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Existing inequities play out when adults engage with kids around tinkering or making. And, while makerspaces are a unique kind of learning space, many of the techniques thoughtful educators are using to improve their interactions with students could be used in other venues.

Sewing has been one of the most successful projects in the program Escudé helps run at the Boys and Girls Club in San Francisco’s Visitacion Valley neighborhood. Kids shared their family histories of sewing and even invited grandparents to participate and share. The activity was framed as intellectual thought and valued as equal to any other tinkering task. The success of this activity came from giving students the space to share themselves and build relationships with one another and the facilitators, not because they were using the most recent technology or because they were building robots.

it’s a cultural assumption that kids would think taking apart toys would be fun.

K-12 teachers,

clay, fabric, electronics, e-textiles, and programming.

K-12, public-private spectrum. It will be a D.I.T, a Do It Together, community

A Maker is an individual who communicates, collaborates, tinkers, fixes, breaks, rebuilds, and constructs projects for the world around him or her.

Making loves the process and allows the teacher to move fluidly between levels and subjects. When I designed a middle school level Forces and Motion unit, NGSS MS-PS2 dovetails nicely with CCSS Mathmatical Practice.

Great projects, on the other hand, are opportunities for learners and teachers to collaborate with those around them.