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I then used a blow dryer as an assistance to help the glue dry a little quicker.

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I was able to test the product to see if the glue would hold it up on its on and it failed . So since the glue was not working so I decided to tape the sides to make them stay up.

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In order to create the foundation. I begin to glue the sticks together.

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Question 5. Overall, how did it feel to be a maker with this assignment? And please describe how you can offer your own students opportunities to be makers in your classroom (or perhaps even beyond your classroom). 

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Question 5. Overall, how did it feel to be a maker with this assignment? And please describe how you can offer your own students opportunities to be makers in your classroom (or perhaps even beyond your classroom). 

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•It was a fun experience to be a maker. This project has made me think outside the box and me feel like a kid again. I was able to have free range on my ideas and not have any restrictions. I do not have a class, but if I did have a class I would provide students the opportunity to use create. I would do this by having the kids build bridges that can hold certain weights. This maker assignment also applies to opportunities beyond the classroom. I could offer people at my job the opportunity to be makers. We could offer problem solving workshops where each person is only given a problem and materials. They then have to solve the problem in their own way. For example right now our projector does not project on the white board correctly. We need a device that can be used to angle the projector. The workers can create different options that would work to accomplish this.

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Question 4. Explain how Papert’s perspective on personal thinking and Courous’ work on growth mindset could be applied to your actions in this activity? 

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Question 4. Explain how Papert’s perspective on personal thinking and Courous’ work on growth mindset could be applied to your actions in this activity? 

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•Couros (2015) defines growth mindset as the belief that "abilities, intelligence, and talents can be developed" (p. 33). He believes that not giving up when challenges are faced help us become stronger learners. Papert believes that our own thinking is a powerful resources for "intuitive, empathetic, commonsense knowledge about learning" (1993 p. 27).The need to solve the issue of losing crayons and the will to not give up even when my prototypes were failing. This is how my makers project demonstrated personal thinking and growth mindset.

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Question 3 :What was the most challenging part of the process and how did you work through those challenges (e.g. did you ask for help? Google? Youtube?) In what ways did these challenges prompt you to think about how you might support your own students' challenges?  

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Question 3 :What was the most challenging part of the process and how did you work through those challenges (e.g. did you ask for help? Google? Youtube?) In what ways did these challenges prompt you to think about how you might support your own students' challenges?  

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The most challenging part of this process was coming up with solutions to make each side of the crayon box stay up. It became frustrating when trying to glue each of the sticks together. I had to think about what would be the best solution to make this project work. I asked for help from my fiancé who suggested gorilla glue or tape.  I also thought about if a child was to do this project I believe they would have the same challenges figuring out how to make everything come together.

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My daughter can now store her crayons in a little creative box.

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Question 2: In what ways can you specifically relate the steps/process you worked through during this activity to the framework you selected? 

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Question 2: In what ways can you specifically relate the steps/process you worked through during this activity to the framework you selected? 

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I empathized with my daughter because I know she will care about crayons as kids seem to love crayons .The only issue is they are often lost easily. So I knew finding a solution to keep track of the crayons would interest her.From there I defined the problem of not having a place to store our crayons and always loosing them. After many design sessions and ideas we found the correct product. During the idea phase there were certain glues that worked better and the shape of the holder changed a lot. We tested this product by making sure crayons fit and the holder did not break.

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Question1:    What framework did you select as the lens for this assignment? Briefly summarize this framework and provide its main elements you referenced. 

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Question1:    What framework did you select as the lens for this assignment? Briefly summarize this framework and provide its main elements you referenced. 

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•Design learning

•This framework consists of 5 main goals. The 5 design steps are empathy, define, ideate, porotype and test.

•First we must understand what the student considers important or what they like.

•Then we must define a problem that needs to be solved.

•Then we brainstorm ideas on how to solve this problem.

From these ideas we build porotypes which may or may not be used in the final product. Finally we test finished product.

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This video demonstrates me trying figure out how to create the foundation of the crayon box.

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1. blow dryer
2. colored Popsicle sticks
3. glue
4.tape
5. sissors