# data[].attributes.body
How could the maker approach to education (inquiry, student-centered, emphasis on 21st century skills/global competencies) and the design process be incorporated into your subject area?

My subject areas are physical education and Biology. The maker approach to physical education is something I try to involve in classes I have taught so far. I have gotten students to create their own plays in sports they have played in the past getting creative with their ideas. The other thing I have done is allowing students to create their own games out of objects available to them. Some loved this idea, well others did not. These are just two ideas I came up with for physical education for maker culture, but I have seen other ideas similar and more creative then I have done. One example I saw was no only creating games but teaching them to other classes, refining the ideas and changing the rules to be better for the next class. In Biology a way to introduce maker culture is to allow inquiry based research projects which let students research and lead their own thinking processes down a path the student has selected for themselves.

What is one observation you had about the video in terms of how a maker/constructionist approach to education can make the learning process more meaningful or better prepare students for the real world (think 21st Century skills & competencies)?

The one connection I found in the video, the relates to a maker approach. When Adam brings up the pointy that schools and companies have taken away so many ways to create things, such as Art programs, woodshop or the fact chemistry sets are no longer available and it takes away from the discovery we have as kids. Then end of the video Adam talks about how giving kids the opportunity to choose what they are interested in helps them learn everything around that faster is how we should be rethinking about how we teach. I think that is what the sum of all our conversations were last week, that we need to move toward inquiry teaching and learning so that students get more out of very day at school because they want to learn more about what they are interested in.

# data[].attributes.body
How could the maker approach to education (inquiry, student-centered, emphasis on 21st century skills/global competencies) and the design process be incorporated into your subject area?

As a primary/junior teacher, I will be teaching a variety of subject areas and grades from kindergarten to grade six. The maker approach to education promotes risk-taking, learning from mistakes, problem-solving, and perseverance when tasks become difficult (Hughes, 2017). This approach can be related to every subject area and grade from kindergarten to grade six. For instance, during music students can use makey makey to create an instrument and then design their own rhythm. The maker approach focuses on an inquiry and student-centered environment by encouraging students to be inventors. Furthermore, an inquiry and student-centered environment promotes students voice by providing them an opportunity to decide what they want to learn and how they will achieve this.

What is one connection you made with what was in this video by Adam Savage, especially in light of last week’s theme “Focus on the Future” (ie. how education has, is and will need to change)?

Part of Adam Savage’s video focuses on how students learn from mistakes and it is okay to fail. Through failure students learn to persevere when a task is difficult or they do not succeed the first time. This skill will be beneficial in the future when dealing with real world problems that might be difficult to solve. The maker approach also focuses on developing students problem-solving and higher order thinking skills. However, the education system has implemented a no fail policy, where students cannot fail a class. Due to this policy students do not accept failure, some students will avoid doing a task all together because they think they will fail. I believe this is where the maker approach will play a large role in students learning failing is not a horrible thing and that everyone eventually fails at something during their life. Therefore, the maker approach will affect this policy by teaching students that failure is a part of life and they can learn a lot from their mistakes

References

Dougherty, D. (2011). We Are Makers. TED: Ideas Worth Spreading. Retrieved 10 June 2018 from https://www.ted.com/talks/dale_dougherty_we_are_makers?language=en

Hughes, J. (2017). Meaningful making. What works? Research into practice: Research monograph #69. Retrieved, from https://uoit.blackboard.com/bbcswebdav/ pid1062539-dt-content-rid-6687061_1/courses/11320.201805.XLIST/ Week%206_Required%20Reading%281%29.pdf

YouTube. (2012). Permission to Make: Adam Savage. KQED Education. Retrieved 10 June 2018 from https://www.youtube.com/watch?v=NrRNwLJHxhQ&feature=youtu.be

# data[].attributes.body
Contrary to belief that the education system

# data[].attributes.body
Reading questions:

1. “Community makerspaces are becoming a widespread phenomenon. Makerspaces are creative spaces where people gather to tinker, create, invent, and learn.” In the classroom when we give students the opportunity to work in groups there are students that take over and others that want knowing to do with the activity. Especially so for makerspaces, where individual ideas are so different and one students may not have the same vision as another how do we make it work for everyone?

2. Assessment of makespace activities is something I have always struggled with. How do we mark students fairly as the criteria is often very subjective for makerspaces?

3. Do ALL schools have the money to buy things like codable robots or will it only be the wealthy areas who are able to provide rich experiences for their students?

Async Questions:

What is one connection you made with what was in this video by Adam Savage, especially in light of last week’s theme “Focus on the Future” (ie. how education has, is and will need to change)?

“We are all makers.” This resonated with me because we all have the potential to be creative outside of the box thinkers. Education has no doubt come along way from where it was when our grandparents were in school; telling tales of dress pants, strict teachers and often discipline involving a belt or ruler stick; but we still have a long way to go. As outlined in last classes theme “Focus on the Future” we have entered a time where the skills we are instilling in children are outdated. This is not to say that the education students are receiving now is no good,  I believe we are doing a great job in the world or education, but we can do better. We can better equip students for the world the are going to enter. For example no one will ever ask you what the sum of 9x9 is buthey might ask you to give 2 or 3 different types of solutions to a problem you might encounter at work. Therefore, in an effort to keep up with changing times we must begin to promote the “maker” in everyone of our students, this will better prepare them for the society they will enter into after their schooling.

How could the maker approach to education (inquiry, student-centered, emphasis on 21st century skills/global competencies) and the design process be incorporated into your subject area?

As a primary/junior teacher our day spans across most subject areas. The interesting thing about makerspaces is they are versatile in the sense that they can be designed to fit any subject area. For example in grade 4 students could be asked to design a strong and stable structure and we can bring in science into the equation by making the structure a greenhouse for living plants ect. The nature of a makerspace allows teachers to include and pull upon different subject areas while allowing students to demonstrate their knowledge, interests and creativity. In my future classroom practice I will include maker spaces that allow my students to express their interests in a given area while exploring different content curriculum outlined by the ministry.

# data[].attributes.body
How could the maker approach to education (inquiry, student-centered, emphasis on 21st century skills/global competencies) and the design process be incorporated into your subject area?

The maker approach and the design process go hand in hand. Both directly target inquiry based learning along with the development of problem solving abilities and critical thinking skills. These all lead to students collaborating, taking risks and persevering through challenging tasks (Hughes, 2017). The benefits outweigh the cost of implementing a makerspace as makerspaces allow for many cross-curricular connections and are suitable for any age. As Dale Dougherty (2011) says, “we are all makers”. Contrary to belief that the education system is “squashing” creativity, by utilizing maker pedagogies we as educators can re-establish the creativity and innovation needed to develop maker culture within classrooms and schools. I have already seen this in both my placements. Within the Kindergarten program we had a loose parts table as well as a tinkering table. Both of these areas had items for students to explore, build and innovate with. Specifically we left out the “Lets Go Code” Activity Set for the students to utilize. This learning resource enabled them to work on directionality, sequencing and problem solving skills by creating challenges (getting from point A to Point B) for one another. Within my Grade 3 placement, the school had developed a makerspace where students utilized Dash and Dot, textiles and greenscreen within their Me to We Initiative . Makerspaces are a great opportunity for students to develop global citizenship and awareness. For example, after watching The Lorax, students can identify and research environmental hazards effecting air and water. They can design/built/create something that battles that cause and then promote that cause within the school. At an elementary level, this would target all areas of STEAM as well as social studies/geography. As a new teacher (and if my school does not have a designated makerspace), I would like to have an area in my classroom that is designated to making. As some of these items are costly, applying for funding, developing fundraisers, asking for loose part donations and local community donations would be a great way to start building the maker culture within my classroom and school community.

What is my definition of making?

I will admit when I heard we were attending a Maker Day at the Faculty in our first semester, I was intimidated. I knew very little about robotics, videogames, coding or programming. Having that hands on experiences was great, but I still did not feel like I was a maker. It was not until I watched some of the video resources in this module that I realized I am a maker, just in a different sense. I really enjoy cooking/baking and I am pretty good about fixing things around the house. I would not say I am innovative yet, but I do think my idea of making has shifted (growth mindset on my part). I can see that makerspaces are about experimenting, taking risks, showing creativity and utilizing collaboration. It allows students to learn in a hands on manner, develop perseverance and understand that it is ok to make mistakes.

What is one connection you made with what was in this video by Adam Savage, especially in light of last week’s theme “Focus on the Future” (ie. how education has, is and will need to change)?

One connection that stood out the most to me was student-centered, problem based learning. Both the video by Adam Savage and the TedTalk by S. Mitra spoke about students teaching themselves. Mitra said, “don’t force students to learn, let them learn”. Savage suggested, “if you get a kid what they are interested in, they will learn all the stuff around them much quicker”. I think whether we are creating SOLE’s or Makerspaces, we are ultimately providing students a safe space to take risks, develop a growth mindset and utilize creativity and innovation all while contributing to global citizenship by being able to ask the right questions. The 21st Century Schools website further highlighted how the definition of schooling and the role of the teacher is and will continue to shift in the future to become more student focused. The 3 compasses show a more in depth learning process, especially the multiple literacies. Tony Wagner suggests that knowledge is a commodity, “it is not about what you know, it is about what you can do with what you know”. He goes on to explain that we need to create is system where we innovate in a way to “produce more ideas to solve different kinds of problems in different kinds of ways”. This means as educators we need to promote teamwork and problem based learning in a mentorship kind of way that encourages risk. Both Tony Wagner and Adam Savage say we have created an education system of “risk aversion”. The module last week and this week have all suggested that the role of the teacher will continue to shift further into a facilitator and co-constructor of knowledge alongside the students.

# data[].attributes.body
Module 6- Maker Culture

# data[].attributes.body
Module 6: Maker Culture

# data[].attributes.body
Module 6 Asynchronous Responses: Maker Culture

# data[].attributes.attachment_link.title
Module 6 Maker Approach Responses full.docx

# data[].attributes.body
Module 6: Maker Culture Asynchronous Responses

# data[].attributes.attachment_link.title
Module 6- Maker Culture Asynchronous Responses.pdf

# data[].attributes.body
Maker space, hacker space, playing to discover

1.      How could the maker approach to education (inquiry, student-centered, emphasis on 21st century skills/global competencies) and the design process be incorporated into your subject area?

Maker education is associated with STEM or STEAM learning, is an approach to problem-based and project-based learning that relies upon hands-on, often collaborative, learning experiences as a method for solving authentic problems. universal designed learning for maker pedagogy. [1]

Maker movement which is learning by doing, explore, learn through trail and errors, through learning, students learn grit and persevere. Those values are part of 21st century skills be taught in the classroom. With universal design and student-centered approach let students explore and find what they are interested in, allow students to explore through different resources such as different technologies to solve problems that connected to the real world.

Many maker projects rely on different technologies, students have tinkering, coding that can apply to solve problems that connect to the real world. Students need to design, develop critical thinking skills, research solutions, experiments, trail and errors then redesign. All those teaching can prepare students for the future job develop their creativity and personal character of grit, growth mindset and perseverance.

Design learning space start with robots and coding as maker space by familiarize all those learning tools, such as: green screen, Makey Makey, circuits, experiment e-textile, coding such as scratch, 3D printing such as Tinkercard. Lego, dashing dots, giving out different resources for students to explore. Teacher can also collaborate with other teachers. Attend Maker Fair, use social media for different resources that could incorporate into different teaching subjects.

2. What is one observation you had about the video in terms of how a maker/constructionist approach to education can make the learning process more meaningful or better prepare students for the real world (think 21st Century skills & competencies)?

Adam Savage mentioned that the society is afraid students to get injured or failed through experimentation it cuts out the chance for student to learn through meaningful engagement of learning through experimentations. Allow students to explore, even if without budget of materials still pursue to make it, let kids do it and try or even if think tools may not be safe, it’s critical process for students to learn from the mistakes and fails, by allowing students to experiment, it also better prepare students for real world problem solving skills. Start by what are students’ interests and what is doable in the classroom.

Reference

Hughes, J. (2017). Meaningful Making: Establishing Makerspace in Your School or Classroom.

Research monograph # 69. Retrieved from: http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/meaningful_making_en.pdf

Wikipedia. (2018). Maker Education. Retrieved from:

https://en.wikipedia.org/wiki/Maker_education

[1] Wikipedia, (2018), Maker Education. Retrieved from: https://en.wikipedia.org/wiki/Maker_education

# data[].attributes.body
How could the maker approach to education (inquiry, student-centered, emphasis on 21st century skills/global competencies) and the design process be incorporated into your subject area?

Inquiry based experimentation in science is essentially a maker design. Students think up a problem, collect and analyze information, test ideas, share and improve those ideas. They could build models of cells and see how organ systems work together. I love the idea of making the different organelles of cells which can be removed and examined from the model. As they make it and examine it, they (hopefully) would be learning about cell functions.

English taps into the creative processes associated with a maker approach. Students can use multimedia presentations to creatively present themes and ideas from the literature they are reading. Also, in our English class, we suggested creating social media accounts for characters in our books. In the assigned article for this week, it suggested using 3D printers for re-constructing sets. One website suggested creating video games for children’s books. This would be a fun way to learn about the story.

What is one observation you had about the video in terms of how a maker/constructionist approach to education can make the learning process more meaningful or better prepare students for the real world (think 21st Century skills & competencies)?

I like how he noted that if we get students involved in things that interest them, then they will learn all the other stuff along the way. He used two examples that struck me: there is no real dichotomy between the arts and STEM; and getting students to make anything is the first step to critical thinking. He used himself as an example: he made props and then became better at fixing things around the house. Basically, we need to get over our fears regarding the inherent riskiness of making so that our students do not develop allergies, as he worded it, to trying new things.