Group items tagged maker movement - ChandlerTechTeam

shared by Jill Bergeron on 08 Dec 14 - No Cached

To realize the opportunity that the maker movement offers education, students need room for self-directed learning and interdisciplinary problem solving.
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While setting up spaces for hands-on tinkering, schools also need to make mental space for creativity, risk taking, and learning from failure. Those qualities are central to maker culture, but still rare in too many school settings.
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More important than gaining access to expensive tools is learning how to turn raw ideas into prototypes that can be tested, refined, and improved through feedback.
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Students who gravitate toward an engineering or STEM approach to problem solving may get fresh ideas from watching artists work out solutions (and visa versa). Collaboration is more likely to happen when thinking and tinkering take place in the open.
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parents team up with their children for monthly Maker Saturdays.
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Encourage students to tell the stories behind their ideas and describe the process that took them from inspiration to finished product.
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If you're interested in seeing a school makerspace in action, check out this curated list from Bob Pearlman
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Maker Education Initiative maintains a resource library, including sample projects.
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shared by Jill Bergeron on 07 Oct 14 - No Cached

shared by Gayle Cole on 18 Apr 14 - No Cached

shared by Gayle Cole on 18 Apr 14 - No Cached

shared by Gayle Cole on 01 May 14 - No Cached

shared by Gayle Cole on 18 Apr 14 - No Cached

shared by Jill Bergeron on 05 May 15 - No Cached

A sensitivity to the designed dimension of objects and systems,
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The second part of the sentence mentions both the inclination and the capacity to make (or remake) things.
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students often fail to develop the habits of mind we as educators aim to inculcate, not because they cannot do something, and not because they don’t want to, but mainly because they do not notice opportunities to do so. In other words,they lack a sensitivityto notice opportunities to do things.
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the most salientbenefits of maker-centered learning for young people have to do with developing a sense of self and a sense of community that empower them to engage with and shape the designed dimension of their world.
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shared by Kimberly Marlow on 29 Mar 14 - No Cached

shared by Jill Bergeron on 28 Jan 15 - No Cached

A Makerspace is not a one-size-fits-all kind of space.
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What are teachers already doing? What is already there, and how can we add to and augment it?
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When students have to spend all their time fulfilling an external agenda, they don’t have a chance to learn how to create their own agenda. Teaching kids only what adults think they need to know can take up all the time kids need to explore what it is that they care about.
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Makerspaces in schools should connect to student’s authentic interests, or the experiences children have had.
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But in the process of following their own interests, they’re going to develop a lot of other skills.
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School does some things well, but what I love about the library is that when I enter, I set the agenda.
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I am excited about Making in schools — it can be really great.  But if the agenda for what needs to be Made is coming from outside the Maker, then that could be problematic.
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shared by Jill Bergeron on 02 Apr 15 - No Cached

The creative economy is supposedly taking over, and we are commanded by pundits to nurture our children’s creative talents so that we can help them race against automation in the labor markets. Then we look at American high schools, and find a focus on anything but making. Shop classes, art studios, electronics labs, and student newspapers are disappearing, and higher-level computer science is no longer offered in the Advanced Placement curriculum.
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When there is space for creativity in school curriculums, teachers and administrators are positive and supportive, but that support seems to completely wither away when a student suddenly desires to do what they love as their job.
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