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Project Library with 150+ making ideas - 30-day guest pass - LinkLearnMake18!

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Project Library with 150+ making ideas - 30-day guest pass - LinkLearnMake18!

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Jerry@cswnetwork.org - CEO
Go to: cswnetwork.org

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First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning.

Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods-to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb.

How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system.

Topics include:

How learning actually changes the physical structure of the brain.

How existing knowledge affects what people notice and how they learn.

What the thought processes of experts tell us about how to teach.

The amazing learning potential of infants.

The relationship of classroom learning and everyday settings of community and workplace.

Learning needs and opportunities for teachers.

A realistic look at the role of technology in education.

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Division of Behavioral and Social Sciences and Education

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How People Learn: Brain, Mind, Experience, and School: Expanded Edition

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Read online, download a free PDF, or order a copy in print or as an eBook.

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How Students Learn: Science in the Classroom

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How Students Learn: Science in the Classroom

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Contributors

Description

How Students Learn: Science in the Classroom builds on the discoveries detailed in the best-selling How People Learn. Now these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness.

Organized for utility, the book explores how the principles of learning can be applied in science at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume.

This book discusses how to build straightforward science experiments into true understanding of scientific principles. It also features illustrated suggestions for classroom activities.

Topics

Suggested Citation

National Research Council. 2005. How Students Learn: Science in the Classroom. Washington, DC: The National Academies Press. https://doi.org/10.17226/11102.

Import this citation to:

Publication Info

Copyright Clearance Center
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E-mail: info@copyright.com
Web: https://www.copyright.com

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Division of Behavioral and Social Sciences and Education

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How Students Learn: Science in the Classroom

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How Students Learn: Science in the Classroom builds on the discoveries detailed in the best-selling How People Learn. Now these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness.

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CAST: About Universal Design for Learning

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Universal design for learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.

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(Pittsburgh)

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(Pittsburgh Feminist Makerspace)

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Our network includes all Protobabes, as well as other organizations that we partner with on events. This list includes the Center for Women's Entrepreneurship at Chatham University, the City of Pittsburgh, Remake Learning Network and more. Contact us to find out how your organization can get involved.

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All the Makerspace resources you could hope for (and more)

I first started learning about the Maker Movement in education and makerspaces in late 2013. Since then, I've been using this page to compile and curate some of the best articles, videos, blogs, books and other resources that have helped me along the way. My hope is that you will consider this a go-to resource as you progress along your own Maker journey. No matter whether you're just getting started with makerspaces or are looking to grow your program, there's something here for you.

What is the Maker Movement?

The Maker Movement has been around for a lot longer than many of us realize. Really, the desire to make things with our hands has existed since the dawn of humanity and DIY culture has long played an important role. Make Magazine has been around since 2005 and the first Maker Faire was held in 2006. Check out the articles below for a great take on what the Maker Movement means for education.

Colleen Grave's first started a makerspace at Lamar Middle School and then when on to pilot a makerspace at Ryan High School. She shares all about her experiences, projects her students are making and has gathered substantial resource lists as well. Her blog is seriously awesome. (Of course, I'm biased because we wrote a book together)

Laura Fleming's blog about her library and makerspace at New Milford High School. One of the pioneers of the school library makerspace movement, Laura has shared many amazing resources (and she has an awesome book too!)

Andy Plemmons' blog; in addition to being an all-around awesome librarian, Andy does an amazing job of bringing making into Barrow Elemenntary School. He collaborates with the University of Georgia and often brings the makerspace into his curriculum collaborations with teachers. He's also amazing at fundraising and creating big, school-wide projects.

Krissy runs an amazing makerspace called the Launch Pad at her elementary school, and she is an fantastic advocate for creativity. She also creates gorgeous posters (many with maker themes) that she makes freely available on her site and she founded the #elemaker hashtag. Did I mention that her job title is Innovation Coordinator?

Gwyneth Jones is an all around awesome librarian who shares resources relentlessly on her blog. She started a makerspace in her library recently and has taken a balanced approach, starting with a few affordable centers. She also makes amazing posters and graphics and offers them for FREE on her blog.

Robert Pronovost's blog about Ravenswood Elementary Makerspace. He's documented his space since he created it and offers some great advice on procedures. Definitely an excellent example of a successful elementary space.

Blog run by public librarians who work with young adults. The write about all things YA and have quite a few posts on makerspaces and maker programs.

Blog that focuses on libraries and artists working together. More of a public library and museum focus.

The people who started it all - there's amazing project inspiration and ideas on here, as well as lots of free resources.

Co-written by me, Colleen Graves and Aaron Graves, this book is packed full of lots of practical information and real-life examples of using design challenges in makerspaces. We cover everything from building a maker culture and setting up the physical space of your makerspace to organizing global collaborations and sharing your projects through Maker Fests. We go into detail about creating design challenge prompts that can inspire your makers. The book has sections specifically focused on elementary and secondary curriculum connections and we feature interviews with a ton of amazing maker educators at all grade levels.

Available from Amazon and other book sellers now!

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I first started learning about the Maker Movement in education and makerspaces in late 2013. Since then, I've been using this page to compile and curate some of the best articles, videos, blogs, books and other resources that have helped me along the way.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

UDL Rising to Equity

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey. Do you use social media? Join the conversation happening now in the #UDLrising hashtag.
Meet the UDL Rising to Equity Advisory Board Meet the UDL Rising to Equity Stakeholder Council

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST.

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Children's Museum of Pittsburgh

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Maker education, and Maker practice, is an important methodology for engaging students, especially those traditionally underserved in STEM, in design and engineering practices in the context of a shared or common task, through play, making, and positive social interactions.

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Makerspaces and Equal Access to Learning

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Makerspaces and Equal Access to Learning

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Edutopia

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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(Cambridge, MA)

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A national nonprofit dedicated to helping support America’s maker organizations through advocacy, resource sharing, and the building of community within the maker movement and beyond.

www.nationofmakers.us

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NOMCON (Nation of Makers Convening) - Theme: Intentional Inclusion

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NOMCON (Nation of Makers Convening) - Theme: Intentional Inclusion

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www.nomcon.org

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(Oakland, CA)

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The Lighthouse Creativity Lab is a K-12 program that supports maker-centered learning at Lighthouse Community Public Schools and the greater Oakland Area. The mission of the Creativity Lab is to support educators to turn learning over to students, deepening understanding of content and developing agency.

To solve the problems of the future, our students will need to be independent thinkers. At the Lighthouse Creativity Lab, we support students and teachers to because deepens student learning and increases student ownership of their learning. By placing students in the driver's seat of their education, can support students as they develop agency and affect positive change in their communities.

We believe this work is powerful and aligns with our school's and theory of change instructional stances. We strive every day to integrate making into our practice, to create space for student creativity through making electives, and to share best practices with other educators from around the world. Our vision is to support young people to be agents in their own lives.

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Making in Schools | Lighthouse Creativity Lab

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The Lighthouse Creativity Lab is a K-12 program that supports maker-centered learning at Lighthouse Community Public Schools and the greater Oakland Area. The mission of the Creativity Lab is to support educators to turn learning over to students, deepening understanding of content and developing agency.

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Maker Education Initiative Resource Library

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Maker Education Initiative Resource Library

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Maker Ed's Resource Library includes content to help educators and facilitators from all backgrounds and environments get started and continue making in education.

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Digital Promise Maker Learning Leadership Framework

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Digital Promise Maker Learning Leadership Framework

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Quick start tips

Superintendents: draw inspiration from other schools to help you chart the right course for your district.

Principals: use our worksheet for envisioning culturally relevant maker learning in your school.

Instructional leaders: support teachers with our instructional guides and conversation starters.

Technology leaders: use our scatterplot to identify appropriate tools as your program evolves over time.

About the Framework

The maker learning movement is engaging the hearts, minds, and hands of students around the country. What started as a grassroots coalition of teachers, families, and enthusiasts, has spread to involve education researchers and pioneering school and district leaders.

The Maker Learning Leadership Framework pushes the movement forward by offering a suite of resources, strategies, and models to help school and district leaders develop maker learning programs that are sustainable for schools and equitable for all students.

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Maker Learning Leadership Framework - Digital Promise

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Superintendents: draw inspiration from other schools to help you chart the right course for your district. Principals: use our worksheet for envisioning culturally relevant maker learning in your school. Instructional leaders: support teachers with our instructional guides and conversation starters. Technology leaders: use our scatterplot to identify appropriate tools as your program evolves over time.

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Digital Promise: Maker Learning in Your District

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Digital Promise: Maker Learning in Your District

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Maker Learning in Your District - Digital Promise

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Where is your maker learning program headed, and how will you know that it's on the...

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Electronic Learning Resources

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Get Started With CircuitPython

This guide gets folks started with CircuitPython, a version of Python particularly suited to use on hardware like microcontrollers and single board computers like Raspberry Pi.

Curated Adafruit products, unique collectibles, and exclusive discounts. All delivered quarterly. Make outside the box!

2987 tutorials total and counting

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Get Started With CircuitPython This guide gets folks started with CircuitPython, a version of Python particularly suited to use on hardware like microcontrollers and single board computers like Raspberry Pi. Curated Adafruit products, unique collectibles, and exclusive discounts. All delivered quarterly. Make outside the box! 2987 tutorials total and counting

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New Castle Area School District STEAM Program

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New Castle Area School District STEAM Program

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(New Castle, PA)

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Online 3D Modeling Program

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Real World Results with Onshape

Designed from the ground up for agile product design teams

Start developing your products better, faster, smarter.

"Due to its agile product design approach , we are able to build products faster and run design sprints on hardware products flawlessly."

"It is very helpful for me to manage the product designing and offers me a convenient way of usage, I can operate it on my laptop and even in my mobile, by which it has become a piece of cake to assist my team."

"Easy to use CAD system providing a single source of truth for files and drawings and a CAD solution that sensible includes PLM as part of the design instead of an afterthought."

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Onshape is a product development platform that brings together all the tools needed to develop a product from conception to production.

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Online P5 code editor -- quick feedback, great examples and documentation

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A web editor for p5.js, a JavaScript library with the goal of making coding accessible to artists, designers, educators, and beginners.

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InfyMakers! Showcase your innovative thinking and making to solve problems facing individuals, communities and our world! Makers Wanted.

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RAFT believes hands-on teaching is the best way for our children to learn, so we provide teachers and community groups with creative tools and materials to promote hands-on teaching in science, math, technology, and art.

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Hungry for fresh, exciting science activities based in amazing phenomena? Science Snacks are hands-on, teacher-tested, and use cheap, available materials. Satisfy your curiosity without ever getting full.
Don't miss our Special Collections.

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Science Snacks: Projects and Activities You Can Do!

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Hungry for fresh, exciting science activities based in amazing phenomena? Science Snacks are hands-on, teacher-tested, and use cheap, available materials. Satisfy your curiosity without ever getting full. Don't miss our Special Collections.

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Word Wall: Teaching language in the context of making.

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Word Wall: Teaching language in the context of making.

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These pieces of hardware and software, downloads and open-source tools may prove valuable as you integrate more technology into your classroom.

Gooru is an open source for Next Generation Science Standards and Common Core-aligned online lessons you can remix in your own classroom. You can also create your own online modules from scratch.

Scratch/Scratch Jr. is a free visual programming language and online community where you can create your own interactive stories, games and animations. Developed by the MIT Media Lab.

Makey-Makey turns everyday objects like bananas, notebooks or even a pet into a music-making, programmable invention.

Arduino is a versatile machine connecting you to the Internet of Things.

Lectrify is an interactive circuit board that can illuminate objects.

Raspberry Pi is a tiny, affordable computer that you can use to learn programming.

Wonder Workshop provides coding and robotics information for K-5 educators.

Code Studio (Code.org) is a free online platform to get anyone in grades K-12 started on the basics of coding and participating in Hour of Code.

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These pieces of hardware and software, downloads and open-source tools may prove valuable as you integrate more technology into your classroom. Gooru is an open source for Next Generation Science Standards and Common Core-aligned online lessons you can remix in your own classroom. You can also create your own online modules from scratch.

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Good online resources from the community. 

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Good online resources from the community. 

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•AAAS Science NetLinks – sciencenetlinks.com/afterschool-resources

•Science After School Consumer Guide – www.sedl.org/afterschool/guide/science/index.html

•California Afterschool Resource Center – https://foundationccc.org/CAN

••The Coalition for Science After School – afterschoolscience.org

•Association of Science and Technology Centers – www.astc.org

Framework for Evaluating impacts of Informal Science Projects. NSF, 2007.

•Learning Science In Informal Environments. NRC, 2009.

•Framework for K-12 Science Education. NRC, 2012.

•Ready, Set, Science. NRC, 2008

•Development and Early Validation Evidence for an Observational Measure of High Quality Instructional Practice for STEM in OST Settings. The Forum for Youth Investment. 2012.

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•Documentation of evidence of learning.

•Engineering design process.

•NGSS & Common Core Connections

•Formative assessment.

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Research on youth development – Two categories: Disconnected Youth and Vulnerable Youth (Congressional Research Service)

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Research on youth development – Two categories: Disconnected Youth and Vulnerable Youth (Congressional Research Service)

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•Peer influence shown to inspire students’ decisions to major in a STEM or Arts field.

•Latina students’ patterns of socialization.

•Family support systems for all minority students in developing and encouraging interest in STEM and Arts.

•Student interest - academic experiences with math and science at elementary and secondary levels is critical.

•High academic self-concept increases Hispanic and African American students’ odds of persisting in school.

•Innovation and creativity through engineering is particularly important for students who traditionally have not recognized science or engineering as relevant to their lives or future.

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•Early intervention to emphasize the affective sphere of influence on student attitudes, aspirations, and self-esteem related to Making, STEM and Arts areas.

•Participation and success with Making, STEM and/or Arts from earliest levels – pre-elementary-middle-high school. Increasing overall competency.

•Family support and encouragement

•Peer influence is a significant criteria

•Recognize contributions of other cultures socially and historically.

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Access to high quality Making and STEM learning remains determined in large part by an individual’s socioeconomic class, racial or ethnic group, gender, language background, disability designation, or national origin. The most compelling challenge facing U.S. education is how to provide all students a fair opportunity to learn (USDE, 2015).

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We promise to

•Listen to others attentively

•Respond to classmates respectfully

•Ideas are challenged—not individuals

•Speak clearly and loudly enough for everyone to hear

•If you cannot hear a classmate or do not understand them, ask them to speak up or clarify

•Everyone is expected to share (regularly)

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An afterschool program in Woodland Hills and in pop-up sites around Allegheny County teaches young women such cool things as the science in cosmetics and Newton's Laws of Motion through Dance. Designed primarily for African American young women in 7th and 8th grade, it's also aimed at kids in poverty, and offers a taste and introduction to the possibilities of pursuing a STEAM career in the future.

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Efficacy and STEM identity through engaging ‘making’ activities.

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Efficacy and STEM identity through engaging ‘making’ activities.

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Following last November's election various groups scrambled to create "safe spaces." I was asked to join a group of people planning to create a safe space. They wanted to have a regular meeting time where people could discuss their concerns about safety. I was the only person of color in the group. I suggested that people of color may not feel comfortable in such a discussion group. The leader of the planning group said that we need to keep talking. I thought to myself that we need to start .

So, why would people of color be reluctant to join a safe space? Studies indicate that contact between Whites and people of color indicates is more beneficial for Whites. A safe space created by White people may not be safe for people of color. Being in a group of primarily White people may be a reminder of minorities' devalued status in society. Some Whites may need education about people of color. In contrast, people of color are constantly educated about White people. So, a safe space created by White people may mean additional work for people of color.

A few months after the November election, I was invited to a coffee hour that was intended to be a safe space. I thought I would give it a try. The meeting was at one of my favorite coffee shops. Things got bad as soon as I arrived. I assumed that a coffee hour meant that there would be free coffee. I found out that everyone had to pay. As I scanned the group that had gathered, I was the only person of color. This made me have that sinking feeling of entering a group of sports fans wearing the jersey of their rival team. I talked to a few people. But I didn't feel safe.

The idea of creating a safe space is well-intentioned. But I have some ideas for those who want to create them:

Listen. If you want to include people outside your own group, seek them out. Find out if they actually want to discuss their concerns in a public group. Maybe they are already doing this and don't need you to create something else. My church has created a good model for listening. We periodically have Listening Circles, where we invite leaders from outside our community to listen to them. The purpose is not to talk or help. The purpose is to listen.

Make your group inclusive. A single member of a minority group may not feel safe in a group. Including at least two members of a minority group prevents any single person from feeling isolated. Or having to speak on behalf of a whole group.

Actions speak louder than words. Saying that a space is safe doesn't make it safe. What has your organization done to create safety? Has it made efforts to include and listen to minority voices? If not, the space may not be safe for everyone. Creating a safe space takes work. And if you invite someone for coffee, pay for it!

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Following last November's election various groups scrambled to create "safe spaces." I was asked to join a group of people planning to create a safe space. They wanted to have a regular meeting time where people could discuss their concerns about safety. I was the only person of color in the group.

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Prototyping and Design Lab (PAD) - University of Maryland, Baltimore County

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Prototyping and Design Lab (PAD) - University of Maryland, Baltimore County

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https://www.nsf.gov/discoveries/disc_summ.jsp?cntn_id=135608

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The prototyping and design lab (the pad) is a collaborative lab space at UMBC in the Information Systems Department. This laboratory is part of the Interactive Systems Research Center (ISRC) and is the place to build physical prototypes.