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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?

Even though some people may not think the maker approach and design process can be implemented into a physical education classroom, I believe integrating this approach can help increase engagement for some students and optimize performance for others. Using inquiry with a student-centered approach will allow students who may not feel comfortable in a traditional phys-ed class open up and become more engaged by showing their interests. This can come in the form of allowing students to simply have free time, see what they do with some of the equipment available, or students would be required to create a mini game/sport for the entire class to play. I think having a mix of the traditional gym class and a modern way of teaching physical activity will be the most beneficial for my future students.

What is one connection you made with what was in this video by Adam Savage.

Brought back some memories of my time in middle school in the metal/woodshop. Adam is worried that if we do not provide youth with opportunities to bring out their creativity and interests, they we are not allowing them to see their own potential and opportunities. I had a friend in the woodshop class that always enjoyed it more than the other students, and you could tell because he was never engaged in most of our other classes. Today, he works as a carpenter full time and thinking back if my school didn’t have that woodshop I am wondering if he would still be a carpenter.

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Week 6 - The design process and exit ticket (Radko Matov)

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Week 6 - The design process and exit ticket (Radko Matov)

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How can the maker approach to education and the design process be incorporated into your subject area?

My subject area is the sciences and the design process is crucial to anyone doing any type of research. As you prepare students to enter university and pursue careers in the sciences, students will have to develop strong critical thinking and problem-solving skills when they are working in any type of lab environment. The most important aspect is after you have completed your lab, how could you improve on it. The only way we validate findings in science is by repeating experiments and figuring out if there were any flaws in the research process and how can we eliminate or minimize them. Maker education also helps students grow in their field by promoting curiosity and building on their inquiry skills which is something that we looked heavily into in our biology class. Creating Inquiry-Based Projects that let the students research topics that interest them most.

My current definition of making is creating something using a variety of tools and resources. It is a very broad definition because making can take many forms as Dale Dougherty mentions in his video.

After reviewing the slides and the 21st century schools website, my definition is still similarly broad but it have seen more in depth how it can impact our students. It caters to the students’ learning needs and different intelligences by allowing them to focus their talents. It builds strong attributes in the students such as analytical and problem-solving skills. Most importantly, the maker approach is modern and student-centered, focusing on skills that are relevant to them by integrating multiple disciplines and allowing them to use a variety of technology and multimedia.

Exit Ticket

I noticed how Adam Savage mentions that the best way to get people into making is by letting them make whatever they want for whatever reason they want. This goes back to the student-centered approach to teaching and catering to the students’ needs and interests. It also helps build important skills that are transferable to other aspects of life as he mentions regarding the making of his blade runner pistol and how it has helped him become more handy around the house.

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Week 6- Exit Ticket (Adam Savage Video Response)

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Week 6- Exit Ticket (Adam Savage Video Response)

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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)?

Students will be much more engaged, willing and productive if they are “working” on or towards something that interests them. This notion is nothing new, however, this element of learning has been stripped away from much of the curriculum (especially science). There is almost no student choice, voice or say for what students they learn and how they learn it. Adam Savage gave an example of how his interest in movies spurred on his creative spirit to be maker. His yearning and desire to create objects from his favourite movies was more than enough motivation to actually take the necessary steps to design and create them. This drive and self-autonomy is what (I feel) many students are lacking, and with a sound reason as well. Perhaps their demotivation to learn is simply a product of their own environment…

Adam’s theory is, if we give students the choice to decide what topics they want to research and how they want to present, will make a significant difference when it comes to depth of research and care about the assignment. Adam believes that allowing our students to take risks, sometimes fail and learning from failure are probably the most important factors when teaching students about the design process and scientific method. Students will always need guidance and structure as they grow and mature, their minds constantly being exposed to new information every second.

Faced with a bombardment of data, in many forms, students need to be made aware of the issues that not only relate to them but also those issues that permeate throughout their communities. If we want students to eventually become useful citizens, stewards for their environment and active members of positive change in their community, we need to play an intentional and active role in teaching them the of learning by doing, hence the relevance of makerspace and maker pedagogy. Even if students fail, their failure should not be demeaned but praised and be helped back on track. All the while, we need to impress the importance of learning though “play” and discovery. The more we focus on emphasising the 21st century core values and competencies, the closer we will be in reshaping the current educational mindset and regime.

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Week 6- The Design Process and Maker Approach

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Week 6- The Design Process and Maker Approach

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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?

At its core, the maker approach is learning though design and creation. This educational framework places students at the center, emphasizing a learner-driven experience. Each and every student brings a unique antic and outlook to how they solve problems and utilizing a maker-based approach fosters the open-ended and entrepreneurial aspects of learning. In relation to science, a maker-based education exemplifies the heart of the scientific-method with a focus on design and creation which closely mirrors testing and experimentation.

DOING science is grounded in experiential learning and practical application of skills-a maker-based education follows the same principles but diverges from the rigid and uniform way of conducting science. The pedagogical basis for maker also differs from that of a purely scientific investigation, however, this does no mean that the two cannot be infused. Students have an opportunity to learn about science in a cross-disciplinary manner when exposed to a maker style of learning, not to mention the incorporation of technology at every turn. Personally, I feel that this style of learning promotes curiosity and intrigue while developing critical thinking skills, allowing for the application of ideas. Typical high-school science rarely asks student to design based on their own ideas; the majority of lab activities are close-ended investigations.

Continuing with the same monotonous format of science-teaching will continue to bore students. Why not inject the maker style of learning where applicable? Course like physics and biology have great potential for students to expound upon their own ideas, regarding scientific innovation. We need our students to KNOW that they are all “makers”. I am in agreeance with this claim, stated by Dale Dougherty during his TED talk and I am an advocate for promoting this mentality, especially to high school students. Promoting the maker approach, in accordance with the emergence of STEM and STEAM focused learning, provides science teachers with a range of instructional methodologies to delivering lessons and expanding of previous topics/concepts to enhance and redefine dated learning tasks.

For example, as a culminating/summative task in grade 9 or 10 science, students could posit a solution to a global problem (PBL style) addressing an STSE issue. They would choose a topic that accommodates task of creating or engineering a solution using their knowledge of robotics, circuits, anatomical structure, or traditional knowledge, etc. referring to concepts learned throughout their respective course(s). It is rare that a single scientific discipline will hold to answer to solving the world major issues and teaching out students to adopt an all-encompassing, open-mindedness with catalyze the innovative thoughts and ideas of our young minds.

When learning about science, there is always a connection or relation with other disciplines and subject areas, especially when tackling humanitarian and social justice issues. This is where “making” truly becomes meaningful and begins to fulfill the 21st century competencies, those which specifically focus on education students to become ethical citizens in their community. The closer we can get students to this point while using a fun, engaging and stress-free form of learning, the closer we will be to rectifying the current outlook and value of education in our country.

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Consider:  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?MARIO POLANCOI would like to begin by mentioning the fact that here at the faculty, we have been exposed to makerspace experiences. Many of the classes and experiments that we participated in with Ms. Rhodes were focused on the design process and used a makerspace approach or philosophy.  Following the design process, Ms. Rhodes often gave us random materials to build.  For example, in one instance, we were asked to build a tower, this was “the problem”. As a team, we brainstormed information from our previous knowledge, analyzed the information, built our models, tested them, presented them to the group, obtained feedback and then we had time to improve our models.  As a future teacher, the exposure I have now had to this type of learning environment truly motivates me to use this approach and these strategies with my future students. Through not only the readings we have been assigned, but also through my own experience, I have learned how important it is to make your students wonder... to present them with a good question or problem and let them explore. Deep learning takes place when students are given the space to explore, collaborate in order to find a solution, share their ideas, to improve on what they have created and/or explore deeper into their findings.I truly believe that the maker approach to learning can be incorporated into absolutely any subject area.  In order to do so, a teacher must provide a “problem” which will captivate their students, materials which will allow students the opportunity to explore the problem, time to collaborate and plan and then time to go back and make any changes and/or corrections.  Questions/problems pertaining to environmental issues, poverty, Indigenous studies and other social justice issues would easily incorporate literacy, mathematics, geography, social studies, religion and many other subject areas.The integration of makerspaces or STEAM labs in schools is growing. It is a slow growth, but we can see it happening in our faculty (STEAM-3D Maker Lab) and in our community (O’Neill CVI, in Oshawa).•	Consider:  What is your current definition of Making?Currently my definition as to what is “Making” is: to allow students the opportunity to learn in spaces that provide tools, materials and/or activities.  These tools, materials and/or activities are there in order to foster and encourage the students’ natural skills, collaboration and innovative thinking. At the same time, when “Making” students should be integrating many of the 21st century skills and competencies we have discussed in class.	•	Review this site thoroughly and explore some of the videos, articles and resources:  http://www.21stcenturyschools.com/making.html•	After reviewing the Module/Week 6 slide contents and resources, think about how your definition may have changed or expanded….My idea of what “Making” entailed has definitely expanded.  One of the main areas in which it has changed is the fact that I originally thought that “making” was highly focused on technology or developing unique technological products such as devices or gadgets. However, this is not necessarily the case! Making can be High Tech, Low Tech or No Tech at all.  The other shift in thinking that I had was surrounding the fact that “making” can be done with different numbers of people.  For some, “making” is considered an activity that should be done with others in order to encourage collaboration while others believe that it can be very effective when used as an individual activity or goal.What is one connection you made with what was in this video https://www.youtube.com/watch?v=NrRNwLJHxhQ&feature=youtu.be •	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)? •	OR•	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)?•	***Please choose 1 of the 2 questions above and post your responses on the padlet from slide 7.•	One of the important observations that I made in this video was the fact that not only do makerspaces allow students to explore, play and create, but they also present students with the opportunity to fail and then to learn from their mistakes.  I believe that this is a crucial skill that all people need to develop.  I thought Adam Savage’s analogy, which related failing to allergies, was brilliant.  He explained that many children develop allergies because they have grown up in an overly antiseptic environment.  Because of this overly antiseptic environment, their immune systems do not have the chance to develop antibodies, and they consequently develop allergies.  In his analogy, Adam Savage explains that this same idea happens to children when they are never given the opportunity to fail... if you do not provide children with opportunities to fail, and then learn from their mistakes, they will develop an “allergy” to risk and become averse to trying new things.I also noticed some connections from our previous module from Logan Laplante’s video.  Logan Laplante mentioned something similar to what Adam Savage said.  Savage said, “if you get what a kid is interested in, then he will learn all the stuff around it much faster than if you try to give it to him everything all at once”. This philosophy of learning, the idea that one should personalize your education or that of your students based on their interests is the same as Laplante mentions.  Another thing that I really liked about the video, is the way that Adam Savage explains the maker culture concept.  Savage views the idea of “making” as a way to grant our students permission to build whatever they want for whatever reason they want. This permission is what gets people started on the path to critical thinking.

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Consider:  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?MARIO POLANCOI would like to begin by mentioning the fact that here at the faculty, we have been exposed to makerspace experiences. Many of the classes and experiments that we participated in with Ms. Rhodes were focused on the design process and used a makerspace approach or philosophy.  Following the design process, Ms. Rhodes often gave us random materials to build.  For example, in one instance, we were asked to build a tower, this was “the problem”. As a team, we brainstormed information from our previous knowledge, analyzed the information, built our models, tested them, presented them to the group, obtained feedback and then we had time to improve our models.  As a future teacher, the exposure I have now had to this type of learning environment truly motivates me to use this approach and these strategies with my future students. Through not only the readings we have been assigned, but also through my own experience, I have learned how important it is to make your students wonder... to present them with a good question or problem and let them explore. Deep learning takes place when students are given the space to explore, collaborate in order to find a solution, share their ideas, to improve on what they have created and/or explore deeper into their findings.I truly believe that the maker approach to learning can be incorporated into absolutely any subject area.  In order to do so, a teacher must provide a “problem” which will captivate their students, materials which will allow students the opportunity to explore the problem, time to collaborate and plan and then time to go back and make any changes and/or corrections.  Questions/problems pertaining to environmental issues, poverty, Indigenous studies and other social justice issues would easily incorporate literacy, mathematics, geography, social studies, religion and many other subject areas.The integration of makerspaces or STEAM labs in schools is growing. It is a slow growth, but we can see it happening in our faculty (STEAM-3D Maker Lab) and in our community (O’Neill CVI, in Oshawa).•	Consider:  What is your current definition of Making?Currently my definition as to what is “Making” is: to allow students the opportunity to learn in spaces that provide tools, materials and/or activities.  These tools, materials and/or activities are there in order to foster and encourage the students’ natural skills, collaboration and innovative thinking. At the same time, when “Making” students should be integrating many of the 21st century skills and competencies we have discussed in class.	•	Review this site thoroughly and explore some of the videos, articles and resources:  http://www.21stcenturyschools.com/making.html•	After reviewing the Module/Week 6 slide contents and resources, think about how your definition may have changed or expanded….My idea of what “Making” entailed has definitely expanded.  One of the main areas in which it has changed is the fact that I originally thought that “making” was highly focused on technology or developing unique technological products such as devices or gadgets. However, this is not necessarily the case! Making can be High Tech, Low Tech or No Tech at all.  The other shift in thinking that I had was surrounding the fact that “making” can be done with different numbers of people.  For some, “making” is considered an activity that should be done with others in order to encourage collaboration while others believe that it can be very effective when used as an individual activity or goal.What is one connection you made with what was in this video https://www.youtube.com/watch?v=NrRNwLJHxhQ&feature=youtu.be •	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)? •	OR•	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)?•	***Please choose 1 of the 2 questions above and post your responses on the padlet from slide 7.•	One of the important observations that I made in this video was the fact that not only do makerspaces allow students to explore, play and create, but they also present students with the opportunity to fail and then to learn from their mistakes.  I believe that this is a crucial skill that all people need to develop.  I thought Adam Savage’s analogy, which related failing to allergies, was brilliant.  He explained that many children develop allergies because they have grown up in an overly antiseptic environment.  Because of this overly antiseptic environment, their immune systems do not have the chance to develop antibodies, and they consequently develop allergies.  In his analogy, Adam Savage explains that this same idea happens to children when they are never given the opportunity to fail... if you do not provide children with opportunities to fail, and then learn from their mistakes, they will develop an “allergy” to risk and become averse to trying new things.I also noticed some connections from our previous module from Logan Laplante’s video.  Logan Laplante mentioned something similar to what Adam Savage said.  Savage said, “if you get what a kid is interested in, then he will learn all the stuff around it much faster than if you try to give it to him everything all at once”. This philosophy of learning, the idea that one should personalize your education or that of your students based on their interests is the same as Laplante mentions.  Another thing that I really liked about the video, is the way that Adam Savage explains the maker culture concept.  Savage views the idea of “making” as a way to grant our students permission to build whatever they want for whatever reason they want. This permission is what gets people started on the path to critical thinking.

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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 first thing that crept into my mind when considering the first question was something that our History curriculum studies instructor told us, and that was "We always talk about our students doing science, but why don't we ever talk about them doing history?" In relating this to being a maker, I think the two concepts go hand-in-hand. We want them "doing history" by inquiring about topics that are of interest to them, and asking solid questions about the information that they come across to challenge perceived narratives. This can be done in a multitude of ways, but most commonly through inquiry-based assignments. Teachers can ask a question about a figure in history, and give students free reign on how they want to approach answering it. Being a maker could also mean making sense of what's in front of you through whatever means necessary.

Obviously, this is a much different approach to being a maker as what you would expect in a science class, but it can still be done through more textual means. There are definitely ways to include attempts at 3D, 2D, and recreation projects as well throughout the history and social studies curriculums. Being a maker doesn't always have to include technology!

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)?

By far the best part about Adam Savage's video is when he started talking about out path towards being a risk-averse culture if we don't let our students and children make things. If we don't let them tinker or play - and fail with this - they will develop an allergy towards trying new things which I thought was absolutely fantastic in how it relates to education. We can't build an education system where we tell our kids not to try new things, or at the very worst, take those things away from them so that they can never attempt them in the first place. This quote really stuck with me as he talked about budgetary cuts to drama, arts, and other programs - and how we are simply taking away programs that show creativity.

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Slide 6: 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 can be applicable in any and every subject area, including my own subject areas of physical education and the sciences. Particularly in physical education, the idea of students developing and implementing their own games that correspond with the curriculum is a great way for usual sports and fitness-focused course to be more of a student-centred, skill developing experience for students. Further, social skills and collaboration within the gymnasium and sport environment is even more elaborated on which is an absolute focus today. In the science world, there are many opportunities for students to be leaders of their education and fill the “maker” shoes, it is just the implementing of providing such maker opportunities for these students. Inquiry projects was something we focused on throughout our curriculum course through semesters one and two, which I truly believe provide students with a fresh and individual focus on their learning. Such learning can be applied throughout a variety of science units and topics, specifically in biology regarding any ecological, systemic, genetic, and investigative discussions, and can lead to critical thinking, analysis and reflection on the given topic. The maker approach was not something I experienced throughout my own learning and is definitely a concept I hope to incorporate into my teaching style.

Slide 26: 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)?
One particular observation I took from the video regarding the maker approach in education was Adam Savage’s connection between making being the starting path for critical thinking and changing learning to a student focused interest rather than curriculum focused. Both these concepts provide students with a different perspective on their learning. Their interests now lead how they explore concepts to develop understanding, and further directly influences their ability to learn and understand as they focus on concepts particularly intriguing to them. Further, addressing making in the education system as a risky learning experience where the potential to get messy and fail I believe is key in the connection to critical thinking and learning. I think experiencing such learning throughout a student’s education is so much bigger than the final grade received after the “learning” and provides students with greater opportunities to grow as future contributors to society. Due to the making approach of such education experiences, students will be more readily prepared for real-life problem solving.

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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?

I think there are a number of ways the maker concept and the design process could be used in history.  Students of history should be asking their own questions.  History can be student centred by saying them “What problems do you have with the narrative you have encountered in your experience with history?”  Students can come up with challenging questions, like was the Red Baron a hero?  Students can then gather information, brainstorm ideas, discuss their findings, collaborate with others and get feedback from them, construct understanding together, and think critically with the ideas of history.  This encourages students to be makers and hackers.  They can be encouraged to challenge the traditional understanding of history, rebel against it, be unique individuals, make connections and learn to think divergently.

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 found Adam Savage’s comparison between today’s children to as learners, and the way we develop allergies.  We become allergic to certain things by not giving our immune systems a chance to develop immunity to things, and Savage says that we do the same things when we avoid risks.  Making is also about exploring and discovering, but part of doing those things is a willingness to take risks.  Because students have being resistant to trying new things, they are in effect allergic to taking risks or failure or trying things.  Growth mindset and Maker culture can fight back against this tendency.  It can foster a growth mind-set in students, by making trying things and challenging one’s self fun and playful and engaging.  I think that being able to face challenges is a skill that students need as they grow up and enter the “real world”, and maker spaces can foster this ability.

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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?

One way the marker approach can be incorporated in Phys. Ed would be for the students to develop their own game or activities with the equipment provided. This will engage the student in providing their own input and designing a game that they want to play. By doing this it allows them to brainstorm their ideas and develop a meaningful activity. To improve on the game or activity they have designed we as a class could play the game and provide feedback.

After reviewing the Module/Week 6 slide contents and resources, think about how your definition may have changed or expanded….

My definition of making has changed, I was always under the notion that “making” was a definition given to people who were working with computers, (software). After going through the website and the TedTalk video, my definition has expanded now. When they say “marker” it basically refers to anyone making pretty much anything. This really opened my eyes, in terms of what classifies as a maker. It can stem from the simple days of playing in the sand box and making sand castles, to growing up cooking your own dinner. Marker are much more than software programmers, they are people who work with their hands to create and take apart things.

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)?

One observation I notice form the video by Adam Savage, is that we shouldn’t be afraid to let kids fail. We should let kids have an experiential learning experience. They should be encouraged to make and build things. Students will learn just as much when the fail compared to when they succeed. Letting this go at their own pace and fail will allow them to think critically, on ways to improve their next attempt. They will seek out collaboration attempts with other student and work together and build a strong communication aspect when engaging in conversation with other students.

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Lucien Henderson Module 6 Asynchronous Assignment and Exit Ticket

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Lucien Henderson Module 6 Asynchronous Assignment and Exit Ticket

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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?

I am an Intermediate Teacher Candidate who’s teachables are Biology/Science and Physical Education. During my second placement as a full-time physical education teacher, there weren’t many opportunities for students to engage in the maker approach and design process. We were mainly in the field, the gym, or the fitness room working on personal health and fitness. As much as I enjoyed doing this, it is concerning to me that I’m realizing maker space pedagogy is difficult to implement in all subject areas. When I think about how I could use the maker approach in my pedagogical approach to physical education, I think my only opportunity would be found during health units. That being said, knowing that many health units have sensitive topics, I would need to be very cognizant of my approach. I honestly believe that the nest suited unit to use a maker pedagogical approach would be a risky behaviours unit as this unit will force students to work collaboratively to come up with solutions to everyday experiences and real-world issues.

Additionally, In this type of environment, I think using the flipped classroom approach would provide more opportunity for students to express their strengths outside of the traditional “I teach, you listen” approach. Students would also learn how to problem solve, make better choices, listen respectfully and collaboratively with their peers to overcome certain obstacles. I also think it is equally important to teach or allow our students to teach themselves, grit. The best way for them to achieve these lessons it to make mistakes, correct them, and learn from them.

Exit Ticket:

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 thought the video by Adam Savage was well directed at the very real epidemic we have in education today revolving around a lack of creativity or freedom to make within the walls of a school. I found the comparison that Adam made between student’s immune systems and their mental capacity. He talked about how some human beings develop or have allergies based on never being given the opportunity to be exposed to those allergens. He raises an interesting point that their immune systems not having a chance to develop is essentially the same thing, or comparable to human beings not being creative enough because they’re not given enough opportunities to make and explore things that relate to their personal interests. We need to provide an environment for our students to explore their personal interests and come up with ideas to relate to those interests which will teach them “grit” skills that they will be applied to apply as citizens in society.

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Module 6

Alexa Lewis

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?

In my personal opinion both the maker approach and the design process are quite similar in the sense that they require students to define a problem, collect information, brainstorm/analyze the information that is being collected in hopes of developing solutions to solve the problem that was initially presented. Both are a great way for students to learn as it promotes creativity and hands on learning.

As for my subject choice I can certainly see myself applying these kinds of practices into my teaching, particularly in the STEM area. Instead of simply lecturing students at their desks about topics in the Science and Math curriculum, I could have them actually engaging and creating pieces of work in which they are the makers. Together with their making, I would have students implement the design process so that they could follow a logical plan when creating their individual designs. The key aspect of the design process that I would definitely encourage is the part in which students get feedback from their peers and then use that feedback to improve upon their initial designs. I think together with the design process in place, students would definitely benefit greatly from engaging in maker practices in the classroom and I hope to implement this as a future educator.

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)?

The connection that came to mind and took precedent over the rest would be the idea that Savage made regarding the future generation and the risk they take on new inventions. When you think about it our future is basically on technology based. Everyone owns a smart phone; there are self-operating cars, devices that can turn your lights off/on and virtual reality is becoming… reality! In my opinion our future is basically calculated risk, which is what we need to teach our students. We need to teach them it is okay to take risks, to make changes and to create and discover. It is unfortunate that a lot of students have the mindset that there is only 1 answer to each question and it is frowned up if you provide a wrong answer. As a future educator I plan to change the mindset of the males and females and show them that it is awesome to partake in experiments and observations.

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Module 6 - Design Process and Exit Ticket

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Module 6 - Design Process and Exit Ticket

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Francesca Gruppuso

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 Biology and Science, thus there are numerous ways to implement the maker approach and design process in these areas. Students can be given the opportunity to develop their own inquiry projects and where the student is at the centre of learning. Inquiry projects very much encompasses the design process where students outline a scientific problem of their interest that is open-ended in nature and triggers critical thinking, collect relevant background information, come up with ideas, develop solutions/experiments, present the ideas, receive feedback, and improve the design. This becomes a cycle that doesn’t necessarily have to end and can keep being improved upon and executed.

Makerspaces can also be used in the electricity unit of science where students can physically put together circuits. When I was in grade 9, we made simple series circuits and not much inquiry was involved and it was not student-lead. But it doesn’t have to stop there. Now, we can incorporate Arduino technology in makerspaces with students as well to develop coding literacy which is an important 21st century skill to develop. In this way, students will engage in multidisciplinary projects where they learn how to create circuits and learn coding.

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)?

One observation I had in the video of how this approach to education can make learning more meaningful is that it gives students the choice on what they want to learn. Students can inquire and learn how to build things that are based on their own interests (i.e. movie props). This involves innovation, creativity, problem-solving, and hands-on learning which ultimately creates more meaningful and authentic learning for students.

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Module 6

Samreen Rafiq

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 approach to education can be incorporated in all the subject areas in primary junior. In the maker approach students have the opportunities to have hands on creative activities. The maker approach provides opportunities to the students to practice 21st Century skills such as :global competencies and transferable skills. Collaboration, communication, global citizenship, self-aware learning to learn, entrepreneurship and innovation & creativity. I will use the inquiry based approach, I will start with the guided inquiry and model for the students how to develop questions. Students will learn multiple ways to solve a problem. I will infuse the nature, music, art and literature in the design of STEAM. Maker lessons encompass a wide variety of teaching methods and it is connected to design thinking, problems solving skills and critical literacy. It is a hands on approach to learning. In my classroom a large part would be dedicated for the makerspace and students will have the opportunity to make their own things using recycling material and loose material. The projects that students will create, they will share it with local and global community as well. Students will have flexible art centre and self-directed learning. In our classroom in tinkerlab student would have the opportunity to take different things apart and make something new. Students can use their own creativity and design to make connection to the curriculum. They can create projects for the collaborative learning. As an P/J teacher I incorporate maker approach to education in all subject areas.

Exit Ticket

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)?

One of the interesting thing in the video was that Making culture is something that can bring back children’s science and math scores and making is something that start the path of critical thinking.One example that I observed in the video shows how a maker approach to education can make learning process meaningful is that Adam built the things he wants to get or he could not buy. For example there were things that he wanted but he could not get or buy, so he had to learn how to make them. He made a replica of the pistol from the movie Blade Runner, making the replica pistol make him better at fixing the stuff in my house. He built the prop from the movies, it provided him to opportunity to become creative and solve problems. Students will learn through hand on activities , students will create their own learning experience by engaging in creativity, problem solving and design.

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The Design Process and Maker Approach

Consider:

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 is a creative form of learning that involves creating, inventing and learning. Mathematics, science, engineering (STEM) are the primary subjects associated with the maker approach, and as a P/J teacher, I’ll be teaching these subjects in my future classrooms. The maker approach can be incorporated into these subject areas through do-it-yourself (DIY) paradigms. DIY models makes space for creative expression and self-directed learning. However, it also touches upon important pedagogy principles and 21st century skills including; inquiry, innovation, critical thinking, problem-solving, collaboration and personalized learning. Through DIYs, the maker approach helps students better understand subjects such as math or science through making for the purpose of learning.

The design process encompasses some similarities to the inquiry-based approach to learning. For example, both approaches start with a problem or question that is student-led and goes through a process of collecting information, brainstorming and analyzing ideas, developing solutions, ideas for feedback, improve the design to finally solving their inquiries. Therefore, I can incorporate the design process and the inquiry-based approach so that learning (within a subject area) involves a process of steps fused with curiosity and hands-on learning while acquiring 21st century skills (critical thinking, collaboration, creativity, etc).

Exit Ticket

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 maker/constructionist approach to education prepares students for the real world through trial and fail. When students try to make things, it's not always the case that they get it right the first time. But, they keep trying and trying until they finally get it right. Thus, the maker approach enables students to be risk averse when it comes to trying new things. After all, not getting it right the first or failing is often the biggest challenge for most students. The maker approach is centered on the students interest, and when teachers provide the students with learning that meets their interests, they are more likely to learn everything that encompasses their interest and much faster. Another observation about the maker approach is that it builds a community and it fosters 21st century skills such as collaboration, communication, innovation, and creativity that are essential for the real world. Making things, makes other things more real and more doable and it’s what get students started on the path of critical thinking.

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In my last two placement opportunities, I have been somewhat frustrated with regard to the instructional approaches used in doing science. My two subject areas in the UOIT program are biology and general science, both of which are fundamentally based on the ideas of maker approach and pedagogy. Science is inquiry; the process of questioning, searching, and performing, all of which falling under a critical lens. Science should be student-centered; the teacher removes themselves from the stage, flips the classroom, engages students with activities and labs, and promotes self-evaluation and critical assessment of peers. Science can emphasize competencies, especially with the growing need for the focus of coding as a literacy; unpacking “the black box” and developing hard and fundamental skills for the 21st century adapts well to the development of scientific inquiry and student-centered learning. The maker approach is perfectly suited when teaching science-based subject matter, and yet, it is often lost to transmission-based instructional strategies and management techniques that do not focus on student learning.

I think it is important to consider how implementing the maker approach for the purpose of students getting to physically involve themselves in the science is a critical oversight. Incorporating maker approaches in science should reinforce student questioning in discovering the meaning of inquiry and how it relates to bigger concepts in the curriculum. Authentic tasks that involve for the collection of information, such as an experiment and not a lab activity, follow make approaches. Delving deep into controversial discussion topics, where students are capable of brainstorming and analyzing opinions, arguments, and conclusions, from their own research, encourages the development of core competencies. Creativity knows no bounds, and as such, students can build scientific models of anatomical structures, cellular events, molecular compounds, functional circuits, living biomes, etc. that bring their ideas into a three-dimensional space. Peer review through constructive feedback is a research skill required of students moving into higher educational programs; science fills an appropriate niche for the maker approach.

One particular project that I have been deliberating over is the idea of a living biome for a biology class. Students are not necessarily required to define a problem, but the task design could be framed in a way such that students should be seeking to optimize living conditions for the species in the biome. Through multiple research opportunities, students collect information with respect to the particular biome that they wish to create, including content such as organisms included, living conditions, amount of responsibility in maintaining the biome, costs, etc. so that the project is self-sufficient and not deemed “trash” in concluding the task. This idea can branch into model building, peer feedback for the overall design of the aesthetics and effectiveness of the biome, as well as with review periods for improving the complexity of interactions in their made space. With a proper structure, this task allows for students to inquire deeply about the intricacies of nature, shifts the focus of their learning onto their shoulders, and grants them chances to develop competencies that they will be required of in the future.

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In reviewing last week’s material, I feel that Savage’s point about the nonexistent dichotomy between arts and science, as well as how students are more likely to learn all of the related subject matter around their interests as opposed to the situation where they receive it all at once, is directly related to the significant challenges impeding technology adoption in education. One trend I have noticed fairly frequently on social media are literal “maker” projects, where craftsman-like businesses are becoming incredibly relevant once again. Individuals take to their interests, they form business plans, they inquire and make with their hands, they fail, try again, and work until they succeed, and above all, they enjoy the learning process. Albeit, these experiences most often occur in post-secondary settings, I think they speak to the idea of maker approaches. Savage spent four years building a replica gun from a movie he enjoys, specifically because he has a correct scientific attitude and mentality with regard to the ideas of maker culture.

The speed with which technological developments become germane in this distinct age is extremely fast, emphasizing the significance of authentic implementation of educational models that foster student learning in accordance with this trend. Savage mentions that the one “thing” he wishes people would start making is the opportunity to make so that subsequent ideas can become more real and do-able. These opportunities bring the curriculum to life in ways that students can fully immerse themselves in; if these tasks are meaningful, technology is not artificially incorporated, and concepts are consolidated, a certain inquisitive instinct is fostered! Regardless of the subject, I believe that authentic task design and a shift in the focus of teacher roles are the bridges that lead education into the future. These are necessary requirements in preparing students for a world that is technologically unlike the world that we grew up in.

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Adam Savage stressed the need for a focus on making in schools, and that in the past cutting programs such as the arts and shop class, where students were able to be creative and make, was a huge disservice to students. In the horizon report from 2017 one of the focuses is to advance the culture of innovation, and changing the status quo in that failure is okay and it is essential to the educational process. Adam also talks about the importance of failure, that without failing, mentally you become afraid of failing, he specifically relates this to developing “an allergy to trying new things” because of the fear of failure. Kids need to learn to be okay with failing, but then trying again and again until you achieve success, this develops innovation and girt.

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The maker approach to education is very relevant to science/ biology in that inquiry is very important in helping students to understand and gain a richer understanding of the content. Labs can provide this inquiry based approach which can allow for students to discover ideas for themselves. There is also a component of STSE which looks at the technology side and how science and technology work hand-in-hand. This could be a great opportunity for students to look at technology and create something that relates to the science topic. For example, the physics unit can involve circuits. We could allow students to create their own structure that involves the different circuits to create something original instead of just simply placing wires together to create the parallel and series circuits. This could also be accomplished through passion projects where students are provided with a brief overview of a unit and they then develop questions about a topic and then further explore their interests. This allows students to become more involved in their learning and have the ability to make the project their own.

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An observation from the video was that the idea of making, no matter what it is and no matter what the reason is, allows for people to develop skills beyond for just for creating their creation, even if they fail. In allowing students to create something within their interest area as well as making something meaningful to the real world, this allows for students to gain a deeper understanding of what is going on and actually motivates students when they are doing things that interest them. In turn, this also allows students to become greater critical thinkers, more creative, and better with collaboration. The maker culture also involves failing which is essential, by failing and trying again, you increase your willingness to try new things without the fear of failure. Failure is a part of life and this also better prepares students for the real world by allowing students to develop their growth mind-set.

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One of my subject areas is science/biology and I think this subject area lands very well to the maker approach. Science is an area that is constantly evolving and changing with new information and innovations. I could work this maker approach into science and biology by having students discover not only answers but to design solutions to questions they may have in particular subject areas. For example, if we were studying the mammals and their systems, I could create an assignment for them to come up with a question and problem they see in a body system. Then they are to generate answers with research and design a new solution or modify a previously solution they found, to their posed issue.