DIY

Design, build, and share new things offline and online

Pros: A good cross-section of challenges means most kids will find something interesting to do.

Cons: Hands-on projects often require an adult's assistance -- and wallet.

Bottom Line: DIY motivates kids to tackle a wide range of problems with independent and scientific thinking. 

Read more here.

Site of the Week picks are selected from the top edtech tools reviewed byCommon Sense Education, which helps educators find the best edtech tools, learn best practices for teaching with tech, and equip students with the skills they need to use technology safely and responsibly. 

By Common Sense Education

LEGO® Education announced today it is now taking new applications for its Master Educator program. The program started last year to bring together a network of  educators who teach with LEGO Education solutions and who want to advance hands-on learning with an interest in the subjects of science, technology, engineering, arts and math (STEAM). Interested educators in the U.S. are invited to submit an application now through March 11, 2019.  

LEGO Education Master Educators will be invited to provide feedback to LEGO Education solutions and programs to help evolve hands-on learning in schools. In addition, LEGO Education Master Educators are recognized as experts in hands-on learning and are invited to participate in LEGO Education Master Educator activities and gatherings. 

The LEGO Education Master Educator program is a voluntary ambassador program. Master Educators do not receive monetary compensation from LEGO Education for their participation in the program.

15 Ideas To Go Beyond Makers Space… Building a Makers Culture

As I travel across the country it is wonderful to see all the schools building a Makerspace somewhere in their school. Each time I see this I am impressed by the educator, or group of educators, trying to make such a space possible for their school. After all, a Makerspace allows students to imagine, envision, create, innovate, play, learn in a formative manner, simulate, experiment, collaborate, think critically, communicate, share, synthesize, invent, evaluate, and most of all dream of new possibilities. These are the very verbs that make up the 4 C’s, Blooms Hierarchy, and Webb’s Depth of Knowledge. I usually ask those teachers to reflect on the idea of building a space… or building a culture for making and creating. While a space for making might be a wonderful place to start, a culture of making should be a process and goal. Let me further define this difference.

Words are powerful and the way we name an initiative provides the needed synergy and process for ultimate success. A Makerspace is a wonderful place to visit and might actually be the catalyst for a bigger vision. As we look at Makers in a space we see that it has a defined boundary and might even be limited by time. In the world of technology integration, we have often had computer labs and we have worked at bringing this integration from the lab to the entire school. The technology integration has become part of the school culture. While I believe it is wonderful to start with a space for Makers, I also encourage educators to intentionally plan to allow the Maker Concept to become part of the school culture. Those amazing verbs can be part of classroom lessons and projects allowing students to make and do. John Dewey said

Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results.

Our standards are made of nouns and verbs. As a nation, we have concentrated on the memorization of the nouns, after all, the standardized test did not seem to care about our students doing anything with the nouns. A Maker Culture throughout the school will allow our students to “do” by addressing the verbs, making the nouns understandable, relevant, and authentic. Embracing a Maker Culture can take the standards in our curriculum and make them come alive as students practice the 4 C’s, venture to the top of Blooms, and experience the real depth found in Webb’s.

As you set up or evaluate the Maker movement in your school or district I ask you to think about going beyond space and think about culture. Imagine students having a passionate and informative answer to the question….”What did you do in school today?” Please reflect and possibly take some action with the fifteen ideas I have below. Use them as a vetting procedure, a filter, or an action plan. Enjoy the amazing and rewarding journey, as you Make and Create possibilities for your students!

1. Keep in mind that Maker’s is a way of thinking, and not just the place or space. – With this in mind, the Maker Concept can occur anywhere and anytime. It can be in a dedicated space, or room, or in the library. It can be in the classroom, or possibly be a set of materials that can be brought out to students anytime. The real idea is to promote a Maker thought process that facilitates innovation, creative thinking, and self-learning throughout the school day.
2. Make it part of the curriculum – It does not have to be a separate time but instead can be integrated into the curriculum. While an after school program is wonderful, why not bring it into the classroom by carefully connecting the idea of Making with the curricular material. Keep in mind that the final product should demonstrate learning.
3. Promote significant content and standards – Provide students with important learning targets that are connected to the content being learned. Allowing students to make, while also emphasizing important standards can be powerful and effective. The act of making allows students to do and sets the foundation for understanding. In fact, a collaborative effort with groups of students can allow for discussions that lead to deeper understanding and retention.
4. Reinforce authenticity and relevance – Genuine learning is connected to the real world. Don’t let final projects be landfill material. How can the products be useful in the real world? How can these products bring real meaning and promote student rigor and grit as they work?
5. Promote those important success skills – Often referred to as 21st-century skills, it is important to use the Maker’s culture to both facilitate these skills and assess them. Go beyond the 4 C’s of critical thinking, communication, collaboration, and creativity. What are the subsets of the skills and how can you provide time for students to not only practice the skills but also process them?
6. Encourage the iterative process of learning – In this day of instant gratification and solutions, students need to learn that solutions and design do not happen in a short time period. It is important to allow for multiple drafts as students work toward a successful outcome. We must allow students to face a setback, attempt a hurdle, and practice persistence until satisfying and quality work is the final outcome.
7. Allow for important metacognition -John Dewey stated that doing leads to important thinking, that in turn promotes genuine learning. Students must not only think about the process, but also journal, assess, and have conversations with others throughout the project. This will allow for a learning and understanding that is owned by the individual. This ownership transfers to genuine learning!
8. Provide opportunities for student voice and choice – As you might know, the concept of a genius hour is quite popular. Based on the concept of the Google 20% program, students should be provided time to learn and make in regards to their interest. This can still be standards based as students write and use research skills. Of course, important 21st-century skills can also be assessed. Allowing for this could pave the way for important career pathways.
9. Facilitate self-direction and regulation – A Maker’s culture allows students to set goals and provide both a timeline and method to make it happen. It allows students opportunities to learn on their own, or in small groups, often exploring ways that can make this happen. It is a wonderful way to promote lifelong learning.
10. Align it to existing initiatives – How can the Maker’s culture work with other important programs and initiatives in the school. Perhaps it fits into PBL, STEM, 1 to 1, or particular school goals. It can provide an avenue to reach those 21st-century skills and can be used to reinforce important power standards.
11. Provide 4 C’s Assessment – If you are facilitating the 21st-century skills (Four C’s), how are you assessing them? Are your students aware of the assessment and how to perform? While you want to assess the nouns in your standards, make sure to also include the verbs!
12. Use the culture to promote Bloom and Webb – A Maker Culture provides the ultimate environment to incorporate Blooms Hierarchy and Webb’s Depth of Knowledge. Students are provided time, process, and metacognition to truly understand the content.
13. Continue to Assess Learning in multiple ways – While providing a classroom Maker’s culture, feel free to provide some assessment that is traditional including tests and quizzes. While standardized testing will change, it is probably not going away. At the same time look for ways to bring some performance-based assessment to the final grade.
14. Balance the Learning – While students are Making, hold them accountable for the content. Make sure the doing represents real learning and students understand and explain standards. A classroom of doing must be based on substantial content.
15. Bring Maker Culture to the Inservice – If people learn best by doing, then incorporate Maker ideas in a PD session. How can the Making of deliverables help teachers understand the concept of the in-service? Professional Development should allow for doing! It must be a model of what learning should look like in the classroom.

Are you going to FETC in Florida? Check out my sessions! I would enjoy meeting you!

• W027: PBL Splash A Look at Project Based Learning (1/2 day Workshop)
• W137: Beyond the Initial Technology Shine: Developing Lessons that Promote 21st Century Skills and Significant Content (1/2 day Workshop)
• C206: PBL, STEM, and Makers Dewey Meets Technology: What Will You Do? (General Session)

Click here to learn more and possibly even discover a discount! I hope to see you in sunny Florida this January!

Booking Info – It is time to think about your school or conference needs. Are you looking for a practical and affordable professional development workshop for your school or conference? I have traveled the country delivering PD relating to technology integration, PBL, STEM, Digital Literacy, and the 4 C’s. I have delivered hundreds of workshops and presentations. Check out my Booking Page. Please contact me soon if you have an interest. I am now almost booked through April. Perhaps you need to think about summer conference dates or PD needs, and it is not too early to think about the 2017/18 school year! Look for contact information at the Booking Site.

cross-posted at 21centuryedtech.wordpress.com

Michael Gorman oversees one-to-one laptop programs and digital professional development for Southwest Allen County Schools near Fort Wayne, Indiana. He is a consultant for Discovery Education, ISTE, My Big Campus, and November Learning and is on the National Faculty for The Buck Institute for Education. His awards include district Teacher of the Year, Indiana STEM Educator of the Year and Microsoft’s 365 Global Education Hero. Read more at 21centuryedtech.wordpress.com.

MORE THAN ONE WAY

Summit Elementary students love their makerspace so much they eagerly clean it up. About two years ago, Summit Elementary in Oconomowoc (WI) brought in laptops and ramped up its science and math curriculum in an effort to reach the hands-on, active learners who had already begun to check out. A committee researched the maker movement, secured a grant from a local education foundation, and turned the outdated computer lab into a makerspace. Now, as part of their specials schedule, students spend an hour each week in the makerspace, learning about the design process and playing with the materials. Because it’s been such a big hit, the committee applied for another grant to create four maker carts that teachers can check out. The carts—Engineering, Math & Science, Tech & Robotics, and Creativity—include materials and activity binders. “Teachers design lessons around the materials that fit right into the curriculum,” says Wendy Harrop, learning resource teacher. “They hold STEM challenges and do buddy classes with older and younger students.”

The mobile solution is perfect for schools that lack physical space. Harrop says teachers frequently check out the engineering cart, which has K’NEX, Legos, magnet blocks, and tubing connectors, for lessons on 3D geometry and machines. “The students construct tangible versions of what’s on their paper. It’s a huge learning opportunity,” she says.

Younger students love using Osmo (on the Tech & Robotics cart) with their iPads to learn about numbers and words and play Tangram, a puzzle matching game. Recently, the art teacher used Osmo for a self-portrait project.

Harrop says the makerspace has brought about enthusiasm and other positive changes. “We immediately noticed that some children who hadn’t had a forum to be leaders were showing up as leaders.” Behavior problems decreased and students are willing to clean up and take care of the materials. Best of all, perhaps, is the fact that students are also improving their social skills and character development.

TOOLS THEY USE

SUMMIT ELEMENTARY

► Arduino
► Drawdio
► K’NEX
► Lego robotics kits
► littleBits
► Makedo kits
► MakerBot 3D printer
► MaKey MaKey
► Snap Circuits
► SparkFun RedBoard
► Makerspace blog: summakerspace.blogspot.com
► Web site: sites.google.com/a/staff.oasd.k12.wi.us/makerspace/home
► “Creating a Makerspace” quick start guide: https://goo.gl/bueb8w

A D-I-Y EFFORT

Makers at Shorecrest Prep can’t wait to tinker and create in their makerspace.

The library/media specialists at Shorecrest Preparatory School in St. Petersburg (FL) were so determined to start a makerspace that they went a little rogue to do so. They got a grant, bought a 3D printer, and started reconfiguring the library to free up space. They asked for donations from parents and received a ton of craft supplies, Legos, and K’NEX. That’s when the technology department saw what was happening and stepped in.

“The technology department got $10,000 from the head of school, which we used for a laser cutter, another 3D printer, movable tables, containers, and makerspace books and kits,” says Dottie Smay, library/media specialist. Smay attended makerspace Webinars and created mini-lessons for parents and students so they could understand the makerspace’s purpose and value. She held teacher workshops during which she pointed out curricular tie-ins and started an afterschool club.

One of her favorite things is the monthly Lego Challenge, during which students are asked to create something using a specified number ofLego pieces. “It’s great for their self-esteem,” she says. “They may not win the 100-yard dash or get an A on the spelling test, but everyone sees their designs on the Lego Wall.”

Early on, Smay invited every grade in the lower school to come in and tinker with the littleBits. “I pretended I lost the directions and asked them to figure out how they worked.”

This year, teachers are using the makerspace more frequently and linking it to projects. First graders built bodies using cardboard, straws, balloons, and tissue paper and then used littleBits with LED wiring to show how the brain sets off signals. “The teacher didn’t tell them how to do it; they figured it out for themselves,” says Smay. “It’s a whole different mindset.”

Smay believes anyone can start a makerspace, even if you only have duct tape, cardboard, string, and pipe cleaners. “It’s not what’s in the makerspace; it’s what happens in the makerspace.”

TOOLS THEY USE

SHORECREST PREPARATORY SCHOOL

► Adafruit puppets
► Afinia 3D printers
► Circuit Scribe Maker Kit
► Hummingbird Robotics Kit
► K’NEX
► Legos
► littleBits
► MaKey MaKey
► Perler Beads
► ProtoSnap LilyPad E-Sewing Kits
► Qubits
► Silver Bullet die-cutting machine
► Squishy Circuit Kits

STAMPING OUT STRESS

High schoolers in Yorktown (NY) entered a challenge to buy more tools for their makerspace.

When Shannon Mersand, School Media Specialist at Yorktown High School in Yorktown (NY), visited the Google offices in New York City a few years back, she and her colleagues were fascinated by the Lego play stations and open areas where employees could decompress. “Our students are stressed from all the pressure of work and studying, and we wanted to give them a few outlets to relax,” she says. She mentioned the idea to a couple of teachers, and a few days later she was holding an enormous tote full of donated Legos. She stuck it in the middle of library. Within days, students were building things and asking to display them.

From there, Mersand asked for donations of K’NEX and board games. She created whiteboard tables that students use to doodle, brainstorm, and help each other study. Once her principal obtained Board approval, she eliminated 15,000 books (many of which she donated to a neighboring high-needs district). She placed makerspace materials on the shelves and started a student-run Genius Bar.

To get more makerspace supplies, the Genius Bar students entered a challenge by Khan Academy, Google, and DonorsChoose and earned $1,000. They bought a da Vinci Duo 3D printer. Thanks to a grant from a local education foundation, the school was able to purchase Arduino kits, MaKey MaKeys, and a Raspberry Pi.

Students in the CDOS (Career Development Occupational Skills) program started with Snap Circuits, moved to paper circuitry, and are now working on sewable circuits. They’re planning to create items to sell in the school store.

One student is printing a prosthetic hand that he will pair with an Arduino board to make it move. A group of sophomore English students are participating in 20-Time projects, and many of them will use the makerspace to create their final product.

Teacher integration is picking up, too. Math teachers have used the space to teach about conics and English classes used it for a research project, including one student who’s creating an alternative energy source.

But most of all, it’s a space to unwind and have fun. Students made holiday cards with paper circuitry and programmed Arduino boards during Hour of Code week. They drop in during free periods to work on whatever they want. “They don’t get to play in high school, so to give them an outlet to tinker and have fun and learn at the same time has been wonderful,” Mersand says. “It’s brought different types of students together who would not normally interact.”

TOOLS THEY USE

YORKTOWN HIGH SCHOOL

► Arduino boards
► Chibitronics
► Cube 3D printer
► da Vinci Duo 3D printer
► Drawdio
► HyperDuino kit
► K’NEX
► Legos
► MakerBot Replicator
► MaKey MaKey
► Raspberry Pi
► Paper circuitry (copper tape, conductive paint, LEDs, button batteries)
► Sewable circuits (conductive thread, needles, regular thread, LED sequins, button batteries, sewable button battery holders, Adafruit FLORA boards)
► Snap Circuits

MOBILE MAKERS

Classroom work is infinitely more engaging with a mobile makerspace.

Last summer, Nick Greenwood and Nancy Kellner, a librarian and technology specialist at Peaslee Elementary School (part of the Public Schools of Northborough and Southborough [MA]) received a grant for a mobile makerspace. “Now we’re trying to help everyone develop a maker mindset,” says Jennifer Trombino, instructional technology specialist for the district.

Trombino says that many teachers think of the makerspace as a playroom with no curricular value, so she helps them to see the value. “Our goal is to get people creating, asking questions, solving problems, and innovating,” she says.

Peaslee teachers sign out Bee-Bots, Osmos, and other maker materials to use in their classrooms. Younger students use Bee-Bots to identify letters, numbers, and sight words; older students use littleBits to learn about circuitry.

Trombino’s latest effort is creating space in the library to hold a Friday afternoon makerspace drop-in so that more students can visit. “When you provide time for choice, creativity, and collaboration, students can answer similar questions in different ways. Then you can shift from ‘Here’s what I want you to know’ to ‘What do you think the answer or answers might be?’”

TOOLS THEY USE

PEASLEE ELEMENTARY SCHOOL

► Bee-Bots
► littleBits
► Osmos
► Lego WeDo