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T.J. Edwards

School Library Journal - 2 views

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    HT Nicole Martin
Jim Tiffin Jr

Building A Tinkering Mindset In Young Students Through Making | MindShift | KQED News - 0 views

  • the physical space for tinkering matters much less than the mental space that you create for young makers.
  • To be effective tinkerers, students need to achieve a state of mind in which they are primed to play and make joyful discoveries.
  • telling a group of little kids that it’s okay to make mistakes is not an effective way to deliver your message. The droning voice of the teachers in the Peanuts cartoons springs to mind! To get kids to internalize your message and truly take it to heart, you have to show them in a wide variety of ways what you really mean.
    • Jim Tiffin Jr
       
      Like the pHail Boards and the FailUp Zone.
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  • I let students see me flustered and then (hopefully) recovering. I invite them to help me diagnose what went wrong, which they LOVE.
  • Modeling that it really is okay to make mistakes is vital.
  • Barney Saltzberg’s Beautiful Oops. This short book features mistakes repackaged as something awesome! For example, a torn piece of paper becomes the smile on an alligator. Young children respond to the simplicity of the “mistakes” and the delightful revelation of the reworked mistake into something beautiful and surprising.
  • Taking public risks and making public mistakes not only helps normalize mistake making, it inspires enthusiasm for collectively problem-solving and collaborating.
  • Posting quotations about or pictures of mistakes can go a long way toward reminding kids that you’re serious about the value of mistakes.
  • Failure and discovery are so closely linked, so connected and interrelated, that it is very hard to distinguish between them, especially when failure leads directly to discovery and vice versa.
  • To help students understand the messy process of creation, I ask students to track their progress during any project (much more about this in chapter 6). Tracking a project’s progress helps illuminate the many mistakes along the way.
  • Peer-to-peer sharing also opens the door for collaboration and collective problem-solving when a student is unsure of how to move past an obstacle.
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    Article summarizing ways to encourages students to think of mistakes as learning opportunities.
Jim Tiffin Jr

What Are Micro-Credentials, And Why Are They So Exciting? - 2 views

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    Love how these badges are focused on a teacher's pedagogy and philosophy of maker-centered experiences, instead of discrete skills like 3D printing.
Jim Tiffin Jr

Project-Based Learning Through a Maker's Lens | Edutopia - 5 views

  • A Maker is an individual who communicates, collaborates, tinkers, fixes, breaks, rebuilds, and constructs projects for the world around him or her.
    • Jim Tiffin Jr
       
      A nice list-style definition of a Maker.
  • A Maker, re-cast into a classroom, has a name that we all love: a learner.
    • Jim Tiffin Jr
       
      True, but (sadly) the converse is not always the case in some classrooms: A maker may always be a learner, but a learner is not always a maker.
  • A Maker, just like a true learner, values the process of making as much as the product.
    • Jim Tiffin Jr
       
      Equality of these two ideas, process and product, is a value held by a Maker.
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  • Making, especially to educators and administrators unfamiliar with it, can seem to lack the academic rigor needed for a full-fledged place in an educational ecosystem.
    • Jim Tiffin Jr
       
      Only in educational settings where content knowledge is deemed the most important indicator of learning.
  • With practice, the students can frame the questions themselves.
    • Jim Tiffin Jr
       
      Essential when you are trying to develop agency in students.
  • Once completed, the project becomes less of a daily race to fulfill lesson plans and more of a quest to document your students' growing capabilities.
    • Jim Tiffin Jr
       
      This reflective documentation process should be something that both teacher AND student are doing. The student point-of-view should be written for the benefit of the student, not the teacher. The teacher should coach this process for the student so that the monitoring of growth is seen as a value for the student. The teacher documentation should also inform the student as to their growth, but the information can be used for more "teacherly" purposes as well, such preparing for future activities or intentional pairings of students in the early phases of the PBL unit.
  • model it yourself first
    • Jim Tiffin Jr
       
      Always let your students see you, the teacher, as a learner - first and foremost!
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    The messy, hands-on Maker classroom is perfect for a PBL unit when the teacher is willing to collaborate, tinker, fix, break, and rebuild alongside students. Some fundamental elements to consider in the designing of a maker-centered project, but not as absolutes. It is important to realize that any project taken on in a maker-centered classroom is, by definition, a PBL experience.
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    Fabulous piece about the myriad connection among PBL and Maker. And your commentary is so helpful and provocative. Thank you!
Jim Tiffin Jr

The Maker Directory - 1 views

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    The Maker Directory was developed to help makers and makerspaces find the resources they need quickly and catalog them all in one place.
Jim Tiffin Jr

Meaningful Making: Projects and Inspirations for FabLabs and Makerspaces | FabLearn Fel... - 0 views

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    "Project ideas, articles, best practices, and assessment strategies from educators at the forefront of making and experiential education."
Bo Adams

Students Design, Tinker, Create and Discover through Maker-based Learning | NextGen Lea... - 1 views

  • The nature of maker-based learning actively engages students, nurtures their agency, improves efficacy, and develops a creator or producer identity instead of a (passive) consumer one.
  • In Thomas’ experience, too many people fail to reflect on WHY they’re choosing certain tools, and HOW those tools will be integrated into the curriculum and culture of school.
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    Sometimes the impetus for making is a practical problem. Other times, play, curiosity and imagination are the motivators. Regardless, researchers from Harvard's Project Zero agree, "maker experiences help students learn to pursue their own passions and become self-directed learners, proactively seeking out knowledge and resources on their own" (Agency by Design, p. 3). HT Parker Thomas
Bo Adams

Cleveland's Thinkbox Is a Big Bet on University Makerspaces | Make: - 0 views

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    HT @EricJuli
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