.

Through observing a series of making workshops for high school students, they conclude that working with e-textiles can have a number of benefits, including making the basics of how technology works more transparent to students; valuing aesthetics as a way of supporting student engagement and learning; and challenging students' preconceived notions about who gets to work with computers.

8. Sewing Electronics in Science Class: Improving Student Interest in Science (Jiangyue Gu, Colby Tofel-Grehl, Deborah A. Fields, Chongning Sun, Cathy Maahs-Fladung, Utah State University. Paper presented at AERA 2016).

The researchers behind this study employed a quasi-experimental design in which 8 th graders in a rural middle school were assigned to one of two science-class units on circuitry. Both of the units were taught by the same teacher, but one was taught using traditional methods and materials, and the other was taught using e-textiles.

The researchers found that academic performance between the groups was the same, but the students who took part in the e-textiles unit (which involved sewing and hands-on Making activities focused around projects the students got to choose themselves) showed increased interest in science and reported receiving increased encouragement to pursue science from their friends, families, and teachers.

Those changed attitudes can be particularly important in helping middle schoolers from groups that are traditionally underrepresented in STEM pursue related academic programs, the authors believe.

"Because students could embody their personal interests in their e-textile projects, they might have been more interested in sharing their projects with family and friends, providing a context for potential change in the ways those viewers perceived and identified them with science in positive ways," they wrote.

9. "Spill Your Ideas With No Judgment": Exploring How a 'Judgment-Free' Youth Community Makerspace Supports African-American Girls' Engagement and Identity Work as Community Makers and Engineers" (Edna Tan and Faith Brown Freeman, University of North Carolina, Greensboro. Paper presented at AERA 2016).

Researchers have tended to focus on why many African-American girls don't identify as scientists and often end up excluded from higher-level science courses, identifying factors ranging from disparaging assumptions and stereotypes held by their teachers to low expectations from their guidance counselors.

What's needed now, Tan and Brown Freeman contend, are solutions. And the starting point for that is "judgment-free" spaces that "intentionally, mindfully, and consistently seek to position African-American girls...as capable youth Makers."

The authors argue that happens through the following strategies:

Maker-related opportunities with no imposed selection criteria (such as minimum grades or an application.)

Physical spaces where the girls have experienced a prior sense of belonging.

Freedom to choose their own projects and partners.

Access to power tools, laptops, computing devices, and digital hardware.

Opportunities for "distributed expertise," in which the girls are allowed and encouraged to take on multiple roles and help each other.

Photo: Abdullah Haseeb, 4, works with "circuit blocks" in the MakeShop at the Pittsburgh Children's Museum.--Jeff Swensen for Education Week-File See also: for the latest news on ed-tech policies, practices, and trends.

# data[].attributes.attachment_link.title
The Maker Movement in K-12 Education: A Guide to Emerging Research

# data[].attributes.attachment_link.description
Washington Few trends in K-12 ed tech are as hot-or as under-researched-as "Maker" education. The term generally refers to using a wide variety of hands-on activities (such as building, computer programming, and sewing) to support academic learning and the development of a mindset that values playfulness and experimentation, growth and iteration, and collaboration and community.

# data[].attributes.body
This easy read resource is great for educators to give them a quick overview of the main points of makerspace. It discusses empowerment of students, low tech importance, and a maker mindset. This is a quick read for a staff member who is not going to sit and read pages and pages and just might need to slowly be introduced to the maker movement.

# data[].attributes.body
This resource is a playbook which I know is lengthy but some of my coworkers would prefer to print this off and read it as summer reading. So I am trying to reach all of my coworkers learning styles. It covers all of the foundational fundamentals of makerspace and bring into play the need for diversity in makerspace.

# data[].attributes.body
This is resource would be a great starting point for after I have convinced a staff member of the importance of makerspace in their classroom. Now, how to they actually start. They understand the importance of it but what do they actually do now. This would be where I would send them to first.

# data[].attributes.attachment_link.readable_text
Learning by making has been around since long before edtech-just think about what the adventurous explorers or intrepid settlers of yore would have thought of "Do-It-Yourself." But with thousands of kid-friendly tech tools and a whole World Wide Web of resources out there, creative, interesting opportunities for learning-by-making abound for everyone.

Okay, so with all those resources, where should you start to build a makerspace? Here at EdSurge, we've rolled up our sleeves, put on our protective goggles, and built a Maker Guide from scratch, just for you.

Read on for ideas from the educators and entrepreneurs who think making 24/7, including what is involved with project-based learning and making in the classroom and tried-and-true lessons from the field on starting your makerspace.

Making on a budget? We surely do. We've got ideas for stocking your space with resources from your arts and crafts closet, plus inspiration from educators working to bring makerspaces to low-income and all-girls classrooms.

Looking to create a makerspace in your home or classroom? Here are some supplies you might need, ranging from ones you can find in your desk drawer or arts and crafts closet to ones you can buy that are specially designed for makers like you!

What supplies do you use in your makerspace? Share your suggestions in the comments section below!

# data[].attributes.attachment_link.title
How to Build Your Makerspace - EdSurge Guides

# data[].attributes.attachment_link.description
Learning by making has been around since long before edtech-just think about what the adventurous explorers or intrepid settlers of yore would have thought of "Do-It-Yourself." But with thousands of kid-friendly tech tools and a whole World Wide Web of resources out there, creative, interesting opportunities for learning-by-making abound for everyone.

# data[].attributes.body
Here is a great resource on low tech Tinkering labs. I would use this with my co-workers to show them that not all makerspaces have to do with technology. So many educators think they need to be tech savvy to be involved in makerspaces or STEM projects. This “tinking” approach is so important even with no tech material (Kafai, Jayathirtha, 2020)

# data[].attributes.attachment_link.readable_text
Welcome to Tinkering Spaces, and informative and inspiring series of makerspace interviews with makers and tinkerers of all kinds: parents, teachers, librarians, and artists.

If you're scratching your head because you can't figure out where to put your children's art materials, hatching a plan to turn your laundry room into an art room, or shifting furniture to make room for a new easel, these interviews are sure to give you food for thought.

Tinkering Spaces Interviews and Tours

Missy Pepperpot takes on a tour of the Children's Art Factory play and creativity space in Guelph, Ontario, Canada.

Emilie Brehem gives us a peek into her wonderous homeschool environment.

Mariah Bruehl of Playful Learning shares how her family makes learning playful in this language-rich environment.

Shannon Hyman of Kaechele Library Learning Commons shares how her library turned itself into a maker space. Ukranian online casinos: https://sport-xl.org/casino/.

Meri Cherry of Kol Tikvah is an atelierista who shares her Reggio-inspired early learning classroom.

Jean Van't Hul of the Artful Parent gives us an inside look at her inspiring laundry room-turned art studio.

Megan Schiller invites us into her colorful sunroom/art studio.

Lisa Carrie Goldberg from Action Potential Lab shows us her curiosity cabinet-meets-science lab-meets art studio. Inspiring!

Meri Cherry or MeriCherry.com tours us around her Southern California Backyard Art Oasis art studio.

Compact STEAM Studio: Make a fold-away STEAM table with Hillary and Ilan Frank.

Turn a porch into a family art studio with Cristi Wuenshcel from The Keeper of the Memories.

Stay tuned... More tinkering and maker space interviews coming soon! Keep this page bookmarked!

# data[].attributes.attachment_link.title
Tinkering Spaces | Makerspace Tours and Interviews - TinkerLab

# data[].attributes.attachment_link.description
Welcome to Tinkering Spaces, and informative and inspiring series of makerspace interviews with makers and tinkerers of all kinds: parents, teachers, librarians, and artists. If you're scratching your head because you can't figure out where to put your children's art materials, hatching a plan to turn your laundry room into an art room, or shifting furniture to make room for a new easel, these interviews are sure to give you food for thought.

# data[].attributes.body
This reminds us that makerspace should be inclusive spaces and embrace diversity and include all genders. It offers eight different specific groupings that are using ignored when planning for makerspaces. This is extremely important for my current staff. I want my staff to read this carefully and take a look at each of these at categories and see how they can make sure that they are being inclusive in their own classrooms.

# data[].attributes.attachment_link.readable_text
5. Physical Disabilities

Accommodate youth with physical disabilities in your makerspace by addressing two prominent impairments: vision and mobility.

Vision
Run a 3Doodler workshop for youth who are sighted and vision impaired. The 3Doodler Start pen has cool-to-touch plastic and no hot parts, making it easier for youth who are blind and vision impaired to use. The visually impaired can now draw and tactilely "see" their images using this pen. This 3D pen was awarded a Royal National Institute of Blind People ( RNIB) product endorsement, which recognizes outstanding products for the visually impaired. It was the RNIB who added the audio-based instruction guides, allowing vision impaired youth to participate more fully.

Mobility
Can youth move around and acquire items independently in your makerspace? Even in a wheelchair, walker or crutches? Furniture, placement of supplies and passageways should be viewed through the lens of youth who have limited mobility.

6. Differently Abled
Inclusive makerspaces provide resources to youth who are differently abled.
How well do you accommodate participants who are left-handed? Invest in left-handed scissors for your makerspace. When leading crochet sessions, have visual instructions for left-handers available. Being right-hand dominant, I have a hard time trying to show students how to crochet. We have books in our library makerspace, such as I Can't Believe I'm Crocheting, which provide visual instruction for both right- and left-hand-dominant youth. And the Crochet Guild of America crochet guide for left-handers, which includes picture guides and video links, is just one of many resources available online.

7. Learning Disabilities
Inclusive makerspaces design curriculum and provide activities to address the needs of students with learning disabilities.
Students with learning disabilities benefit from maker activities. Increased self-esteem, enhanced communication and better social skills are just a few benefits. Many maker activities support individual exploration, while others require teamwork. Offering a variety of options allows youth with special needs to choose based on their comfort level and personality. My experience has shown that often students initially work individually on maker projects and over time they work with others as a team.

8. Language Proficiency
Inclusive makerspaces transcend language proficiency as making becomes its own language.

# data[].attributes.attachment_link.title
8 Ways to Build a More Inclusive Makerspace

# data[].attributes.attachment_link.description
5. Physical Disabilities Accommodate youth with physical disabilities in your makerspace by addressing two prominent impairments: vision and mobility. Vision Run a 3Doodler workshop for youth who are sighted and vision impaired. The 3Doodler Start pen has cool-to-touch plastic and no hot parts, making it easier for youth who are blind and vision impaired to use.

# data[].attributes.body
Sometimes we have all the materials but we need a spark or a starting point for our students. Some of our students might be needing some inspiration to just get started. As educators we might need to provide our students with a goal or a starting point sometimes and this is a good resource for that.

# data[].attributes.attachment_link.readable_text
Step-by-step

We make it easy to learn how to make anything, one step at a time. From the stovetop to the workshop, you are sure to be inspired by the awesome projects that are shared everyday.

Made By You

Instructables are created by you. No matter who you are, we all have secret skills to share. Come join our community of curious makers, innovators, teachers, and life long learners who love to share what they make.

A Happy Place

Making things makes people happy. We can't prove it, but we know it to be true. Find your happy place, and join one of the friendliest online communities anywhere.

# data[].attributes.attachment_link.description
Instructables is a community for people who like to make things. Come explore, share, and make your next project with us!

# data[].attributes.body
This is a fantastic resource that introduces design thinking and is accompanied with videos for teachers. Many times, educators do not want to read through websites to this will be a good start for some of my staff members. There are also some great STEM ideas here also.

# data[].attributes.attachment_link.readable_text
George Lucas Educational Foundation

Find and share resources to help students engage in innovative processes for tackling complex real-world problems in human-centered ways.

Sort by:

How a visit to Starbucks inspired a change to flexible seating-and then some changes in teaching philosophy.

# data[].attributes.attachment_link.description
George Lucas Educational Foundation Find and share resources to help students engage in innovative processes for tackling complex real-world problems in human-centered ways. Sort by: How a visit to Starbucks inspired a change to flexible seating-and then some changes in teaching philosophy.

# data[].attributes.body
This resource as it includes free STEM challenges teachers could they easily incorporate into their teaching. Teachers love tangible ideas that they can take and use right into their classroom. These are simple and ready to use for teachers with materials lists.

# data[].attributes.attachment_link.readable_text
Can You Engineer a Marble Run?

Remember pinball machines? They are our inspiration for this week's STEM challenge. This week you will create a marble run with just a few ...

STEM Challenges

Read more

How Strong Is A Piece Of Paper?

We love fun and easy STEM activities! In this challenge, we will test the strength of paper by piling books on top of differently shaped pap...

STEM Challenges

Read more

Can You Turn A Jug Into An Instrument?

Can you turn a jug into an instrument? Our STEM Challenge is a great way to invite students to practice researching and using their imaginat...

STEM Challenges

Read more

Can You Build A Cranking Elevator To Lift A Heavy Load?

We all have ridden an elevator, so let's use our creativity and engineering skills to create one. This STEM challenge will have kids create t...

STEM Challenges

Read more

Can You Create a StickTogether Template Invention?

Using Stick Together we are going to have some fun with stickers! This STEM challenge will introduce your students' to pixels. StickTogether m...

STEM Challenges

Read more

Can You Fit Through An Index Card?

"Do you think you can fit through this index card?" You are going to love your students' reactions when you ask them this question. For this a...

STEM Challenges

Read more

Can You Create A Paper Plate Guitar That Plays Music?

"Music is a more potent instrument than any other for education" - Plato Did you know that music ignites all areas of child development and skill...

STEM Challenges

Read more

Can You Build A Bridge Using Only Pennies?

An easy way to keep students focused during this time is to encourage them to create and explore through STEM! Grab some pennies and let'...

STEM Challenges

Read more

Can You Build A Structure With Only 15 Pencils?

We all have extra pencils laying around, right? Let’s have some fun and use this STEM challenge that will have kids create their own structure...

STEM Challenges

Read more

How Far Can Your Straw Rocket Travel?

Straw rockets are fun on their own, but when you add a STEM challenge you make them even better! The challenge is to see how far you can ...

STEM Challenges

Read more

Can You Create A Makedo Neighborhood?

Using Makedo we are going to have some fun with being creative with cardboard! We have a STEM challenge that will introduce your students to de...

STEM Challenges

Read more

Who Can Fly The Most Cargo?

Paper airplanes are fun on their own, but we are going to take the paper airplane one step further this week and ask you to build a paper airpla...

STEM Challenges

Read more

# data[].attributes.attachment_link.description
Maker Maven is your #1 partner for award-winning STEM products and professional development. We can help inspire creativity, innovation, and discovery through custom designed STEM experiences that meet the needs of your school community.

# data[].attributes.body
This article should really be called “How to get everyone involved in STEM”. STEM has struggled to be inclusive across genders, ethnic groups, etc. Here is a great guide with some concrete steps for educators as to how to make an inclusive makerspace environment. It is much less about just getting the girls involved but really more about reaching all genders; equity for all is key here.

# data[].attributes.attachment_link.readable_text
All children are innately curious. Yet that shared drive to understand and shape the world hasn't translated to equity in science, technology, engineering and mathematics (STEM). The science and engineering workforce in the United States is still overwhelmingly male, despite the fact that women now earn more than half of all undergraduate degrees.

The way you teach and talk about STEM has a profound impact on your students. These 8 tips are proven to spark (and sustain) girls' interest in science, technology, engineering and math. Take a look at our video, too.

1. Emphasize all the creative parts of engineering.

"Creative, artistic students are often not interested in engineering because they think there's just one answer," says John Devitry, a Research Fellow at the Center of Space Engineering-Utah State University. But true innovation comes from unexpected combinations, so rather than emphasizing the linear and analytical side of engineering, talk about the importance of experimentation. Give students multiple opportunities to engage their artistic skills. Engineering is just as much about creative problem solving and artistic design as it is analytical skills, so actively encourage them to do both.

2. Ask your students what they're interested in, and then do it.

Stephanie Greer, DREAM Lab® coordinator at The Baldwin School, a PK-12 girls' school in Bryn Mawr, Pennsylvania, gives her students an interest inventory each year, and uses student passions to generate excitement about new skills. "When introducing them to the idea of designing a website or an app, I include their interests in my pitch: Maybe you're really fanatic about gymnastics. You love animals and want to help people understand how to best care for them. Using their own words creates buy-in," Greer says. Plus incorporating student interests keeps them engaged with the material and sparks interest.

Rachel Auslander, founder of Coder Gals, recommends Made with Code to stimulate girls' interest in coding. The free website, "has a lot of different projects that relate to a lot of different interests," Auslander says, including music, robotics, fashion and pop culture.

3. Help your student discover the power of visual-spatial skills.

Certain skills are necessary in STEM careers-and one of these, Devitry says, is the ability to envision and mentally manipulate shapes in space. You can help your students build their visual-spatial skills with GearUp, a free program that uses 3D computer aided design and creative challenges to build student capacity. No expertise is required to implement the program; teachers need only facilitate student exploration. By using these types of programs and strengthening visual-spatial skills, you are really helping prepare students for STEM.

4. Don't over-emphasize math and science-there's so much more to engineering.

One of the "biggest barriers" to pursuit of a STEM career is students' belief that they must be "good at" math and science, says Laura Laing, author of Math for Grownups and a former middle and high school math teacher. That "very dangerous belief" causes a lot of creative people to discount STEM fields 'because they're afraid of the coursework that leads up to it," says Randy Freeman, director of student programming for the Society of Women Engineers. As a teacher, remind students that they don't have to be perfect at science and math. Engineering is more about creative problem solving. Focus on this first!

5. Put tools in their hands, and let them experiment.

Natascha Neptune grew up helping her dad and uncles fix cars in the driveway. "I was the little helper," says Neptune, a senior mechanical engineer at the Wm. Wrigley Jr. Company. "That's what influenced my decision to go into mechanical engineering."

Unfortunately, many girls don't get the opportunity to do hands-on work at home or school, unless it's arts and crafts, says Julia Imbarrato, a science teacher at Keene High School in New Hampshire.

The Baldwin School's Greer recommends giving girls broad exposure to-and reasons to use-all kinds of tools, including sensors, probes, power tools and CNC machines. "One thing we should be teaching girls is that they're capable of learning anything, including how to use tools that have traditionally been in other people's hands," she says. One really powerful tool is the Solid Edge software available for free download.

6. Surround them with support ...lots and lots of good support.

Auslander started Coder Gals to provide other girls with the support she didn't have as a young girl. "I learned how to code in 6 th grade, but I didn't have any female role models to look up to. I didn't have any friends interested in coding. So I lost interest," she says. Be sure to have a network for support that will help reinforce skills. This will likely increase their level of participation and promote long-term interest. Coder Gals and SWENext, an offering of the Society of Women Engineers, give girls a chance to connect with other girls who share their interests.

7. Find projects that help others-students love this.

Research has shown that girls (and boys) respond favorably when STEM careers are positioned as an opportunity to help people. Talking about engineering and science as a way to solve problems and improve lives can capture the interest of young humanitarians, and provide the spark they need to persist. Programs such as Engineer a Better World and Design Squad Global offer inspiration and project ideas.

8. Connect with women who are working in STEM careers right now!

Girls who see women working in STEM careers are more likely to consider a career in science, technology, engineering or math. That's one reason why Neptune volunteers at school career days. "I bring a package of gum and ask students, 'How do you think we make this?' Then I tell them I work on machines that make and wrap gum," Neptune says. Consider checking out events by Society of Women Engineers, which gives girls the opportunity to work with professional engineers and other girls to solve problems and earn the recognition and respect of peers and industry professionals. You can use also Nepris to virtually connect girls with women working in a wide variety of industries, no matter where you live or teach.

At the end of the day, teachers can do a lot to help promote STEM with girls. Even highlighting cool projects or being a welcoming voice can go a long way. Plus, giving them the right software is huge. To download the Solid Edge software for free, go here.

Want a free "Think Like an Engineer Poster" as seen below? Download it here!

# data[].attributes.attachment_link.title
Learn How to Get More Girls in STEM with These Ideas

# data[].attributes.attachment_link.description
All children are innately curious. Yet that shared drive to understand and shape the world hasn't translated to equity in science, technology, engineering and mathematics (STEM). The science and engineering workforce in the United States is still overwhelmingly male, despite the fact that women now earn more than half of all undergraduate degrees.

# data[].attributes.body
Here are our higher tech makerspace projects and one of my favourite!  Sphero projects! This resource offers pdfs, materials, and everything you need to run a complete project using a Sphero robot with your class. These are fun and engaging and everything you need is right there for you.

# data[].attributes.attachment_link.readable_text
A project is a single, stand-alone activity.

Sorry, we found no results matching your selection(s).

A unit is a collection of projects. Some units are learning paths that must be completed in sequence. Others contain projects that are related but can be completed independently of each other.

Sorry, we found no results matching your selection(s).

# data[].attributes.attachment_link.title
Introduction To Strawbees For Grades 8-12

# data[].attributes.attachment_link.description
A project is a single, stand-alone activity. Sorry, we found no results matching your selection(s). A unit is a collection of projects. Some units are learning paths that must be completed in sequence. Others contain projects that are related but can be completed independently of each other.

# data[].attributes.body
This is the First Peoples Principles of Learning website. This is an important resource for educators in my school and an important aspect of makerspace. We need to always be making connections between Indigenous principles and learning, through community and collaboration.

# data[].attributes.attachment_link.provider_name
First Nations Education Steering Committee FNESC

# data[].attributes.attachment_link.title
First Peoples Principles of Learning - First Nations Education Steering Committee FNESC

# data[].attributes.attachment_link.description
This poster describes a set of learning principles specific to First Peoples. The First Peoples Principles of Learning were articulated by Indigenous Elders, scholars and knowledge keepers to guide the development of the curriculum and teaching of the the English…

# data[].attributes.attachment_link.embed_code
First Peoples Principles of Learning

# data[].attributes.body
This resource helps to bridge the gap of females in makerspace. There is a gender divide in STEM participation and it is important that educators in my school understand that and take that into consideration when creating a makerspace of their own. This resource can help develop a more inclusive makerspace for females

# data[].attributes.attachment_link.readable_text
Looking around a Maker Space or Maker Faire, how many girls do you see? Why aren't more girls involved in the Maker movement? Increasingly, Makers around the country have been asking these questions; we at Techbridge are eager to contribute to this conversation. At Techbridge, we're focused on inspiring girls in science, technology, engineering-and making.

Girls explore STEM (science, technology, engineering, and math) in our weekly after-school programs during the school year, and our week-long Summer Academy gives them a chance to dive deeper into a STEM theme.

This summer we challenged ourselves-and 60 girls-with a week of making, tinkering and coding. While planning and facilitating Summer Academy, we learned a lot (and, like good Makers, made a few mistakes) about what it takes to make female Makers. Here are our suggestions for how you can hack the gender gap in the Maker community.

Step 1: Recruit Girls
While it might seem obvious, you need to get girls in the door in order to inspire them to become Makers. When fighting the Maker gender gap status-quo, it's critical to make recruitment of girls a conscious effort. Give yourself plenty of lead-time to develop relationships with girls and parents, even if your program is already established in your community. We started talking to the girls about our make-themed summer program about four months before we wanted them to register.

We quickly learned that messaging about Making was important. While throwing around terms like "hacking," "programming," and "Arduinos" might evoke a Pavlovian response in seasoned Makers, it could elicit the opposite among the un-initiated (often including girls). Using descriptive language and showing sample projects helped paint the context of our Academy. We also looked to our girls to define how they'd like to describe the program. (For more information on how to message your Making programs to appeal to a wider audience, check out Changing the Conversation: Messages for Improving Public Understanding of Engineering).

To build excitement and buy-in from the girls, we gave them opportunities to shape the look and feel of the program. We ran a contest for the name of the program - the girls voted for "A Place for Tinker Belles and Tech Ninjas". We also had the girls design a t-shirt logo for the program (photo). During the recruitment process, we released a series of promotional materials-including flyers and paper dolls-based on their feedback in order to keep them engaged.

We also wanted girls to hear from other girls about why they should enroll in our Summer Academy. We created a video testimonial of girls who participated in our program last summer, and played it for all the girls in our programs. Tip: Look for female ambassadors in your program who can tell girls in their own words why making is awesome.

As you're recruiting, leverage the power of person-to-person invitations. It worked really well when we talked to girls individually, saying, "Hey, I think this would be a really great program for you." Don't underestimate the importance of telling a girl why you think she, specifically, will get a lot out of your Maker program. You can partner with school day teachers and after school programs to identify girls who would benefit from Making.

At Techbridge, we're lucky to have great relationships with our girls' parents as well. Because most of our parents didn't know about Making, recruiting girls also meant getting their parents on-board. Staff talked to parents in-person, sent emails, left voicemails, and ran informational workshops. Helping parents understand what the girls would be learning and doing was a big part of turning them into allies in our recruitment process. Interestingly, we heard from some parents that they thought hacking was a bad thing and were not sure that this would be a good thing for their daughters to learn. See more about involving parents below in Step 6.
Step 2: Create a Comfy Environment
Techbridge programs are all-girl environments, and this really appeals to the girls in our programs. Year after year, they tell us how much they enjoy having a place to work and learn that feels like it 'belongs' to them. Whether or not you're offering a girl-only program, it's important to create a welcoming environment for girls that will help them feel comfortable and keep them coming back.

In addition to accessible workspaces and materials, think about providing space for girls to connect, share and reflect. We set up beanbag chairs and break stations to allow girls to exchange ideas in a more casual way.

We were inspired by this social media station from Brit+Co. We've noticed that our girls love to tell stories about themselves, and are eager to share their ideas over social media. We figured we could take the Techbridge Tumblr page for the girls to post photos and updates about their projects throughout the week, which also helped involve the girls' parents in the program (see Step 6 below).

Makers rely on other Makers for support, feedback and great ideas, so we knew that we wanted to facilitate relationships between the girls in our program. On the first day of our program, we told all of the girls that they are already Makers, and heard about some of the experiences that they brought with them into the program. As a group, we set Community Agreements and to nurture our community of Makers, we played ice-breaker activities at the start of each day. Overall, we wanted to create an environment that was fun, friendly, and encouraged girls to see themselves as Makers.
Step 3: Make Growth Mindset a Visible Value
Many girls today internalize more messages about being a 'good girl' than they do about diving in, making a mess, and taking risks. That's one of the reasons we love Making at Techbridge. Our culture aims to make all girls feel included, while working to shatter some of those 'good girl' expectations. One way we do that is by highlighting the importance of a growth mindset in our learning environment.

At Techbridge, we believe that character, intelligence and creative ability are not 'fixed' or inherent qualities; we believe these qualities grow and change over time, and that failure is an opportunity for this growth. This is a new and sometimes uncomfortable philosophy for girls in our program, who are used to receiving praise for doing their work 'perfectly'. To counter the cult of perfectionism, we make the growth mindset a visible value at Techbridge.

In our program, facilitators model how to talk about mistakes as learning moments, and guide girls to give each other feedback. When our facilitators show examples of projects they're working on, they make sure to refer to them as prototypes and iterations, de-emphasizing the importance of final products. We found that Tumblr, an app our girls already use, is a great way for girls to proudly document the changes and tweaks they make to their designs.

Another way we celebrate growth mindset is our wall of Glorious Goofs (inspired by Galileo Learning's Marvelous Mistakes). This is a great way to make visible the value we place on learning from our mistakes, and celebrating not doing everything perfectly the first time. At the end of each day, we had the girls do "shout outs" to each other for being tenacious, resilient, gritty or helpful to anyone else's process. This practice acts as a natural incentive for girls to encourage each other to keep trying and to remember that doing it 'perfectly' isn't the Maker mindset.
Step 4: Bring in Role Models
At Techbridge, we integrate into our year-long after-school programs opportunities for our girls to meet and be inspired by women who work in science, technology and engineering. We have found that exposing girls to female role models helps to counteract negative stereotypes about women and STEM. For Summer Academy, we brought in a variety of these role models to work on projects with the girls and help them make connections between the coding and electrical engineering skills they developed during the Academy and careers possibilities.

If you don't already have relationships with role models who know you and your program, consider reaching out a few months ahead of time to local organizations and introducing them to your program. Give them a sense of your goals for the program and the time commitment you're looking for from volunteers. We highly recommend sharing with your role models-to-be resources to help them prepare to interact with youth. Check out Techbridge's Role Models Matter toolkit for tips, resources and videos that help adults who work in the tech field prepare to volunteer with kids.

In addition to helping out with the technical aspects of the girls' projects, and talking about the various careers related to Making, we value role models for their ability to reinforce the idea of the growth mindset in the real world. Encourage your visitors who work in engineering, science and technology to talk about times that things didn't go as planned in their work, what prototypes they have created and what the iteration process looks like in their field. We hear from our alumnae that stories like this can stick with them for years to come, so it's really worth preparing your role models ahead of time by asking them to reflect on their own 'Glorious Goofs'.

This summer, we benefitted from visiting role models from Genentech, UC Berkeley, IDEO, Samsung, Goldie Blox, Roominate and the Oakland Tech Makers. When looking for role models for your program, consider science centers, businesses, universities and community colleges, as well as seasoned Makers in your community. Keep in mind that the role models you bring in don't have to be experts in Making themselves; we found that girls really enjoy being the experts and giving adults a tour of their Maker Space.
Step 5: Showcase the Girls' Work
Although girls are often stereotyped as talkative and relationship-focused, not all girls enjoy being the center of attention or talking about themselves in public. We like to mix up the different ways to showcase what the girls have made, because we have a growth mindset about public speaking, too!

Girls get used to showing off what they've made in pairs or small groups before presenting in front of the whole group. This summer, the girls enjoyed putting on a fashion show of their sewn circuit designs. At the end of the runway, each girl told the audience what they were most proud of and what was most challenging, and then they listened to feedback about their project.

Earlier we mentioned our Tumblr page, which was a fun way to turn documentation and reflection into a social media incentive. It also gave the girls a place to do some well-deserved bragging about their accomplishments - another behavior that 'good girls' are discouraged from doing.

If you bring in role models to help with your program, grant girls the role of expert and have them explain what's going on in your Maker Space. This is another way for them to practice their presentation skills and to take pride in their Maker identity.
Step 6: Involve Parents
Getting girls into a Making space is one thing; keeping them there can be a family affair. If you haven't involved parents in your Maker program, maybe it's time to reconsider. Remember that parents are likely the ones to approve of their daughters' activities outside of school, arrange their transportation, and support any investigations that happen in between Maker meetups. More importantly, the messages that girls get from their parents and family members can strongly impact their motivation and commitment to a Maker program.

Think of ways to keep parents updated about what the girls are working on throughout your program. We mentioned the recruitment video and Tumblr page to help keep girls involved- these can help parents get excited about your program as well. We also built in the need for family input into our hacker project: girls interviewed family members about a household object and led them in a brainstorm about how that object might be hacked and improved. Girls also taught family members skills they learned throughout the week, including breadboarding and circuitry, using take-home project kits. Hands-on learning isn't just for kids- it's a great strategy to engage adults too!

At the end of our Summer Academy, we invited family members to come in and see what the girls had worked on all week. We noticed that this final event kept girls motivated throughout their projects, and they were excited and proud to explain to their parents what they had accomplished. At the event, we included the parents in our final "shout out" session, where parents recognized their daughters for their work. And we sent parents home with resources for the whole family to continue hacking and Making at home, to help spread the community of Making.

Step 7: Practice
Whew! From creating a safe, comfortable space to recruiting support from families and role models, a lot goes into making female Makers. As you embark on engaging girls in your Maker Space, just remember: practice makes perfect! While planning Summer Academy, the Techbridge team built in several opportunities to test out our strategies and activities. We hosted a one-day workshop for Girl Scouts, solicited feedback from girls in our after-school programs, and even practiced with our colleagues at a "Hack the Staff" event. During the Academy itself, we constantly revised our approach to better meet the needs of our girls after making some Glorious Goofs of our own. Girls won't expect you to be perfect in your recruitment and retention efforts. They just want a seat at your Maker table.

Planning to make female Makers in your area? Share your successes and Glorious Goofs with us! Let's learn from each other as we all work to hack the gender gap in the Maker community.

# data[].attributes.attachment_link.description
Looking around a Maker Space or Maker Faire, how many girls do you see? Why aren't more girls involved in the Maker movement? Increasingly, Makers around the country have been asking these questions; we at Techbridge are eager to contribute to this conversation. At Techbridge, we're focused on inspiring girls in science, technology, engineering-and making.

# data[].attributes.body
This is a resource that I was so excited to find! I love picture books! The primary teacher in me jumped when I found this. Motivating the young makers in our classrooms is a passion of mine and I want to pass that on to my fellow educators. These picture books over curiosity about the world around them but also offer beautiful diversity and inclusion in their illustrations as well.

# data[].attributes.attachment_link.readable_text
Books that inspire students to turn materials like cardboard, wood, and fabric scraps into feats of engineering and resourcefulness.

A long time ago in a '70s kitchen far away, there was a cabinet, and in that cabinet was a large brown paper bag filled with treasure. Upon closer inspection of that bag, you might say, "Hey, that's not treasure. That's just toilet paper tubes, a shoebox, and some corks."

We both would be correct in our assessments.

The kitchen cabinet was in my childhood home, and our family referred to that treasure trove as "good junk." Good junk could best be defined as items that no longer served their original purpose but were too interesting to throw away. These objects were perfect for investigating, assembling, and transforming into one-of-a-kind toys, facilitating hours of play.

Construction activities are a standard in early childhood classrooms. Each day, children build with blocks, assemble puzzles, and explore manipulatives. Most construction sets, however, are not designed for fully open-ended investigations; as a teacher, I felt that good-junk exploration could potentially create that opportunity. When I began to see students transform craft materials (like pom-poms and foam pieces) and recyclables (like a masking tape ring and cardboard strips) into such creations as "a baby chick with an elevated hot tub and diving board," I knew I was on the right track.

To facilitate open-ended inquiry with unconventional materials, a teacher should set the stage and make sure materials are organized and child accessible. Teachers must also be available for consultation or construction help, like using a glue gun, for instance. As students explore, evaluate, and select materials, they can utilize maker tools-such as glue, tape, scissors, and markers-to assemble and create objects inspired by the materials as well as their imaginations.

When a child constructs a unique object from unconventional materials like cardboard boxes, plastic containers, or wood scraps, they learn engineering fundamentals as well as elements of the creative process. Children who repeatedly and vigilantly work at designing new objects learn persistence and elevate their resilience level. The uniqueness of each piece they create offers students the opportunity to celebrate the process and product.

The 12 picture books below feature tinkerers, inventors, and makers; each book is likely to prompt STEM/STEAM discussions. Characters demonstrate initiative, resourcefulness, and 3D problem-solving strategies as they utilize good junk and other available items to inspire and enhance their inventions.

12 Picture Books to Foster a Maker Mindset

Gus's Garage by Leo Timmers. Gus the pig is a resourceful mechanic who always comes through with the right junk for the right fix. (Preschool-grade 1)

Mr. King's Things by Geneviève Côté. Mr. King loves to shop. But when he brings something new into the house, he throws an older thing into the pond. This is a recipe for disaster, but it's also the beginning of a tale of resourcefulness. (Preschool-grade 2)

The Most Magnificent Thing by Ashley Spires. A little girl intends to make "the most magnificent thing in the world." Fortunately she has a faithful assistant, vast resources, and determination. (Preschool-grade 2)

With My Hands: Poems About Making Things by Amy Ludwig VanDerwater, illustrated by Lou Fancher and Steve Johnson. Twenty-six poems to inspire all young makers-painters, knitters, potters, and even cookie bakers. (Preschool-grade 3)

Ada's Violin: The Story of the Recycled Orchestra of Paraguay by Susan Hood, illustrated by Sally Wern Comport. This nonfiction picture book features a "trash to treasure" tale, in which items from a junkyard are transformed into musical instruments for young musicians from Paraguay. (Preschool-grade 3)

by Katey Howes, illustrated by Elizabet Vuković. The call of this book is "today, what will you make?" With each turn of the page, a child proposes and considers a possible maker activity. (Preschool- grade 3)

by Shanda McCloskey. Charlotte is interested in all things technology and is mystified when her mother gives her a doll that seemingly does... not much. (Preschool-grade 3)
Courtesy of Sleeping Bear Press
The Color Collector by Nicholas Solis, illustrated by Renia Metallinou. This story features a curious boy, a mysterious girl, and a beautiful found-object mosaic. (Grades K-3)

Have Fun, Molly Lou Melon by Patty Lovell, illustrated by David Catrow. Inspired by her grandmother's sage advice, some "thingamabobs," and her imagination, Molly Lou Melon can make anything. Molly's new neighbor Gertie is "bored, bored, bored." Molly to the rescue! (Grades K-3)

by Pip Jones, illustrated by Sara Ogilvie. Izzy is an engineer in heart and deed. Her greatest challenge yet is to make new wings for her injured pet crow. (Grades K-3)

by Hazel Hutchins and Gail Herbert, illustrated by Dušan Petričić. A lonely boy, a patch of mud, and a stick soon become the beginnings of a town. With the help of some new friends, and assorted pieces of junk, Mattland is a bustling community. (Grades K-3)

Rosie Revere, Engineer by Andrea Beaty, illustrated by David Roberts. Rosie is a collector, a dreamer, and an engineer. She faces disappointment time and time again but is able to rally with the love and support of her family. (Grades K-3)

# data[].attributes.attachment_link.title
12 Picture Books to Motivate Young Makers

# data[].attributes.attachment_link.description
Books that inspire students to turn materials like cardboard, wood, and fabric scraps into feats of engineering and resourcefulness. A long time ago in a '70s kitchen far away, there was a cabinet, and in that cabinet was a large brown paper bag filled with treasure.

# data[].attributes.body
This resource give an overview the skill sets gained during makerspace such as self-regulation, critical thinking, problem solving and growth mindset.  This is a great resource for teachers to view to see the overall benefits of makerspace. How can they not want to join in on the makerspace movement!

# data[].attributes.attachment_link.title
Learning Problem Solving and Growth Mindset in a Makerspace

# data[].attributes.body
This resource is an intro to paper circuits and offers examples some activities to implement in the classroom. It offers tutorial videos and lists of items that would be need in order to bring your paper crafts to life. These are a are a great idea to combine art and electricity as well as a low budget makerspace option.

# data[].attributes.attachment_link.readable_text
FREE PDF Download - (5) Paper Circuit Project Templates

A paper circuit is a low-voltage electronic circuit that is created on paper or cardboard using conductive copper tape, LEDs and a power source such as a coin-cell battery. Creating paper circuits is a good way to teach the basics of electricity and how circuits function. In addition to being educational, they can also be a fun makerspace project that helps to bring artwork and paper craft to life. By adding sensors, buzzers and motors to your circuit, you can also add another dimension of interactivity. These simple projects are great for all ages and all makerspaces.

A paper circuit smiley for Halloween! Got inspired from the new book by @Makerspaces_com #papercircuits pic.twitter.com/366y0PxCGN

- cincoutprabu (@cincoutprabu) October 10, 2016

There are a lot of creative and imaginative ways to create a paper circuit. These examples from Jie Qi at Chibitronics are truly amazing. Take a look at her Flickr page too see even more paper circuit creations.

Creating paper circuits is a natural fit for the classroom or library. Here's a good example:

Making paper circuits to "illuminate" a concept in our course or classroom. We are #makers !!#MAETy1 pic.twitter.com/GiSF50RgCJ

- Katie Dahmer (@k_dahmer) June 23, 2016

More Friday morning fun with paper circuits! #tinkeringmooc Planning this for Maker Club @ROMS_Learning pic.twitter.com/pOEsnn76hZ

- Jill Gardy Hill (@jmgardyhill) August 5, 2016

This video shows how Milan Dahal used paper circuits to create animation.

Paper cricket #paperCircuits pic.twitter.com/4zhsZCJNs3

- सुरेश (@SuRayShG) September 11, 2016

FREE PDF Download - (5) Paper Circuit Project Templates

There are a wide variety of paper circuit projects you can do. Shown below are most of the materials that you will need in order to complete these different projects. Later in this post, you will learn how to create a simple circuit and will only need copper tape, an LED and a coin cell battery.

Coin-cell battery (3V) CR2032

Copper tape (1/4″) with conductive adhesive

LED - 5mm, 10mm, surface mount or similiar

DC Hobby motor - 130 size

Buzzer - mechanical or piezo

LilyPad button board or slide switch

Paper clip or Binder clip

Clear tape

Double-sided foam tape

Card stock paper - 65-110 lb

Printer/copy paper

Brass brads

Circuit Stickers from Chibitronics (optional)

Circuit Scribe - conductive ink pen (optional)

Electric Paint from Bare Conductive (optional)

The great thing about paper circuits is the ability to create a circuit without the need for soldering. Having said that, you can use a soldering iron for specific reasons which will be explained later. Another optional tool is a paper trimmer which is great for when you are creating paper crafts that light up. Using a paper trimmer is also a safer option then scissors if you are doing this project with younger kids.

WARNINGS - Copper tape can have very sharp edges and is able to cut skin like a paper cut so be careful. Also, this project is low voltage 3v DC and is NOT intended to be used with your wall outlet or 120v. There are small items used in this project such as LEDs and can be a choking hazard for children under 3 years. Most importantly, have fun !

Introduction

Creating a paper circuit is a very fun and easy way to learn about circuits while being creative at the same time. In this tutorial, we are going to make a "simple circuit" which is the most basic of all circuits. To begin with, check out this introductory video from Chibitronics that gives a quick overview about working with copper tape.

Step 1 - Print Out The Template

Before we start you will need to download our Simple Circuit template and print it out on standard printer paper. Card stock is not needed for this particular paper circuit project.

You can also right-click the image below and choose "Save Link As" to save the printable template to your computer.

Step 2 - Apply Copper Tape to Trace Lines

Apply copper tape to all trace lines as marked in brown on the template. Smooth the copper down with your finger. Try to maintain a continuous strip of copper tape versus cutting it at the corners. Fold copper tape at the corners by bending it at a 45′ angle in the opposite direction of where you are going. Then fold it back at a 180′ angle and continue applying to the trace line.

Make sure to leave a gap in the copper tape so the LED can be mounted properly.

Cut the remaining copper tape once you reach the designated battery area.

Step 3 - Score and Fold

Score and then fold the corner line. A scoring tool is very helpful when making folds during a paper circuit project.

Step 4 - Mount LED to Copper Trace

Mount the LED to the copper trace using clear tape. To do this, bend both legs of the LED at a 90′ angle and then tape legs securely to the copper. Make sure that the long leg of the LED goes to the positive (+) side of the copper trace.

The image below from shows how to tell which leg of an LED is positive. If the legs have been cut, you can also determine which side is negative by looking for the flat side of the LED casing.

Step 5 - Attach Battery To Circuit

Last step is to place the coin-cell battery on the copper trace. In this example, make sure the battery (-) is facing down on the copper. The corner flap which is (+) should then be able to contact the battery (+) when folded.

At this point you can secure the corner using a paper clip or binder clip.

FREE PDF Download - (5) Paper Circuit Project Templates

Optional - you can create a paper battery holder which securely holds your coin-cell battery. Chibitronics has a wonderful step-by-step tutorial on how to create one of these.

To create a paper circuit you don't always need to use copper tape. Another good option is to use conductive ink ( Circuit Scribe) or electric paint ( Bare Conductive) to help form the circuit. There are pros and cons however to using these products over copper tape. For example, if you choose to use electric paint you will need to wait a few minutes for the product to dry. According to the manufacturer, "the conductivity of Electric Paint increases as it dries, therefore it is important to wait until it is completely dry to test your projects". But the good thing about using paint and ink is that you are able to make very unique shapes and patterns that you wouldn't have been able to with copper tape.

Below is a great example of a paper circuit project involving conductive ink or electric paint. Make a greeting card that lights up !

#Makerspace project - make an electric greeting card w/ conductive paint via @instructables https://t.co/dtg4fQZxxk pic.twitter.com/4bpeHqqhn1

- Makerspaces.com (@Makerspaces_com) April 23, 2016

A great alternative to the standard LED are Circuit Stickers by Chibitronics. A circuit sticker is a peel-and-stick LED for creating circuits and craft projects. They can be stuck to almost any surface such as paper, plastic, fabric etc. They work with copper tape, conductive ink or even electric paint. Chibitronics also has a line of sensor and effects stickers in addition to the LED sticker. These add-ons can make your project blink, pulse or be responsive to sound.

When using these, make sure to stick the narrow side of the sticker to the negative side of the copper trace. The larger side of the circuit sticker is positive. One great advantage of circuit stickers is their low power consumption. You can light up more circuit stickers per (1) 3v battery than you could using standard LEDs.

Is your LED not lighting? Most of the time it's a very simple fix. Here is a list of the common ways to make your paper circuit functional.

1. Make sure that the LONG leg of your LED is secured to the positive (+) side of the circuit because this is easy to mix up.

2. Sometimes the LED legs are just not contacting the copper tape well enough. Rub the clear tape that secures the LED to ensure there is a solid connection with the copper tape below.

3. Inspect the battery. Make sure the negative (-) of the battery is touching the negative side of the copper tape and the same goes with the positive. Furthermore make sure there is a solid connection between the battery and copper. Sometimes you need to tape the battery down using clear tape.

4. It's highly recommended that you try to maintain a continuous strip of copper foil versus cutting it. But sometimes you just need to make a cut. Make sure you push down and rub the two pieces of copper that are taped together. There needs to be a solid connection.

5. Ensure all copper tape has been smoothed down on the paper with as few wrinkles as possible.

6. Is there a short in the circuit? A short can happen when the positive and negative copper tape make contact with each other. Check around the battery area and the LED area which are common places for this to happen.

7. If you're using a LilyPad switch make sure it is taped down firmly to the copper tape below it. Also, there needs to be a gap in the copper directly below the switch as outlined on the template.

8. Finally, are your parts even functional? At times you might just have a bad battery or bad LED. One easy way to test both of these items is to place the LED directly onto the battery. Make sure the LONG leg is touching the positive side of the battery.

LEDs are used in a ton of #makerspace projects. Here's a simple way to test one. Remember long leg is positive. https://t.co/41ZOiIW9Gb

- Makerspaces.com (@Makerspaces_com) September 15, 2016

Now that you've seen how to create the basic circuit, we're going to step it up a notch and add a switch to control the LED.

Step 1 - Print Circuit Template

Download our Simple Circuit w/ Switch template and print it out on standard printer paper. Card stock is not needed for this particular paper circuit project.

You can also right-click the image below and choose "Save Link As" to save the printable template to your computer.

Step 2 - Apply Copper Tape to Trace Lines

Apply the copper tape to all brown trace lines on the template. Try to maintain a continuous strip of copper tape versus cutting it at the corners. Fold copper tape at the corners by bending it at a 45′ angle in the opposite direction of where you are going. Then fold it back at a 180′ angle and continue applying to the trace line. Make sure to leave a gap in the copper tape so the LED can be mounted properly. Cut the remaining copper tape once you reach the designated battery area.

Step 3 - Score and Fold

Score and then fold the corner line. A scoring tool is very helpful when making folds during a paper circuit project.

Step 4 - Mount LED to Copper Trace

Mount the LED to the copper trace using clear tape. To do this, bend both legs of the LED at a 90′ angle and then tape legs securely to the copper. Make sure that long leg of the LED goes to the positive (+) side of the copper trace.

Step 5 - Attach Battery To Circuit

The next step is to place the coin-cell battery on the copper trace. In this example, make sure the battery (-) is facing down on the copper. The corner flap which is (+) should then be able to contact the battery (+) when folded. Finally, add a paperclip or binder clip to secure the corner.

Step 6 - Attach LilyPad Switch To Circuit

Finally, the LilyPad switch needs to be taped on top of the copper tape. Make sure there is a gap in the copper below the switch as outlined on the template. We love the LilyPad switch because of it's small form factor but there are other ways to create a switch. We outline this alternative method below.

These LilyPad button and slide switches are available at .

If you don't have a LilyPad switch you can always create a switch with a flap of paper with copper on it. Tape the paper switch over the gap with the copper facing down. Press down on the switch to close the circuit and turn on the LED.

We've put together a collection of 5 beautifully designed paper circuit templates that have step-by-step instructions on them. We hope you like these projects and we would love to see what you design. Follow us on Twitter @Makerspaces_com and show us your paper circuits. Have fun and keep learning !

FREE PDF Download - (5) Paper Circuit Project Templates

The internet is filled with great information on paper circuits and here are some of our favorite resources.
Paper Circuits - The Tinkering Studio
Paper Circuits with Copper Tape - High-Low Tech

The Great Big Guide to Paper Circuits - Sparkfun

Paper Circuit Tutorials - Chibitronics

Getting Started with Circuit Stickers - Jie Qi

Plan and Build Your Circuit - Adafruit

Simple Paper Circuit - Make

has a really great learning section on their site which covers almost every maker topic out there. If you want to dig deeper into circuits and electricity, check out their video series called Circuit Playground.

Follow @Makerspaces_com

# data[].attributes.attachment_link.title
Paper Circuits For Makerspaces - Makerspaces.com

# data[].attributes.attachment_link.description
5 Free Paper Circuit Templates - Paper circuits are great makerspace projects for teaching electricity & circuits. Paper Circuit Tutorial PDF

# data[].attributes.body
This resource has tips for educators that want to start up a makerspace but do not know what materials to include. This is an important resource because it comes from the point of view of a special ed teacher. This is important for my staff to see as it is not only just classroom teachers that need this information.

# data[].attributes.attachment_link.readable_text
Do you include Makerspace in your resource classroom?

I've been intrigued with the concept ever since I heard about it! I'm pretty sure every undergrad paper I ever wrote somehow included a quote from Howard Gardner #nerd

I kept the thought of offering Makerspace opportunities in my mind as a "someday" for quite awhile (too long!).

Number 1 - I'm not a Science teacher nor STEM-certified

Number 2 - I'm not a classroom teacher, either!
I am a special educator. I love my students, push them to do their best, and collect lots of data.
So I pushed the thoughts of using discovery learning and design to the back of my mind...for awhile.

Now may be reading along and wondering now:

"What is Makerspace anyway and why is she so interested in it?"

Makerspace involves hands-on learning (if you've been following me, you know that's my jam!) and student-led discovery. Activities include engineering, coding, technology...but not in these pre-packaged lesson-plans-with-a-rubric style. Makerspace involves using the enviroment around you - the possibilities are endless for the curious mind!

If my description still leaves you wanting more (I totally understand and not offended, lol), I recommend doing a quick search for Makerspace in Education and " classroom makerspace."

Incorporating Makerspace in the Resource Room Setting

Last year my curiosity finally got the best of me and I decided to incorporate makerspace into my students' learning.

Specifically, I used the concept during our center rotations.

I tweaked a bit here and there to make sure we were still focusing on learning along with our goals and objectives, PLUS I came up with an idea to "keep it altogether" in the resource room:

You may remember reading about how I fancied up my "TEACHER" toolbox to incorporate learning center activities - you can read it HERE!

I decided to take the same idea to store all the makerspace materials!

There are drawers with labels to store hands-on tools, like playdough, cubes, and nature materials. I also use about half of the drawers to include tasks ("build a log cabin" and "design a new cookie") and my favorite, "Build a Game."

These tasks provide a bit of structure which some students gravitate towards, while others are all fired up and ready to go!
You can check out all the seasonal Makerspace sets HERE.
I hope that using seasonal materials will help my students connect a bit more with the environment and see the possibility outside of the classroom walls!
Should I make an "all year" kit? I'm thinking...YES!
I'd love to hear how makerspace learning is going in your classroom!

# data[].attributes.attachment_link.description
I've been intrigued with the concept ever since I heard about it! I'm pretty sure every undergrad paper I ever wrote somehow included a quote from Howard Gardner #nerd I kept the thought of offering Makerspace opportunities in my mind as a "someday" for quite awhile (too long!).

# data[].attributes.body
When introducing makerspace to teachers, the first thing they often say is often “do you have any ideas?” Well, here is a great resource for them! This website has project ideas with guiding questions as well as pictures to go along with the projects.

# data[].attributes.attachment_link.readable_text
Students collaborate to solve a makerspace mini-challenge.

Q: Do students use the Makerspace as part of structured class time and/or are they able to use it outside of class?

We started with entirely drop-in time. This video describes that approach.  Students came before school, after school, and during study hall.  This worked nicely for our school schedule because we had study halls stacked throughout the day. On average 70 students could come optionally each day.

Students started demanding that they come as a regular part of their day, so in the second semester we piloted a makerspace class – “Design Thinking 101.” The next year we tried half classes/half-drop, but we found that the “not open all the time” status significantly reduced the number of students attending drop-in time. It was confusing to students & teachers exactly when they could attend drop-in. Since then we’ve shifted to an all class model, but each class includes components of drop-in time where students are free to choose the scope of their maker projects.  Our courses include:

Middle School:
-Design Thinking 101 (solving human-centered problems with design thinking)
-Creative Computing (solving problems with digital tools)
-Make, Hack, Play (learning via design thinking & tinkering)
-Building Creative Confidence (2nd year middle school deep dive course)

High School
-STEAM Innovation Lab (practical arts credit course that explores design thinking)
-Makerspace Independent Study (long term makerspace projects)

Do you grade students on the projects they complete in the Makerspace? If so, how?

This has been a challenge. It’s impossible to look at one student’s 3D phone case and assess the learning fairly alongside another student’s a robotic garden. As such, each project we do in Makerspace has a choice component and a standard component that is aligned to taught skills. Most often this “standard” component is a portfolio entry where students reflect upon the project process. Other times it’s a presentation to the class, essay, or project defense. It depends on the project and the skills taught throughout the project. Here are a few examples:

In our Rubber Band Contest students may design any invention that solves any problem for any user.  However, they must also answer four essay questions that are submitted with the project to judges.  Skills associated with project management and reflection are modeled throughout the project and assessed in the essays.

Students pitch their idea for improving the cafeteria to school administrators.

In our Shark Tank Challenge students pitch an idea for improving the school.  The process of designing a pitch is taught and assessed.  Students pitch the ideas to school administrators.

Project selection is driven by student interest.

What are some of your favorite projects?

Check out this list.

Makerspace in a nutshell is Student Choice + Authentic Audience, so when designing/selecting a project I ask myself: “Is there an opportunity for student choice here?”  and “Will this be used/viewed by an audience beyond just me?”  That audience includes other students, community members, judges of a contest, or other staff at the school.

What are the tools and resources that you feel are a MUST?

Since so much of the learning in Makerspace comes via specific qualitative feedback on student projects & portfolios – a class set of laptops with connected to a course management system is an absolute must.  Our district uses Google Classroom. Every other day I provide feedback to 164 students using Google Docs, Slides, Scratch, and/or Google Classroom. That would be an impossible task without laptops. Beyond that – a flexible space for storing projects and prototyping tools. I’ve been surprised by tool purchases that resulted in limited student engagement (example: our vinyl cutter is used probably 3 times per year.)

Our most used tools include:

-Laptops
-3D printer
-Hot Glue Gun
-Scissors
-Recycled Junk/Cardboard
-Arduino

Other tools/materials that are used regularly:
-LittleBits
-iPads (iMovie, Bloxels, & Stop Motion Animation)
-LEGOs (great for rapid prototyping)
-Makey Makeys
-Cameras

Students walk through their app prototype for the Verizon Innovative Learning App Design Challenge

When assessing whether a tool is worth purchasing for Makerspace I ask myself “Have there been student ideas in the past that would have been aided by this tool? How many? How often?”

We use a “just-in-time” approach to tool use in the Makerspace. Very rarely will we learn as a whole class how to use a specific tool. The use of tools is guided by the ideas students generate. “Oh, you want to make a device to signal when your dog needs food – check out this, it’s called an Arduino. Here is a tutorial.”  I’ve found that in many cases since the student generated the idea and wants to make it a reality, she will do and learn whatever it takes to make it happen.

Q: How can I learn more about the approach GCAA uses for Makerspace?

Check out EdCamp St. Louis – a free unconference hosted February 11th, 2017 at University City High School.  We will be hosting a Makerspace there with opportunities for educators to explore the approach we use.

# data[].attributes.body
This resource variety of makerspace ideas for educators.  Some low tech creation options are creature construction, making faces, and marble machines.

# data[].attributes.body
This resource is an excellent resource for educators. It discusses how to create an inclusive environment for makerspace. It gives the reader a step-by-step guide as to how to create inclusive experiences in schools and provides educators with factors to consider when starting up a makerspace.

# data[].attributes.attachment_link.readable_text
This article is in our guide

Read more about the classroom maker movement in Martinez's "Invent To Learn: Making, Tinkering, and Engineering in the Classroom."

The Maker Movement has crept into the consciousness of schools in the past few years. For some, it's a wake up call that over-tested, over-scheduled young people are not going to become the creative, enthusiastic learners we all hope to nurture. For others, it's a personal reconnection to our collective, deeply-felt human impulses to create, invent, and shape the world. Makerspaces, genius hour, design thinking, and other frameworks can help make these ideas come to life in classrooms, libraries, museums, and community centers. But are these innovations accessible to everyone, to every child?

Leah Buechley is a former MIT associate professor and inventor of a wide range of "maker" technologies that merge high-tech and craft traditions. She has called for a move beyond robots and competitions to include a wider range of tools, traditions, and people. The Maker Movement should not just be about rich white males and the toys they can build and buy. In schools, this move to inclusion seems obvious. Who would not agree that all children should benefit? However, there is a feeling that you need expensive equipment and massive remodeling projects to truly join the maker revolution. Yet nothing could be further from the truth.

There are a number of organizations working to bring the empowerment of making to a wider range of people, not just in the US, but around the world. The FabLearn Fellows, a project of the Stanford Transformative Learning Technologies Lab, is a group of 18 educators who work in a variety of schools, community organizations, and museums around the world. Their blogs and posts offer a wide range of the hows and whys of successful projects that include and empower.

One of these Fellows is Susan Klimczak, the education organizer of Boston's Learn 2 Teach, Teach 2 Learn program at South End Technology Center @ Tent City. The goal is to create a safe and creative space for high school and college youth to use a design engineering process to imagine and create a better and more just future. These young people do not just participate, but learn to teach and share their new skills with others, building a self-sustaining community and culture. Susan shares strategies for community participation and youth empowerment, which echo many other makerspaces that focus on inclusion: Empowerment isn't something you DO to people, it's something that happens when people do powerful things that matter to them.

Another FabLearn Fellow, Roy Ombatti, is the Outreach Coordinator at the Nairobi FabLab. Roy is involved with a project to solve a problem of small fleas called "jiggers" that infest poor communities and can cause foot deformities. They infect people who live in unsanitary conditions through bare feet. The project, "Happy Feet," teaches people young and old, to make and design their own shoes through 3D printing, creating shoes that can fit any foot, healthy or otherwise, and preventing further outbreaks. As Roy says, "It is evident that the solution to jiggers cannot be just shoes. The crux of the problem is poverty and so something needs to be done to address this directly. I hope to do this through the maker education. With continued support and uptake, I see the shoe centers serving as small-scale/mini FabLabs where the youth are taught skills and introduced to making. With these skills, the youth will certainly have a better chance at life as they not only feel like they are part of the solution, but they are also empowered to do more...much, much more." Roy is also working to bring down the cost of 3D printing by making the plastic filament raw material out of recycled plastic.

The days of waiting for a handout, or a company to make what you need, or grants are over. People are using maker technology to shape their own lives and make changes that matter to them and their community.

Nettrice Gaskins, an artist and educator who is the Director of the STEAM Education Lab at the Boston Arts Academy, writes and speaks about this subtle shift in power that makes all the difference. In Recontextualizing the Makerspace: Culturally Responsive Education, she argues "for a redefinition of technology and technological processes that include engagements by groups underrepresented in the DIY/makerspace/hacker culture movement." By creating spaces and events that are culturally responsive and culturally situated, they serve as catalysts and agents for change within a community, rather than remaining objects of change by others.

The idea of inclusion is not only important for community organizations or schools serving underserved populations. Every makerspace should be aware of their capacity to serve all people: children and adults, all genders, all backgrounds, and those who are interested in the arts, engineering, or both. Even in the best-resourced maker environments, there should be constant vigilance about the assumptions that are made about the people who might want to use them.

To create inclusive experiences in schools, educators should consider these factors:

Empower students not just to be passive objects of the lessons, but to include them as allies and advocates for making things that matter to them.

Culturally responsive, situated, and relevant doesn't mean asking students to write hip hop lyrics about the scientific method. But it doesn't mean ignoring hip hop either. Seeing cultural practices in a maker light can open doors and blur the lines between teachers and learners.

Sensitivity to surroundings. Research shows that girls react to surroundings that reflect stereotypical "hacker" culture by denying that they are interested in science and engineering. If you aren't sure what vibe your classroom or makerspace is communicating, ask some kids.

Reduce competition. Both overt contests and more subtle competition, like competition caused by a lack of adequate materials and tools, can reduce participation of girls. It can also be a barrier for beginners and students who don't see themselves as "technical." The competition aspect raises the stakes to a level that is too risky for students to jump in and try something they may actually enjoy.

Don't advantage one kind of building over another. Robots are cool, but the same technologies of micro-controllers, sensors, motors, and lights could make smart clothes, a useful invention for an elderly aunt, or better still, something no one has thought of before. Provide incentives, multiple on-ramps, praise, and glory for all kinds of making.

There are many, many examples of makerspaces, both community and school-based, that work to empower everyone, not just those who want to build robots. Creating these experiences means that everyone can benefit from the learning that happens when hands-on is combined with heads-in. Makerspaces should be about empowering people, all people, to experiment with ways to make sense of the world, to make the world a better places, and to make meaning in their lives.

Read more about the classroom maker movement in Martinez's "Invent To Learn: Making, Tinkering, and Engineering in the Classroom."

The Maker Movement has crept into the consciousness of schools in the past few years. For some, it's a wake up call that over-tested, over-scheduled young people are not going to become the creative, enthusiastic learners we all hope to nurture. For others, it's a personal reconnection to our collective, deeply-felt human impulses to create, invent, and shape the world. Makerspaces, genius hour, design thinking, and other frameworks can help make these ideas come to life in classrooms, libraries, museums, and community centers. But are these innovations accessible to everyone, to every child?

Leah Buechley is a former MIT associate professor and inventor of a wide range of "maker" technologies that merge high-tech and craft traditions. She has called for a move beyond robots and competitions to include a wider range of tools, traditions, and people. The Maker Movement should not just be about rich white males and the toys they can build and buy. In schools, this move to inclusion seems obvious. Who would not agree that all children should benefit? However, there is a feeling that you need expensive equipment and massive remodeling projects to truly join the maker revolution. Yet nothing could be further from the truth.

There are a number of organizations working to bring the empowerment of making to a wider range of people, not just in the US, but around the world. The FabLearn Fellows, a project of the Stanford Transformative Learning Technologies Lab, is a group of 18 educators who work in a variety of schools, community organizations, and museums around the world. Their blogs and posts offer a wide range of the hows and whys of successful projects that include and empower.

One of these Fellows is Susan Klimczak, the education organizer of Boston's Learn 2 Teach, Teach 2 Learn program at South End Technology Center @ Tent City. The goal is to create a safe and creative space for high school and college youth to use a design engineering process to imagine and create a better and more just future. These young people do not just participate, but learn to teach and share their new skills with others, building a self-sustaining community and culture. Susan shares strategies for community participation and youth empowerment, which echo many other makerspaces that focus on inclusion: Empowerment isn't something you DO to people, it's something that happens when people do powerful things that matter to them.

Another FabLearn Fellow, Roy Ombatti, is the Outreach Coordinator at the Nairobi FabLab. Roy is involved with a project to solve a problem of small fleas called "jiggers" that infest poor communities and can cause foot deformities. They infect people who live in unsanitary conditions through bare feet. The project, "Happy Feet," teaches people young and old, to make and design their own shoes through 3D printing, creating shoes that can fit any foot, healthy or otherwise, and preventing further outbreaks. As Roy says, "It is evident that the solution to jiggers cannot be just shoes. The crux of the problem is poverty and so something needs to be done to address this directly. I hope to do this through the maker education. With continued support and uptake, I see the shoe centers serving as small-scale/mini FabLabs where the youth are taught skills and introduced to making. With these skills, the youth will certainly have a better chance at life as they not only feel like they are part of the solution, but they are also empowered to do more...much, much more." Roy is also working to bring down the cost of 3D printing by making the plastic filament raw material out of recycled plastic.

The days of waiting for a handout, or a company to make what you need, or grants are over. People are using maker technology to shape their own lives and make changes that matter to them and their community.

Nettrice Gaskins, an artist and educator who is the Director of the STEAM Education Lab at the Boston Arts Academy, writes and speaks about this subtle shift in power that makes all the difference. In Recontextualizing the Makerspace: Culturally Responsive Education, she argues "for a redefinition of technology and technological processes that include engagements by groups underrepresented in the DIY/makerspace/hacker culture movement." By creating spaces and events that are culturally responsive and culturally situated, they serve as catalysts and agents for change within a community, rather than remaining objects of change by others.

The idea of inclusion is not only important for community organizations or schools serving underserved populations. Every makerspace should be aware of their capacity to serve all people: children and adults, all genders, all backgrounds, and those who are interested in the arts, engineering, or both. Even in the best-resourced maker environments, there should be constant vigilance about the assumptions that are made about the people who might want to use them.

To create inclusive experiences in schools, educators should consider these factors:

Empower students not just to be passive objects of the lessons, but to include them as allies and advocates for making things that matter to them.

Culturally responsive, situated, and relevant doesn't mean asking students to write hip hop lyrics about the scientific method. But it doesn't mean ignoring hip hop either. Seeing cultural practices in a maker light can open doors and blur the lines between teachers and learners.

Sensitivity to surroundings. Research shows that girls react to surroundings that reflect stereotypical "hacker" culture by denying that they are interested in science and engineering. If you aren't sure what vibe your classroom or makerspace is communicating, ask some kids.

Reduce competition. Both overt contests and more subtle competition, like competition caused by a lack of adequate materials and tools, can reduce participation of girls. It can also be a barrier for beginners and students who don't see themselves as "technical." The competition aspect raises the stakes to a level that is too risky for students to jump in and try something they may actually enjoy.

Don't advantage one kind of building over another. Robots are cool, but the same technologies of micro-controllers, sensors, motors, and lights could make smart clothes, a useful invention for an elderly aunt, or better still, something no one has thought of before. Provide incentives, multiple on-ramps, praise, and glory for all kinds of making.

There are many, many examples of makerspaces, both community and school-based, that work to empower everyone, not just those who want to build robots. Creating these experiences means that everyone can benefit from the learning that happens when hands-on is combined with heads-in. Makerspaces should be about empowering people, all people, to experiment with ways to make sense of the world, to make the world a better places, and to make meaning in their lives.

# data[].attributes.attachment_link.title
Making for All: How to Build an Inclusive Makerspace - EdSurge News

# data[].attributes.attachment_link.description
This article is in our guide The Maker Movement has crept into the consciousness of schools in the past few years. For some, it's a wake up call that over-tested, over-scheduled young people are not going to become the creative, enthusiastic learners we all hope to nurture.