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High School Maker Club
amy.malm@ictwolves.com

So we have been doing a lot of planning for our club.  We initially hoped to win a grant for it, but did not win.  So we went back to drawing board.  High-tech was out of the question.  It seemed that w/o it interest at the HS waned.  But the core group was still anxious to get things going, so we decided to take it down a level.  Now we have successfully completed a cardboard challenge at our local middle school with great response.
Our next event will be a DIY SWAG night.  Where students will design and make some apparel that reflects our Makerspace Club.  (Tshirt, canvas shoes, bandanna, socks etc)

Our final night will be ICHS Electrified, where we deconstruct and rebuild and repurpose some small appliances to see "how things work"

We meet about once every other month for 1/1/2 hours after school at the middle school.  We charge a fee depending on the event.  However, money does not exclude if a kid can't afford it!

--Amy Malm
@amalmichs

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Our 5th grade Young Makers Club meets weekly. They choose the project: HUE animation, 3D printing, Dash or Dot, Sphero, Ozobots. Surprisingly, their favorite things are the Q-Ba-Maze and Pom Pom making with little plastic looms.

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Based on the book Launch by AJ Juliani and John Spencer

-Heather Lister

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Ian @ www.makingiselementary.com

There is a lot of value in open ended exploration, unstructured play and tinkering. However, when I assign a big challenge or the kids come up with a big idea of their own, I tend to walk them through the following process:

Identify the problem or opportunity.

Understand the context. Who are the end  users? What are their needs?

Define key features or requirements. What’s the main objective of the design? Are there any constraints?

Begin generating potential ideas. Solicit ideas from others.

Screen the ideas against the objectives and constraints.

Choose an idea to pursue.

Outline your building plan, chunking (decomposing) large challenges into smaller, achievable tasks.

List tools and materials likely to be needed.

Construct your first version/prototype.

Test, solicit feedback and reflect on where your prototype is working or needing revision.

Continue with iterations of revision, testing, feedback and reflection until a desired result is achieved.

Share and reflect. What new skills did you learn? What problems were you able to overcome? How did you overcome them? What were you able to achieve? What was most satisfying? What would you like to try next? Who, if anyone, would you like to challenge?

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Due to curriculum demands, where I need to focus almost 100% on Standards, I must tie my making, tinkering, and STEM activities into existing curriculum lessons, plans, and units (which ironically requires tinkering on my part!). Therefore, I start with a standard, skill, objective and ask "How can my students demonstrate this physically, or in a digital build, using a tool/game like Minecraft. While I do not follow a perfect design thinking model, I do have my students start with empathy, when applicable. Most of my activities involve either dollar store stem items, Minecraft, or some form of blocks (sometimes I steal my son's Magna tiles, which are awesome, but expensive). Cheers and keep up the awesome work and sharing Laura. #NJED

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St Aidan's AGS, Brisbane Australia  http://tinkeringchild.com/

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St Aidan's AGS, Brisbane Australia  http://tinkeringchild.com/

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Our girls enjoy our Makerspace before school, lunch times and one evening after school.
During library lessons the girls discover and learn new skills and how tools and equipment operate.
Ideas and projects are encouraged through authentic problems. Designs are created, developed, changed and prototyped. This is recorded and photographed. Shared with others and displayed.

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In my science classroom, for specific, formal projects, we use the Design Thinking process. Every Friday we have 'Maker Friday' and during that time, students are not required to follow that process.

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Year 2-5
Students sign up and complete orientation beginning of every school year.
Orientation includes safety, signing in and out, booking equipment, reading instructions, agreeing to be a makerspace monitor once a term (they wear high vis vests and love being a helper) also agreeing to document their learning at end of each session.
Mondays- maker challenge
Tuesdays- coding
Wednesday- low tech (ATM designing then canvas painting fave cauthors or books for library display
Thursdays 3D eg 3d pens, tinkercad and lego
Friday's - free voice Friday or follow own project friday

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Taking a risk and showing my ignorance-also hoping to get some constructive ideas. I run a morning club with another librarian. We put out ozobots, Legos, origami books and paper and a circuit kit. We let the Ss choose their table and allow them to switch freely. Some build with purpose, some go through the circuit manual in attempt to construct each board in order.

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Taking a risk and showing my ignorance-also hoping to get some constructive ideas. I run a morning club with another librarian. We put out ozobots, Legos, origami books and paper and a circuit kit. We let the Ss choose their table and allow them to switch freely. Some build with purpose, some go through the circuit manual in attempt to construct each board in order.

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We have used many different processes over the course of the last 5 years in STEM class and all of them are messy and wonderful. One thing I've learned though is that it all starts with EMPATHY. Making that is FOR the end user is so critical. Making that is FOR a need is the most important and it happens early and throughout our making process. We have found the Engineering Design process from eie.org very helpful. -Jason Hubbard