This week we reflected on ourselves as educators in this 21st century. I learned more from reading my peers’ blogs and had some realizations about myself than when I was writing my own blog. Amy mentioned the 4 C’s: communication, collaboration, critical thinking and creativity. I totally agree with her that these four components are needed to learn in this 21st century. Catherine made a really good point how teaching in this new era isn’t about how we present our material with technology, but it’s how we use these tools to help our students meet the 4 C’s. I liked that the book listed a bunch of resources. I plan on utilizing those resources in the future. We are in charge of our own education and I realized that we are also in charge of how we teach. Sometimes I’m afraid to try these new things, in my classroom but because of these classes I’ve been taking, I feel more confident and eager to do so. This upcoming school year, I plan on using chibitronics with my students. I’m so excited!
EDET 677 Week 11 Essential Question: How have you, and will you continue to “Learn the 21st Century” and allow your students this experience in your classroom?
I’ve been taking technology courses to stay current with ways I can use technology in the classroom. I would like to continue taking classes and build on my knowledge and learn more ways I can implement technology into my curriculum.
CMK (Constructing Modern Knowledge) is a summer institute that was created in an attempt to help educators have that non-coercive constructionist learning experience in all subjects and grade levels, (Martinez, et.al., loc 4477). Their goals are to design professional learning experiences that can change the teacher’s perspective on learning, allow engagement in complex project development, and provide first-hand experiences with materials (loc. 4491). This institute allowed teachers to collaborate, tinker, and create in a material-rich environment (Martinez, et.al., loc 4477). The learning environment at CMK consists of books, art supplies, laptops, robotics materials, LEGO, electronics, toys, recycled objects, bubble blowing machines, construction kits, 3D printers, cameras, etc., (loc. 4507). It’s designed to encourage project-based learning, classroom centers, and collaboration to support their goal of “learning by doing.”
Constructing Modern Knowledge is something else I’d like to attend. It would be a great way for me to see and experience first hand what a makerspace is.
I’d like to use the Engineering is Elementary (EiE) resource to effectively teach STEM education through three platforms: curriculum development and dissemination, PD for teachers, and educational research and evaluation. EiE serves teachers and students in elementary grade levels (K-8). This program helps teachers build their skills and confidence in teaching engineering and technology.
Another resource that I’d use to keep my students and myself current with modern technology, is FabLab@School. FabLab is committed to integrating the principles of constructionist learning, known as “making” into formal and informal K-12 education.
There are a lot of resources Martinez listed in Chapter 14. I plan to keep that list handy and use what will work for my classroom.
Engineering is Elementary. (n.d.). Retrieved July 27, 2016, from http://www.eie.org/
FabLearn. (n.d.). Retrieved July 27, 2016, from http://fablearn.stanford.edu/
Martinez, S. L., & Stager, G. (n.d.). Invent to learn: Making, tinkering, and engineering in the classroom. Retrieved July 27, 2016.
This week I worked on project 8. I was having trouble with the tilt switch, until (I believe it was Natalie) mentioned the switch says “up.” It was an interesting experience. I am a beginner. I haven’t had much experience with electronics, cables, etc. I feel like it’s something I need more practice with to understand and enjoy doing. It definitely takes patience, especially with the coding part. I really liked Catherine’s response to why her school needs a maker space: It Prepares Students for the Future, Addresses Differentiation, Offers Authentic Real World Learning Experiences, Empowering Way to Learn, Engages Community, and Can be a Catalyst for Change in Education. I also liked her idea that by having a maker space we can give back to our community. I think that’s a great idea. I can see our school reusing what people in our village recycled.
EDET 677 Week 10 Why does Koliganek School need a makerspace?
I am a teacher at Koliganek School, and I would love it if our school had a makerspace. We need a makerspace because “creativity and STEM-based making are top priorities for today’s young people,” according to business leaders, politicians, and futurists (Martinez, et.al, loc. 4191). By allowing students to experiment and invent, they build skills that can be used in future inventions (loc. 4216).
I like Martinez’s advice on what we should and should not say when convincing people why we need a makerspace. For example I’d explain to parents, students and administration that a makerspace “offers students to engage in the real work of math, science, engineering, composing, filmmaking, etc.,” (loc. 4278). “I believe that all students should be taught computer programming, because computer science plays a critical role in nearly every discipline” (loc. 4290). I’d explain that the goals of a makerspace are identifying what the best strategies, tools, and processes are for solving problems, that teachers and participants learn alongside each other, and that problem-based and inquiry based learning will help our students develop the knowledge and skills necessary to be successful in modern society.
Koliganek School needs a makerspace because “making creates evidence of learning,” (Dougherty, 2012). Students don’t learn from taking tests because test questions have replaced students from direct experiences. Students learn best when they are engaged. “Students can take advantage of new tools for creative expression and for exploring the real world around them,” (Dougherty, 2012).
“Play energizes us and enlivens us. It eases our burdens. It renews our natural sense of optimism and opens us up to new possibilities,” – Stuart Brown.
Dougherty, D. (2012, June 04). Want To Improve Science Education? Let Kids Build Rockets and Robots Instead of Taking Standardized Tests. Retrieved July 19, 2016, from http://www.slate.com/articles/technology/future_tense/2012/06/maker_faire_and_science_education_american_kids_should_be_building_rockets_and_robots_not_taking_standardized_tests_.html
Martinez, S. L., & Stager, G. (n.d.). Invent to learn: Making, tinkering, and engineering in the classroom. Retrieved July 19, 2016.
Play Quotes. (2014). Retrieved July 19, 2016, from http://www.museumofplay.org/education/education-and-play-resources/play-quotes
This week we read about maker days. I was thinking about what I currently implement in my room; Class Dojo to manage behavior. If the class reaches a certain amount of class points (i.e. 50 points), we cross out a letter in the word “maker day.” Once all the letters are crossed out, we would celebrate by having a Maker Day. I think this would be a great reward and students would work very hard to reach their class goal. I liked Catherine’s idea of having a “pilot” maker day. First inviting just the parents to work out the kinks, and small details before inviting the whole community. Because I teach K-1, I would partner with an intermediate teacher to coordinate a maker day. Just because students at that grade level can pair up with one of my kindergarteners and work together to advertise, fundraise, prepare, etc.
EDET 677 Week 9 What would you need to coordinate a “Maker Day” for your school?
“America has always been a nation of tinkerers, inventors, and entrepreneurs,” according to www.whitehouse.gov. The heart of the maker movement “is to empower students and adults to create, innovate, tinker, and make their ideas and solutions into reality.”
If you’re not fully comfortable with hosting a makerspace, Martinez suggests Maker Day. “A Maker Day is about creativity and collaboration. It celebrates individual ingenuity within the context of the creative culture of shared values,” (Martinez et.al, loc. 4040). In a Maker Day, you want to have plenty of quick projects that guests can participate in. Martinez says that we want to get the message our that “our students learn by doing, that we solve problems with modern tools, materials and techniques, and that we value creativity and collaboration,” (loc., 4048).
The purpose of a Maker Day is to introduce participants to the Maker Movement, focusing on four distinct elements: (Maker Day Toolkit)
Before the Maker Day, I would fundraise for the event. This way I can order and make sure I have enough supplies for everyone. To coordinate a maker day, I would encourage my students to plan, organize and run as much of the day as possible. I would have my students create posters to market the event, for their families and the community (loc. 4072). The posters would be hung in the school, throughout the community, and taken home.
I’d make sure there are plenty of stations and activities for everyone. It would run on a rotation schedule to ensure that everyone has a chance to participate in everything. This will “allow learners of all ages to experiment, tinker, and most importantly, make things,” (loc. 4097).
Snacks would be provided in my Maker Day. I would have a station for baking or making goodies, a “make and take” station, a cardboard construction station, puppet making, weaving stations, etc. Videos and photos would be taken throughout the event for future marketing purposes, and to expose students’ successes. After each rotation, they will clean their stations for the next group. That would be my maker day.
A Nation of Makers. (n.d.). Retrieved July 12, 2016, from https://www.whitehouse.gov/nation-of-makers
Chrichton, S., & Carter, D. (n.d.). Maker Day Tool Kit. Retrieved July 12, 2016, from http://www.itabc.ca/sites/default/files/docs/discover/Final MakerDayToolKit.pdf
Martinez, S. L., & Stager, G. (n.d.). Invent to learn: Making, tinkering, and engineering in the classroom. Retrieved July 12, 2016.
EDET 677 Week 8 Can you teach more than you know?
What I took away from this week’s reading is less instruction and lectures, and giving our students more opportunities to take ownership in their own learning (Martinez, et.al., loc. 3965). One of the ways we can do this is to teach students at an early age, responsibility. We can teach our kindergarteners how to properly take out and put away tools and materials, and as they get older find more ways to challenge them and take on more responsibility (loc. 3973).
We can teach students how to rely less on the teacher, and more on their peers. “Three before me,” is a motto that I would like to incorporate in my classroom (loc. 3973). This is where students need to ask three of their peers for help before going to the teacher. I think this method will help students learn to take on responsibility at an early age, and in turn “it benefits them as they learn leadership, mentoring, and collaboration skills,” (Martinez, et.al., loc 3999).
According to Barseghian, there are three trends that define the future of teaching and learning. The first is collaboration. “Collaboration is finding its way into curriculum with open-source sites to which everyone is encouraged to contribute.” Barseghian says the idea is “by working together students figure out how to find common ground, balance each others’ skills, communicate clearly, and be accountable to the team for their part of the project.”
The second trend is using technology-powered tools like Google Maps, Wii, Voice Thread, Skype, etc. “The better able students are to create and communicate with media, the better connected they’ll be to global events and the working world.” (Barseghian, 2011). The last trend is blended learning. “Blended learning is combining computers with traditional teaching.” This is where teachers use home-time online discussions, and use class-time for collaborative projects.
According to Hudson, students want to bring what they’re doing outside of the classroom into their lives at school. They want to learn thru mobile devices, collaborate and use social media. Our students will gladly tell us what their favorite sites are or daily apps. We can use this as a way to incorporate their interests into some of their projects.
I think what it all means is teaching our students how to be independent learners, how to solve problems on their own, make mistakes, and try again. I think these are life lessons and skills they need to learn thru experiences, not from the teacher. “The time you spend with students discussing options and choices you are making will benefit your classroom in the long run,” (loc. 4035).
Barseghian, Tina. “Three Trends That Define the Future of Teaching and Learning.” MindShift. N.p., 5 Feb. 2011. Web. 05 July 2016.
Martinez, S. L., & Stager, G. (n.d.). Invent to learn: Making, tinkering, and engineering in the classroom. Retrieved July 5, 2016.
Trierweiler Hudson, Hannah. “Do Your Students Know More About Technology Than You Do? | Scholastic.com.” Scholastic Teachers. N.p., n.d. Web. 05 July 2016.
This week we read about what the rules in our maker space should be. I created my rules based on what I read, and made a list. As I was reading others’ blogs, I realized I should have been more descriptive and explained why I would incorporate those rules. I really liked Teresa’s idea of having students chant the rules. I thought it was a brilliant idea, and I would definitely do this in my maker space each session to recall the rules.
EDET 677 Week 7 Essential Question: What are the rules for your makerspace?
SLO Makerspaces Rules and General Safety. (2013, December 26). Retrieved June 28, 2016, from http://www.slomakerspace.com/wp-content/uploads/2013/12/SLOMakerSpaceRulesandGeneralSafety.pdf
Hlubinka, M. (2013, September 02). Safety in School Makerspaces | Make:. Retrieved June 28, 2016, from http://makezine.com/2013/09/02/safety-in-school-makerspaces/
Martinez, S. L., & Stager, G. (n.d.). Invent to learn: Making, tinkering, and engineering in the classroom. Retrieved June 28, 2016.