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I think we should expect students to behave and follow rules but it would not be as rigid as in the classroom. The students would be expected to use the materials in the appropriate way and work well with any groups they are working with. It should not be expected that everyone be extremely quiet.

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We should be observing, encouraging and providing help when needed. We should not be telling them step by step what to do .You might suggest things at times, but you want to let their creativity take over.

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We need to focus on the engineering process no matter what materials we are using. They can complete the process with newspaper or cardboard just as well as they can with store bought materials.

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I have all the supplies that were mentioned so I could incorporate all those challenges in my makerspace area. I really want to do some of the challenges that incorporate the literature with it.

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Create lessons that are based on great books. If we find we don't have time to read them during the allotted lesson time, we can see if the teacher can read them at some point before the makerspace lesson.

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Yea! I was already planning to do this with my 5th grade students!

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Yea! I was already planning to do this with my 5th grade students!

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I have had no problem incorporating literature with my lessons for my younger students, but have struggled with my older students.  For example, I was planning to teach a coding lesson with the before mentioned website.  Not for sure how to incorporate literature into a lesson that is so technology driven?  I will get better! :)  I think it is important to model to students that it all goes together.  Literature, technology, making, etc.  

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I have had no problem incorporating literature with my lessons for my younger students, but have struggled with my older students.  For example, I was planning to teach a coding lesson with the before mentioned website.  Not for sure how to incorporate literature into a lesson that is so technology driven?  I will get better! :)  I think it is important to model to students that it all goes together.  Literature, technology, making, etc.  

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Today, I used all types of cardboard pieces that had been donated for students to build urban, suburban and rural communities.  I set out random things I already had like crayons and paperclips as well.  I think lessons like this are really great because my students need help using their imagination and their creativity.  I was wanting my students to understand that they could use the crayons to represent people or the paper clips to represent cars, etc.  Some had a hard time with this, so I think more lessons like this are needed in the future.  

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Today, I used all types of cardboard pieces that had been donated for students to build urban, suburban and rural communities.  I set out random things I already had like crayons and paperclips as well.  I think lessons like this are really great because my students need help using their imagination and their creativity.  I was wanting my students to understand that they could use the crayons to represent people or the paper clips to represent cars, etc.  Some had a hard time with this, so I think more lessons like this are needed in the future.  

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I have learned that the "making " of things in the makerspace is only one side of the coin.  It is like our book stated in an earlier chapter...students are lacking "soft skills" that they will need in the workplace.  During my classtime I reward students for their work ethic, their ability to get along with others, etc.  I don't tend to dwell too much if what they have made doesn't look spectacular.  As a society, that's how we're driven though.   I can see it on their faces...they think they have failed if what they made doesn't "work" or look great.

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I have learned that the "making " of things in the makerspace is only one side of the coin.  It is like our book stated in an earlier chapter...students are lacking "soft skills" that they will need in the workplace.  During my classtime I reward students for their work ethic, their ability to get along with others, etc.  I don't tend to dwell too much if what they have made doesn't look spectacular.  As a society, that's how we're driven though.   I can see it on their faces...they think they have failed if what they made doesn't "work" or look great.

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-Make sure to give ample instructions and think about this step thoroughly before hand.  I am learning this the hard way.  By ample instructions, I don't mean that we tell them exactly what to do by any means.  In my "directions speech" I do a lot of question asking to get them thinking even before they begin.  Then I walk around and ask questions during about their process and then I ask them again at the end of the lesson when we reflect.

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-Make sure to give ample instructions and think about this step thoroughly before hand.  I am learning this the hard way.  By ample instructions, I don't mean that we tell them exactly what to do by any means.  In my "directions speech" I do a lot of question asking to get them thinking even before they begin.  Then I walk around and ask questions during about their process and then I ask them again at the end of the lesson when we reflect.

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You should expect for the students to do the opposite of what you anticipated they would do....sometimes :)   Be ready to answer all types of questions.  Makerspace lessons take much more thought than a regular lesson.  Expect the students to be rowdy and have a discipline plan in place just as you would in a regular classroom.  Encourage them to talk, but let them know that it is more about communicating about their project rather than a casual conversation. 

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You should expect for the students to do the opposite of what you anticipated they would do....sometimes :)   Be ready to answer all types of questions.  Makerspace lessons take much more thought than a regular lesson.  Expect the students to be rowdy and have a discipline plan in place just as you would in a regular classroom.  Encourage them to talk, but let them know that it is more about communicating about their project rather than a casual conversation. 

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Yes!

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This doesn't seem to be too hard... there's SO SO SO many great books that can easily be connected. I think we just have to MAKE the time to include them!

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Great resource! I was doing a parent night with their resources when I got sick and had to cancel. BOOO!

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I think we

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I think we can expect much more engagement and deeper levels of thinking. I've already seen students stay focused and developing a lot of great ideas.

I also expect that students are going to sit, stand, move, discuss, and be active. Making sure there is room and tolerance for that has been really helpful!

I'm also developing ways to make their roles in cleaning up more efficient so that we can quickly transition to the next group and maintain some sense of order. Finding out that kids love to sweep and it is glorious when they do!

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We get to be engaged in a new way and learning with the students. Many of them have taken ideas/challenges that I have given and literally turned them upside-down or backwards in a way I didn't seen coming! I've learned so much from not giving them a pattern or example to follow. One of the paradigms I'm working hard to shift in my teachers is the expectation that all their products will look the same. When we remove the "picture" from the instructions - the creativity really flows and many times they shock us with a better design anyway!

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The process is the fun part anyway! I think students already know it doesn't matter if their products are perfect but that they are learning through the creation, testing, improving process. I think if we really complete the whole engineering cycle and make sure students reflect/improve - there will be some huge gains in their critical thinking and learning!

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We've had a lot of fun with our donated cardboard already. Students have built aircraft, sleighs, marble runs, alien space ships, and even some full towns. I've also enjoyed how much they have been able to build just with a few paper plates/pipe cleaners. We've done crystal ornaments, mazes, costumes, critter habitats. We are going through masking tape like crazy! That will be my number one donation request next year.

I've also been looking into ways that we can build with the new things I got in my grant. We are assembling the chaos tower/green screen right now. We tested out our ozobots, beebot, magnetic blocks, legos, k'nex, gears and Osmo this week and LOVED the possibilities there!

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I'm glad you chose it! I needed some time to explore it!

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I hope we can really discuss this in our PLC this week. This is the area that has been the hardest for me to fit in. I wish there was a quick way to find what students are reading at each level and to build in lessons that actually had something to do with the reading TEKS. I find myself basically referencing the title of a book at best and then going into a STEM lessons that is tied mostly to science TEKS in almost all instances. Even the ones suggested in the book followed that model. The best ones we have done were with writing teachers - my 4th grade team brought the ideas of writing out "characterization paragraphs" then making props and presenting the characters on flipgrid. It was fast and furious to get all those elements in one lesson but the kids got a lot of content connections and engagement out of it and PTL the technology was seamless that day. We also did some book talk questions on flipgrid and summarizing what they are reading.

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Love them. Excited to have some dedicated iPads for Maker Space now - to get these into more frequent use.

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I have seen that some of the students who do not perform well in the classroom, excel in the LRC in Makerspace activities.  The space is not still and is not quiet.  Managing students in a large space is sometimes more difficult but I am finding that they are more focused when the are free to choose what to spend their time on.

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I have seen that some of the students who do not perform well in the classroom, excel in the LRC in Makerspace activities.  The space is not still and is not quiet.  Managing students in a large space is sometimes more difficult but I am finding that they are more focused when the are free to choose what to spend their time on.

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Makerspace is the opposite of something like a Math lesson with only one outcome (the right answer).  We provide the materials, general well thought out descriptions and let them engineer how to get to the end result (which may or may not actually be the end result we even had in our minds/plans.

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Makerspace is the opposite of something like a Math lesson with only one outcome (the right answer).  We provide the materials, general well thought out descriptions and let them engineer how to get to the end result (which may or may not actually be the end result we even had in our minds/plans.

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This week our Eng 2 teachers were asking about Makerspace and how it can be used in their subjects.  Ashley was quick to point out the engineering process being used in writing papers. Brainstorming, outline, writing, improving...Makerspace is not always hands-on building and we need to make sure others understand this as well.  

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This week our Eng 2 teachers were asking about Makerspace and how it can be used in their subjects.  Ashley was quick to point out the engineering process being used in writing papers. Brainstorming, outline, writing, improving...Makerspace is not always hands-on building and we need to make sure others understand this as well.  

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Our Math Makerspace 9 week challenge was a bridge and I had the necessary popsicle sticks and cardboard for the students to use.  Our History students made shields and I only had 1 student ask for one item that was not already out-modeling clay.  I did have some in the back and was able to bring it out for them.

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Our Math Makerspace 9 week challenge was a bridge and I had the necessary popsicle sticks and cardboard for the students to use.  Our History students made shields and I only had 1 student ask for one item that was not already out-modeling clay.  I did have some in the back and was able to bring it out for them.

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I made an SFA Google logo and was so excited to send it to Kinsie.  She said I was a nerd!

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I made an SFA Google logo and was so excited to send it to Kinsie.  She said I was a nerd!

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I think we need to remember the 3rd question.  Sometimes, they won't be doing the things that look "makerspacey."  You may be reading a story and they may be reacting to the story in a Flipgrid, etc in lower grades.  I am doing a GooseChase next week about genres in choosing books for book projects.  

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I think we need to remember the 3rd question.  Sometimes, they won't be doing the things that look "makerspacey."  You may be reading a story and they may be reacting to the story in a Flipgrid, etc in lower grades.  I am doing a GooseChase next week about genres in choosing books for book projects.  

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LOVE LOVE LOVE QR codes! I attach one with almost everything I print and/or display.  My students get to them through Snapchat instead of a QR code reader app.

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LOVE LOVE LOVE QR codes! I attach one with almost everything I print and/or display.  My students get to them through Snapchat instead of a QR code reader app.

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*moving
*questioning
*discussing
* there will  be some that get frustrated

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I think we should expect to see good listening and communication skills.  Listening to the instructor, and more importantly listening to the other members of the group.I feel like makerspace will also help with the students communication skills. I walk around and monitor students, stopping numerous times to ask students a better way to express themselves to their partners. I find that some just blurt anything out and some will not communicate at all.

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I really think that kids learn by seeing how we behave ourselves. Treating the kids with respect is very important. Encouraging them, challenging them while monitoring. Letting them know that everyone should be involved and they can ask each other questions as they go through the process. The groups should be self-checking each other and discussing what is happening.

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* leading
*observing
* conversation
*troubleshooting
* questioning
* encouraging

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Well said by everyone above... the kids enjoy the process so let's use that to instill the engineering process.

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The Engineering Process can be used in so many ways and goes across all curriculum and into our daily lives also. I think once the students get in a habit of thinking like engineers they will start apply it naturally to most things they do. So the materials that we have available to use is not as important as long at they go through the process they can create/make

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That has been a challenge for me, but the more discussions I have with teachers the more ideas we come up with. I am planning on a makerspace for reading using the green screen

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Yes. I have used them for several years. I want the students to learn how to make them as well as use them.