How Maker Mindsets Can Be An Easy Fit For Rural Schools
Five Ways Design and Making Can Help Science Education Come Alive
Building A Tinkering Mindset In Young Students Through Making
Launching a Makerspace: Lessons Learned From a Transformed School Library
Tinkering Spaces: How Equity Means More Than Access
What Colleges Can Gain by Adding Makerspaces to Their Libraries
How to Turn Your School Into a Maker Haven
Hacking School Computers: Cause For Celebration, Not Concern
How One Designer Bridged the Gap Between Play and Learning
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In rural districts, teachers are also developing \u003ca href=\"http://makezine.com/2014/10/07/how-to-start-a-makerspace-in-small-town-america-2/\">maker projects\u003c/a> to help students gain the benefits that come from hands-on experiences, while better understanding the needs of their communities.\u003c/p>\n\u003cp>Take for instance the work being done by Brock Hamill at Corvallis High School in Montana. The students in his science class construct air sensors and analyze data in a way that helps address a problem unique to their community. Air pollution poses a problem for that region of Montana because of nearby forest fires and, in the winter, use of wood-burning stoves.\u003c/p>\n\u003cp>“We can just get days and days and days of smoke,” said Hammill, and it can get to the point where sports practice and games must be canceled.\u003c/p>\n\u003cp>Working with a teacher training program at the \u003ca href=\"https://cehsweb.health.umt.edu/um-workshop-teachers-brings-environmental-health-local-classrooms\">University of Montana\u003c/a>, Hammill borrowed expensive air sensors for his students to use for a couple of days each semester. But he wanted his students to have more access to sensors, so he set \u003ca href=\"http://www.howmuchsnow.com/arduino/airquality/grovedust/\">about making his own.\u003c/a> His first task was to see if he could even make a sensor from scratch and then test its accuracy so that his students could do the same.\u003c/p>\n\u003cp>“I took it as a challenge to see what could we do,” he said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>First, Hammill created step-by-step instructions on his \u003ca href=\"https://airquality406.wordpress.com/\">website\u003c/a> to provide students some structure for such a new project. He then used a $500 grant from Montana State University to purchase enough equipment to make seven air sensors. All of his students were able to build those sensors in class, a project that included putting together hardware and software that could transmit data to the internet.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=j-i3MTqprVk\u003c/p>\n\u003cp>Then students had the opportunity to make modifications to the air sensors, such as having the light color change to represent different air quality measures. Students -- who had unfettered access to their sensors -- also worked on making them more adaptable to different environments.\u003c/p>\n\u003cp>“They were working on wearable models you could just use a battery with and put in your pocket,” said Hammill. This would let students publish their real-time exposure to air pollutants at their exact location. Students also had the challenge of making a sensor that would register volatile organic compounds, such as paint fumes.\u003c/p>\n\u003cp>“They were just changing code left and right, making it work,” he said. “They liked it, too, because they'd never worked hardware and software together. They'd change the code and run it and show other groups.”\u003c/p>\n\u003cp>The air sensor project helped students understand a problem in their community while giving them much-need computer programming skills. “It's just hard for these rural schools to get a computer programming teacher,” he said.\u003c/p>\n\u003cp>\u003cstrong>OLD-SCHOOL MAKER\u003c/strong>\u003c/p>\n\u003cp>Rural districts might already be offering a maker program and not realize it. Organizations such as 4-H and Future Farmers of America teach agricultural education skills that involve a lot of \"making.\" Students might be designing, programming and learning about technology under the auspices of such a curriculum.\u003c/p>\n\u003cp>Jacob Bowers teaches a variety of agriculture classes in his town of Pella, Iowa. In that program, high school students learn how to fly drones over farm fields and analyze data from those flights. Thanks to a grant from the Carl Perkins Vocational and Technical Innovation Act, Bowers purchased drones to be shared by his and neighboring districts. Along with learning how to fly the drones, students learn data analysis. Bowers also gets permission from farmers to look at their field data, which come from more expensive drones.\u003c/p>\n\u003cp>Students spend less time flying and more time figuring out how to program a drone to take the footage they want, he said. For instance, a drone can be equipped with a UV camera to determine the health of a field. Depending on the type of light bouncing back at the camera, farmers can determine how much fertilizer is needed on the field. The same thing works for a temperature camera. Based on the temperatures coming back, students can figure out where different soil types are located.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=v3YcZtlVrls\u003c/p>\n\u003cp>Having the students figure out fertilizer plans is the big challenge to master. With efficient use of fertilizer, “we save the farmer money and it's a little less hard on the environment as well,” said Bowers.\u003c/p>\n\u003cp>Bowers isn't just teaching kids how to crunch numbers on spreadsheets. In his greenhouse class, students design hydroponic systems.\u003c/p>\n\u003cp>“They actually work together to build a more sustainable hydroponic system that can make a lot of produce,” he said.\u003c/p>\n\u003cp>Next year, he plans to teach a metals class where students learn to run a small business creating metal signs. They'll learn to run the books, find clients and use design software to make different products for those clients. All this is in the spirit of maker education. But how tech-driven the program is depends on the teacher, said Bowers.\u003c/p>\n\u003cp>The big takeaway is “identifying what skills are going to be applicable 20 years from now,” he said.\u003c/p>\n\u003cp>That's why he focuses on fertilizer figures and data analysis, because that's something students will likely always need to understand if they work in agriculture.\u003c/p>\n\u003cp>As other teachers have seen, students who struggle with academics often shine in a maker space. Bowers sees that in his hydroponics class.\u003c/p>\n\u003cp>“They're excited to walk in and be able to show other students what they know.”\u003c/p>\n\u003cp>\u003cstrong>TAKE IT SLOW\u003c/strong>\u003c/p>\n\u003cp>Giving students access to skills they normally might not be exposed to is a big value of the maker culture. But when maker spaces are new to a school, schools might experience some growing pains.\u003c/p>\n\u003cp>Noelle McCammond worked as technology support for the Corning Union Elementary School district and helped design the maker space at Maywood Middle School with \u003ca href=\"https://ww2.kqed.org/mindshift/2016/08/25/how-a-makerspace-in-juvenile-hall-helps-young-people-see-their-value/\">Michelle Carlson\u003c/a>\u003cstrong>,\u003c/strong> an educational consultant who helps bring maker spaces to schools.\u003c/p>\n\u003cp>They tried to make the first maker project open-ended, but students didn't really know where to start and needed more structure.\u003c/p>\n\u003cp>“Our student population and our teachers really struggled with it,” said Carlson.\u003c/p>\n\u003cp>They had to walk back the process a little bit and spend time just cultivating that idea of being creative and seeing what's out there, said McCammond.\u003c/p>\n\u003cp>“We had to be really structured and give them clear roles,” she added.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>But as students got more comfortable with maker equipment, teachers were able to give them time to tinker.\u003c/p>\n\n","blocks":[],"excerpt":"Maker spaces are helping students in rural communities apply technology in a way that's relevant to their local needs. ","status":"publish","parent":0,"modified":1488985287,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":1159},"headData":{"title":"How Maker Mindsets Can Be An Easy Fit For Rural Schools | KQED","description":"Maker spaces are helping students in rural communities apply technology in a way that's relevant to their local needs. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Maker Mindsets Can Be An Easy Fit For Rural Schools","datePublished":"2017-03-08T14:59:43.000Z","dateModified":"2017-03-08T15:01:27.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"47561 https://ww2.kqed.org/mindshift/?p=47561","disqusUrl":"https://ww2.kqed.org/mindshift/2017/03/08/how-maker-mindsets-can-be-an-easy-fit-for-rural-schools/","disqusTitle":"How Maker Mindsets Can Be An Easy Fit For Rural Schools","path":"/mindshift/47561/how-maker-mindsets-can-be-an-easy-fit-for-rural-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The maker movement has expanded greatly in recent years and much of the attention has focused on cities with high population density and large well-funded school districts. In rural districts, teachers are also developing \u003ca href=\"http://makezine.com/2014/10/07/how-to-start-a-makerspace-in-small-town-america-2/\">maker projects\u003c/a> to help students gain the benefits that come from hands-on experiences, while better understanding the needs of their communities.\u003c/p>\n\u003cp>Take for instance the work being done by Brock Hamill at Corvallis High School in Montana. The students in his science class construct air sensors and analyze data in a way that helps address a problem unique to their community. Air pollution poses a problem for that region of Montana because of nearby forest fires and, in the winter, use of wood-burning stoves.\u003c/p>\n\u003cp>“We can just get days and days and days of smoke,” said Hammill, and it can get to the point where sports practice and games must be canceled.\u003c/p>\n\u003cp>Working with a teacher training program at the \u003ca href=\"https://cehsweb.health.umt.edu/um-workshop-teachers-brings-environmental-health-local-classrooms\">University of Montana\u003c/a>, Hammill borrowed expensive air sensors for his students to use for a couple of days each semester. But he wanted his students to have more access to sensors, so he set \u003ca href=\"http://www.howmuchsnow.com/arduino/airquality/grovedust/\">about making his own.\u003c/a> His first task was to see if he could even make a sensor from scratch and then test its accuracy so that his students could do the same.\u003c/p>\n\u003cp>“I took it as a challenge to see what could we do,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>First, Hammill created step-by-step instructions on his \u003ca href=\"https://airquality406.wordpress.com/\">website\u003c/a> to provide students some structure for such a new project. He then used a $500 grant from Montana State University to purchase enough equipment to make seven air sensors. All of his students were able to build those sensors in class, a project that included putting together hardware and software that could transmit data to the internet.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/j-i3MTqprVk'\n title='//www.youtube.com/embed/j-i3MTqprVk'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Then students had the opportunity to make modifications to the air sensors, such as having the light color change to represent different air quality measures. Students -- who had unfettered access to their sensors -- also worked on making them more adaptable to different environments.\u003c/p>\n\u003cp>“They were working on wearable models you could just use a battery with and put in your pocket,” said Hammill. This would let students publish their real-time exposure to air pollutants at their exact location. Students also had the challenge of making a sensor that would register volatile organic compounds, such as paint fumes.\u003c/p>\n\u003cp>“They were just changing code left and right, making it work,” he said. “They liked it, too, because they'd never worked hardware and software together. They'd change the code and run it and show other groups.”\u003c/p>\n\u003cp>The air sensor project helped students understand a problem in their community while giving them much-need computer programming skills. “It's just hard for these rural schools to get a computer programming teacher,” he said.\u003c/p>\n\u003cp>\u003cstrong>OLD-SCHOOL MAKER\u003c/strong>\u003c/p>\n\u003cp>Rural districts might already be offering a maker program and not realize it. Organizations such as 4-H and Future Farmers of America teach agricultural education skills that involve a lot of \"making.\" Students might be designing, programming and learning about technology under the auspices of such a curriculum.\u003c/p>\n\u003cp>Jacob Bowers teaches a variety of agriculture classes in his town of Pella, Iowa. In that program, high school students learn how to fly drones over farm fields and analyze data from those flights. Thanks to a grant from the Carl Perkins Vocational and Technical Innovation Act, Bowers purchased drones to be shared by his and neighboring districts. Along with learning how to fly the drones, students learn data analysis. Bowers also gets permission from farmers to look at their field data, which come from more expensive drones.\u003c/p>\n\u003cp>Students spend less time flying and more time figuring out how to program a drone to take the footage they want, he said. For instance, a drone can be equipped with a UV camera to determine the health of a field. Depending on the type of light bouncing back at the camera, farmers can determine how much fertilizer is needed on the field. The same thing works for a temperature camera. Based on the temperatures coming back, students can figure out where different soil types are located.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/v3YcZtlVrls'\n title='//www.youtube.com/embed/v3YcZtlVrls'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Having the students figure out fertilizer plans is the big challenge to master. With efficient use of fertilizer, “we save the farmer money and it's a little less hard on the environment as well,” said Bowers.\u003c/p>\n\u003cp>Bowers isn't just teaching kids how to crunch numbers on spreadsheets. In his greenhouse class, students design hydroponic systems.\u003c/p>\n\u003cp>“They actually work together to build a more sustainable hydroponic system that can make a lot of produce,” he said.\u003c/p>\n\u003cp>Next year, he plans to teach a metals class where students learn to run a small business creating metal signs. They'll learn to run the books, find clients and use design software to make different products for those clients. All this is in the spirit of maker education. But how tech-driven the program is depends on the teacher, said Bowers.\u003c/p>\n\u003cp>The big takeaway is “identifying what skills are going to be applicable 20 years from now,” he said.\u003c/p>\n\u003cp>That's why he focuses on fertilizer figures and data analysis, because that's something students will likely always need to understand if they work in agriculture.\u003c/p>\n\u003cp>As other teachers have seen, students who struggle with academics often shine in a maker space. Bowers sees that in his hydroponics class.\u003c/p>\n\u003cp>“They're excited to walk in and be able to show other students what they know.”\u003c/p>\n\u003cp>\u003cstrong>TAKE IT SLOW\u003c/strong>\u003c/p>\n\u003cp>Giving students access to skills they normally might not be exposed to is a big value of the maker culture. But when maker spaces are new to a school, schools might experience some growing pains.\u003c/p>\n\u003cp>Noelle McCammond worked as technology support for the Corning Union Elementary School district and helped design the maker space at Maywood Middle School with \u003ca href=\"https://ww2.kqed.org/mindshift/2016/08/25/how-a-makerspace-in-juvenile-hall-helps-young-people-see-their-value/\">Michelle Carlson\u003c/a>\u003cstrong>,\u003c/strong> an educational consultant who helps bring maker spaces to schools.\u003c/p>\n\u003cp>They tried to make the first maker project open-ended, but students didn't really know where to start and needed more structure.\u003c/p>\n\u003cp>“Our student population and our teachers really struggled with it,” said Carlson.\u003c/p>\n\u003cp>They had to walk back the process a little bit and spend time just cultivating that idea of being creative and seeing what's out there, said McCammond.\u003c/p>\n\u003cp>“We had to be really structured and give them clear roles,” she added.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But as students got more comfortable with maker equipment, teachers were able to give them time to tinker.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47561/how-maker-mindsets-can-be-an-easy-fit-for-rural-schools","authors":["11330"],"categories":["mindshift_195"],"tags":["mindshift_20784","mindshift_1040","mindshift_980","mindshift_20627","mindshift_975"],"featImg":"mindshift_47722","label":"mindshift"},"mindshift_47138":{"type":"posts","id":"mindshift_47138","meta":{"index":"posts_1591205157","site":"mindshift","id":"47138","score":null,"sort":[1482393711000]},"guestAuthors":[],"slug":"five-ways-design-and-making-can-help-science-education-come-alive","title":"Five Ways Design and Making Can Help Science Education Come Alive","publishDate":1482393711,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Excerpted from \u003ca href=\"http://www.makingsciencebook.com/\" target=\"_blank\">Making Science: Reimagining STEM Education in Middle School and Beyond\u003c/a> by Christa Flores, published in 2016 by \u003ca href=\"http://cmkpress.com/\" target=\"_blank\">Constructing Modern Knowledge Press\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Christa Flores\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>\u003cem>\"How do research and design relate to each other? (…) Both activities produce knowledge, but of different kinds. (…) So, on the one hand, design is not a science in its own right, but draws on technical and scientific insights as well as artistic skill and ability. On the other hand design, although not a science, can be the object of systematic research.\" — Christian Gänshirt, Tools for Ideas\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>Design is an artistic endeavor that values the creative and human centered application of math, science and technology. Using design to help others learn science is not intuitive, however, once practiced you will see how humanistic and authentic it is to incorporate design in any subject. Below is a list of the most promising benefits that I have noticed in the past six years for using design as a framework and making as the engine to empower students as they gain and apply their scientific literacy.\u003c/p>\n\u003cp>\u003cstrong>Benefit No. 1: Students learn more, love science more, and are more engaged in science content and the scientific process when designing solutions to real problems. \u003c/strong>\u003c/p>\n\u003cp>The creation of the artificial, whether a sling shot, calorimeter or electrical circuit, becomes a solution-finding crusade armed with scientific knowledge. When students invent, they take ownership over an idea, then face real-world problems en route to making their idea come to life. They act, think and work as real scientists and inventors. Studies show that the best predictor of STEM career choice in adulthood is linked to whether kids self-report seeing themselves as scientists when they grow up by 8th grade (Maltese & Tai, 2011). We have to trust that allowing our students to tinker, question and invent, as early as elementary and middle school, will help them to develop positive identities that encourage a lifelong love of science, math and the creative process. Making learning “hard fun” (Papert, 2002) is a real-world balancing act that happens everyday when children are designing and inventing in the classroom.\u003ca href=\"http://cmkpress.com/making-science/\">\u003cimg class=\"alignright wp-image-47141\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/12/making-science-cover-e1481832063244.png\" alt=\"making-science-cover\" width=\"250\" height=\"334\">\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Benefit No. 2: If creative confidence, collaboration, self-reliance, resilience and communication are key to being a scientist, then teaching design and engineering in science class is more effective than content-centered or teacher-directed methods.\u003c/strong>\u003c/p>\n\u003cp>Solving real problems provides students with opportunities to identify with problems that matter, diagnose, defend an argument with evidence, give and receive feedback, utilize and critique internet resources, compose professional emails to mentors and more. Well-designed open-ended challenges versus rigidly planned lessons allow children to do real work in a controlled environment with the help of a learning community. Ownership is given to the learner, while the teacher serves as facilitator. The design aspect turns agency over to students and they become active creators, rather than passive consumers who simply follow directions. Assessment is real time and authentic.\u003c/p>\n\u003cp>\u003cstrong>Benefit No. 3: In an age where school is becoming less relevant to students, invention and design are an engaging way to learn.\u003c/strong>\u003c/p>\n\u003cp>Today, science literacy has become available to more kinds of learners. Educational YouTubers, science storytelling shows like WNYC’s Radiolab, and television shows such as the Mythbusters illustrate the beauty and coolness of science where some traditional science classes fail. These informal educational outlets do a good job spreading science literacy to the general public in a joyful and engaging manner. Some even go so far as to reinforce what we teach in science class — that science is both fun and methodical. Adam Savage of Mythbusters is famous for saying that it’s just screwing around if you don’t write it down. Just like interacting with a well-designed museum exhibit, or setting stuff on fire in your backyard, school should be exploratory and joyful (but safe). Joy and laughter should be welcome in any classroom. Joy relieves stress and allows for healthy goal-setting in a classroom infused with potential dead ends and frustration (Bennett, et.al., 2003; Cornett 1986). Inventing is hands on, minds on, hearts on.\u003c/p>\n\u003cp>\u003cstrong>Benefit No. 4: Science is shareable, so is making an artifact.\u003c/strong>\u003c/p>\n\u003cp>\u003cimg class=\"alignright wp-image-47142\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/12/Christa-flores-e1481832092824.jpg\" alt=\"christa-flores\" width=\"250\" height=\"288\">Allowing design and making in science classes results in students having conversations about their shared work and reinforces the importance of documenting the testing process because you don’t want to make the same mistake twice. Communication with peers and mentors is critical to getting over obstacles and improving designs. This mirrors real-world science, where communication is critical to getting support for your ideas. At the Alan Alda Center for Communicating Science at Stony Brook University this idea is part of their mission, “The ability to communicate directly and vividly can enhance scientists’ career prospects, helping them secure funding, collaborate across disciplines, compete for positions, and serve as effective teachers” (Stony Brook University, 2015). Once artifacts are created, most students are happy to share their work with others in public showcases where their process story becomes a point of pride. Unlike taking tests or writing a lab report, sharing work as a form of assessment allows students to gain a sense of identity around STEM topics, as students see their hard work mirrored back at them through the eyes and questions of an eager and engaged audience.\u003c/p>\n\u003cp>\u003cstrong>Benefit No. 5: Using design to address or engage real problems empowers students to think of themselves as having the capacity to make the world better. \u003c/strong>\u003c/p>\n\u003cp>Thanks to research on the impact and implication of making in education, such as that done by the aptly named Agency by Design (AbD), a project housed within Harvard’s Project Zero umbrella, research on the value of making in educational settings is now being published. Early findings from the AbD group show that a valuable sense of self is developed when children are allowed to make, invent and tinker. This sense of self, or “maker empowerment,” is a person’s ability to see the opportunity in their environment both for making things and for making change in the world. AbD defines maker empowerment as “a sensitivity to the designed dimension of objects and systems, along with the inclination and capacity to shape one’s world through building, tinkering, re/designing, or hacking” (Agency by Design, 2015a). Others would just call this creativity, mindfulness or resourcefulness. No matter what you call it, we want students to experience learning that requires them to look closely at the objects they interact with, explore the complexity of those objects, make deep connections, and to dream big while they develop agency to make change in the world around them.\u003c/p>\n\u003cp>In summary, the use of the design process in school is a creative exploration of hard, yet fun problems (rigor, risk and reward), positive identity formation (“I am creative,” “I am a scientist,” “I can solve problems”) and collaborative learning (“we are greater than me”). Add responsible resource management and exposure to social justice issues, and design becomes a tool for innovation, empowerment and stewardship. Using design and engineering in science trains brains to think flexibly, to see layers of complexity in the environment all around, to discover loopholes in assumed truths and to look for opportunity to make the world a better place.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/sciteach212\">Christa Flores\u003c/a> is an anthropologist turned science and making teacher. She develops classroom-tested lessons and resources for learning by making and design in the middle grades and beyond. \u003ca href=\"http://www.makingsciencebook.com/\">Making Science\u003c/a> offers project ideas, connections to the new Next Generation Science Standards, assessment strategies, examples of student work and practical tips for educators.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"A constructivist approach to learning science could be the key to igniting students natural curiosity and desire to solve real problems.","status":"publish","parent":0,"modified":1482393711,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1297},"headData":{"title":"Five Ways Design and Making Can Help Science Education Come Alive | KQED","description":"A constructivist approach to learning science could be the key to igniting students natural curiosity and desire to solve real problems.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Five Ways Design and Making Can Help Science Education Come Alive","datePublished":"2016-12-22T08:01:51.000Z","dateModified":"2016-12-22T08:01:51.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"47138 http://ww2.kqed.org/mindshift/?p=47138","disqusUrl":"https://ww2.kqed.org/mindshift/2016/12/22/five-ways-design-and-making-can-help-science-education-come-alive/","disqusTitle":"Five Ways Design and Making Can Help Science Education Come Alive","path":"/mindshift/47138/five-ways-design-and-making-can-help-science-education-come-alive","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \u003ca href=\"http://www.makingsciencebook.com/\" target=\"_blank\">Making Science: Reimagining STEM Education in Middle School and Beyond\u003c/a> by Christa Flores, published in 2016 by \u003ca href=\"http://cmkpress.com/\" target=\"_blank\">Constructing Modern Knowledge Press\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Christa Flores\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>\u003cem>\"How do research and design relate to each other? (…) Both activities produce knowledge, but of different kinds. (…) So, on the one hand, design is not a science in its own right, but draws on technical and scientific insights as well as artistic skill and ability. On the other hand design, although not a science, can be the object of systematic research.\" — Christian Gänshirt, Tools for Ideas\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>Design is an artistic endeavor that values the creative and human centered application of math, science and technology. Using design to help others learn science is not intuitive, however, once practiced you will see how humanistic and authentic it is to incorporate design in any subject. Below is a list of the most promising benefits that I have noticed in the past six years for using design as a framework and making as the engine to empower students as they gain and apply their scientific literacy.\u003c/p>\n\u003cp>\u003cstrong>Benefit No. 1: Students learn more, love science more, and are more engaged in science content and the scientific process when designing solutions to real problems. \u003c/strong>\u003c/p>\n\u003cp>The creation of the artificial, whether a sling shot, calorimeter or electrical circuit, becomes a solution-finding crusade armed with scientific knowledge. When students invent, they take ownership over an idea, then face real-world problems en route to making their idea come to life. They act, think and work as real scientists and inventors. Studies show that the best predictor of STEM career choice in adulthood is linked to whether kids self-report seeing themselves as scientists when they grow up by 8th grade (Maltese & Tai, 2011). We have to trust that allowing our students to tinker, question and invent, as early as elementary and middle school, will help them to develop positive identities that encourage a lifelong love of science, math and the creative process. Making learning “hard fun” (Papert, 2002) is a real-world balancing act that happens everyday when children are designing and inventing in the classroom.\u003ca href=\"http://cmkpress.com/making-science/\">\u003cimg class=\"alignright wp-image-47141\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/12/making-science-cover-e1481832063244.png\" alt=\"making-science-cover\" width=\"250\" height=\"334\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Benefit No. 2: If creative confidence, collaboration, self-reliance, resilience and communication are key to being a scientist, then teaching design and engineering in science class is more effective than content-centered or teacher-directed methods.\u003c/strong>\u003c/p>\n\u003cp>Solving real problems provides students with opportunities to identify with problems that matter, diagnose, defend an argument with evidence, give and receive feedback, utilize and critique internet resources, compose professional emails to mentors and more. Well-designed open-ended challenges versus rigidly planned lessons allow children to do real work in a controlled environment with the help of a learning community. Ownership is given to the learner, while the teacher serves as facilitator. The design aspect turns agency over to students and they become active creators, rather than passive consumers who simply follow directions. Assessment is real time and authentic.\u003c/p>\n\u003cp>\u003cstrong>Benefit No. 3: In an age where school is becoming less relevant to students, invention and design are an engaging way to learn.\u003c/strong>\u003c/p>\n\u003cp>Today, science literacy has become available to more kinds of learners. Educational YouTubers, science storytelling shows like WNYC’s Radiolab, and television shows such as the Mythbusters illustrate the beauty and coolness of science where some traditional science classes fail. These informal educational outlets do a good job spreading science literacy to the general public in a joyful and engaging manner. Some even go so far as to reinforce what we teach in science class — that science is both fun and methodical. Adam Savage of Mythbusters is famous for saying that it’s just screwing around if you don’t write it down. Just like interacting with a well-designed museum exhibit, or setting stuff on fire in your backyard, school should be exploratory and joyful (but safe). Joy and laughter should be welcome in any classroom. Joy relieves stress and allows for healthy goal-setting in a classroom infused with potential dead ends and frustration (Bennett, et.al., 2003; Cornett 1986). Inventing is hands on, minds on, hearts on.\u003c/p>\n\u003cp>\u003cstrong>Benefit No. 4: Science is shareable, so is making an artifact.\u003c/strong>\u003c/p>\n\u003cp>\u003cimg class=\"alignright wp-image-47142\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/12/Christa-flores-e1481832092824.jpg\" alt=\"christa-flores\" width=\"250\" height=\"288\">Allowing design and making in science classes results in students having conversations about their shared work and reinforces the importance of documenting the testing process because you don’t want to make the same mistake twice. Communication with peers and mentors is critical to getting over obstacles and improving designs. This mirrors real-world science, where communication is critical to getting support for your ideas. At the Alan Alda Center for Communicating Science at Stony Brook University this idea is part of their mission, “The ability to communicate directly and vividly can enhance scientists’ career prospects, helping them secure funding, collaborate across disciplines, compete for positions, and serve as effective teachers” (Stony Brook University, 2015). Once artifacts are created, most students are happy to share their work with others in public showcases where their process story becomes a point of pride. Unlike taking tests or writing a lab report, sharing work as a form of assessment allows students to gain a sense of identity around STEM topics, as students see their hard work mirrored back at them through the eyes and questions of an eager and engaged audience.\u003c/p>\n\u003cp>\u003cstrong>Benefit No. 5: Using design to address or engage real problems empowers students to think of themselves as having the capacity to make the world better. \u003c/strong>\u003c/p>\n\u003cp>Thanks to research on the impact and implication of making in education, such as that done by the aptly named Agency by Design (AbD), a project housed within Harvard’s Project Zero umbrella, research on the value of making in educational settings is now being published. Early findings from the AbD group show that a valuable sense of self is developed when children are allowed to make, invent and tinker. This sense of self, or “maker empowerment,” is a person’s ability to see the opportunity in their environment both for making things and for making change in the world. AbD defines maker empowerment as “a sensitivity to the designed dimension of objects and systems, along with the inclination and capacity to shape one’s world through building, tinkering, re/designing, or hacking” (Agency by Design, 2015a). Others would just call this creativity, mindfulness or resourcefulness. No matter what you call it, we want students to experience learning that requires them to look closely at the objects they interact with, explore the complexity of those objects, make deep connections, and to dream big while they develop agency to make change in the world around them.\u003c/p>\n\u003cp>In summary, the use of the design process in school is a creative exploration of hard, yet fun problems (rigor, risk and reward), positive identity formation (“I am creative,” “I am a scientist,” “I can solve problems”) and collaborative learning (“we are greater than me”). Add responsible resource management and exposure to social justice issues, and design becomes a tool for innovation, empowerment and stewardship. Using design and engineering in science trains brains to think flexibly, to see layers of complexity in the environment all around, to discover loopholes in assumed truths and to look for opportunity to make the world a better place.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/sciteach212\">Christa Flores\u003c/a> is an anthropologist turned science and making teacher. She develops classroom-tested lessons and resources for learning by making and design in the middle grades and beyond. \u003ca href=\"http://www.makingsciencebook.com/\">Making Science\u003c/a> offers project ideas, connections to the new Next Generation Science Standards, assessment strategies, examples of student work and practical tips for educators.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47138/five-ways-design-and-making-can-help-science-education-come-alive","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_21054","mindshift_20945","mindshift_980","mindshift_20946","mindshift_551","mindshift_975"],"featImg":"mindshift_47152","label":"mindshift"},"mindshift_46938":{"type":"posts","id":"mindshift_46938","meta":{"index":"posts_1591205157","site":"mindshift","id":"46938","score":null,"sort":[1479459445000]},"guestAuthors":[],"slug":"building-a-tinkering-mindset-in-young-students-through-making","title":"Building A Tinkering Mindset In Young Students Through Making","publishDate":1479459445,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Excerpted from \u003ca href=\"https://www.amazon.com/Invent-Learn-Guide-Making-Classroom/dp/0989151174/ref=as_li_ss_tl?ie=UTF8&qid=1466623666&sr=8-6&keywords=invent+to+learn&linkCode=sl1&tag=resourcesforprog&linkId=6221ca0abbbf6d2d6ea0584008c20199\" target=\"_blank\">The Invent to Learn Guide to Making in the K–3 Classroom: Why, How, and Wow!\u003c/a> by veteran teacher Alice Baggett, published in 2016 by \u003ca href=\"http://cmkpress.com\" target=\"_blank\">Constructing Modern Knowledge Press\u003c/a>. This book is the third of a line of “Invent to Learn Guides,” published as companions to \u003ca href=\"http://inventtolearn.com\" target=\"_blank\">Invent to Learn: Making, Tinkering, and Engineering in the Classroom\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Alice Baggett\u003c/strong>\u003c/p>\n\u003cp>The most important thing you can do to set up your tinkering space for primary students has nothing to do with the space. Of course you’ll need space for your students to work in, but the physical space for tinkering matters much less than the mental space that you create for young makers.\u003c/p>\n\u003cp>To be effective tinkerers, students need to achieve a state of mind in which they are primed to play and make joyful discoveries.\u003c/p>\n\u003cp>Young kids who are playing don’t worry about making mistakes. They’re just playing, and the idea that they could make a mistake—that there’s a wrong way to play—doesn’t enter into their consciousness. It’s this freedom that enables the creation of elaborate pretend games and castles built from playground bits. Replicating a sense of play in the classroom is vital to creating a tinkering mindset for children.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One of the most powerful things you can do to set the philosophical tone in your makerspace is to hammer home the idea that taking risks, trying new things, and making mistakes are not only acceptable actions—they’re desirable actions. That’s what you’re hoping for! But 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.\u003c/p>\n\u003cp>\u003ca href=\"https://www.amazon.com/Invent-Learn-Guide-Making-Classroom/dp/0989151174/ref=as_li_ss_tl?ie=UTF8&qid=1466623666&sr=8-6&keywords=invent+to+learn&linkCode=sl1&tag=resourcesforprog&linkId=6221ca0abbbf6d2d6ea0584008c20199\">\u003cimg class=\"alignright wp-image-46964\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/11/Making-in-k3-1020x1275.jpg\" alt=\"9780989151177_cov2.indd\" width=\"250\" height=\"313\">\u003c/a>\u003c/p>\n\u003cp>Here are some ideas for getting across the idea that taking risks, trying new things, and making mistakes are desirable outcomes.\u003c/p>\n\u003cp>\u003cstrong>READ STORIES ABOUT MISTAKES\u003c/strong>\u003c/p>\n\u003cp>There are lots of good children’s books about mistake making. My absolute favorite is 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. This book is a wonderful jumping-off point for a bigger discussion about how to handle mistakes and how mistakes can lead us in new, inspiring directions.\u003c/p>\n\u003cp>I read this story to each of my classes at the beginning of every year, and kids ask to hear it again and again. A few weeks after I read it to a kindergarten class one year, we were working on a challenge in which students were using graphic design tools to draw on a photograph of their faces. One student carefully tried to trace his eye so he could use the paint bucket to fill the shape. He hadn’t quite managed to draw a closed shape around his eye, though, so the paint spilled all over the photograph completely covering his face. Watching from across the room, I braced myself. Sometimes students are distraught when things like this happen. Would there be tears?\u003c/p>\n\u003cp>This student straightened up in his chair and blurted out, “I made a beautiful oops! I know how to turn my whole page white!” The other kindergartners jumped out of their seats to come have a look at this marvelous discovery. They all wanted to know exactly how he did it so they could go try it out.\u003c/p>\n\u003cp>Of course, students do not always react to their mistakes this way. However, I have found that deliberately creating a climate where risk taking and mistake making are valued makes a notable difference in the way students handle mistakes.\u003c/p>\n\u003cp>Frequently reading stories about risk taking, failure, recovery from failure, and mistake making goes a long way toward assuring students that you actually believe in the learning that comes when students make and recover from errors. Check the list of excellent story ideas in chapter 8 for more suggestions.\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\nACTUALLY MAKE MISTAKES IN FRONT OF KIDS\u003c/strong>\u003c/p>\n\u003cp>Modeling that it really is okay to make mistakes is vital. Fortunately for most of us working in a budding makerspace with young tinkerers, there are many opportunities to publicly fail in front of students. There is so much to know and things change so quickly. Technology's unpredictability benefits us in this instance! When I’m teaching a lesson and my projector malfunctions, the demonstration program I wrote does not even begin to do what I had hoped it would, or my robot goes backward instead of forward, I take it as an opportunity to model resilience and grit. I let students see me flustered and then (hopefully) recovering. I invite them to help me diagnose what went wrong, which they LOVE.\u003c/p>\n\u003cp>Taking public risks and making public mistakes not only helps normalize mistake making, it inspires enthusiasm for collectively problem-solving and collaborating. All of this is a desirable part of the philosophical underpinnings of a tinkering mindset.\u003c/p>\n\u003cp>If you are the kind of educator who rarely makes a mistake, you can\u003cbr>\nstrategically plan to make errors for students to catch. These preplanned mistakes can still help students see you as a real person who actually makes mistakes and recovers from them.\u003c/p>\n\u003cfigure id=\"attachment_46965\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-46965 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/11/tinkering-process-graphic-1020x900.jpg\" alt=\"A graphic showing how play and purpose lead to outcomes when tinkering in class.\" width=\"640\" height=\"565\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/11/tinkering-process-graphic-1020x900.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/tinkering-process-graphic-160x141.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/tinkering-process-graphic-800x706.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/tinkering-process-graphic-768x678.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/tinkering-process-graphic-1180x1041.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/tinkering-process-graphic-960x847.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/tinkering-process-graphic-240x212.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/tinkering-process-graphic-375x331.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/tinkering-process-graphic-520x459.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A graphic showing how play and purpose lead to outcomes when tinkering in class. \u003ccite>(Courtesy Constructing Modern Knowledge Press)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>USE VISUAL REMINDERS\u003c/strong>\u003c/p>\n\u003cp>Posting quotations about or pictures of mistakes can go a long way toward reminding kids that you’re serious about the value of mistakes. I have James Joyce’s quote “Mistakes are the portals to discovery” displayed in huge letters on my classroom walls, and at the beginning of each year we have a discussion about exactly what the students think that quote means. At each workstation in my room I have a little sign stating, “Don’t be afraid of making a mistake. Mistakes are normal and we learn from them.”\u003c/p>\n\u003cp>At an art fair, I purchased a colorful print emblazoned with the phrase “Mistakes Make.” It seems like the artist accidentally got the words in the wrong order. Kids think it’s hilarious! I have a picture of my face posted in a prominent place in my classroom encircled by the words, “Ms. Baggett: Proud Mistake Maker Since 1966.” I have a series of posters I made of silhouettes of heads with famous people’s quotes about mistakes. The visual materials in my room affirm that I mean what I say about the value of making mistakes.\u003c/p>\n\u003cp>I start my year by having the kids do a scavenger hunt to become familiar with the room. One of the items they are supposed to search for is something that lets you know it’s okay to make a mistake. One year, as the kids were searching for all the items, I heard one girl say, “There are so many things in this room that let you know it's okay to make a mistake, but I can't find the specific one for the stupid scavenger hunt!”\u003c/p>\n\u003cp>\u003cstrong>HIGHLIGHT BOTH EPIC FAILS AND SPECTACULAR DISCOVERIES\u003c/strong>\u003c/p>\n\u003cp>To further develop the idea that risk taking and mistake making can lead to something positive, I created an Epic Fails and Spectacular Discoveries bulletin board in my room. I wanted to create a place for students to share their highest highs and their lowest lows, the idea being that the more kids talk openly and honestly about their successes and failures, the more normalized the idea that we all have highs and lows when we’re problem-solving becomes.\u003c/p>\n\u003cfigure id=\"attachment_46966\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-46966\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/11/alice-800x800.jpg\" alt=\"Alice Baggett\" width=\"250\" height=\"250\">\u003cfigcaption class=\"wp-caption-text\">Alice Baggett\u003c/figcaption>\u003c/figure>\n\u003cp>Students who want to participate can fill out a slip of paper (or ask me to fill it out if they’re still learning to write) that asks\u003cbr>\nthem what their epic fail or spectacular discovery was, how they happened upon it, and what about it made it an epic fail or spectacular discovery. Then they post their slips on a bulletin board so that other students can read them. Kids love reading what other kids have to say, and I often have to encourage them to go back to working on their projects instead of spending all their time reading the board.\u003c/p>\n\u003cp>One year after I finished introducing this idea to my students for the first time, a little hand shot up with a question. “But Ms. Baggett,” the boy said, puzzled, “how do you tell the difference between an epic fail and a spectacular discovery?\"\u003c/p>\n\u003cp>I adore this question! It gets at the fundamental nature of process -based, inquiry learning. 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.\u003cbr>\n\u003cstrong>\u003cbr>\nEMPHASIZE THAT A MISTAKE IS NOT THE END\u003c/strong>\u003c/p>\n\u003cp>I have all sorts of old projects lying around my room. Students love to look at them, but they also find them intimidating because most of the projects are physical objects in a final state. They look perfect and finished. Students have a hard time envisioning the steps that led up to the final object's creation: all they see is the incredibly cool final iteration.\u003c/p>\n\u003cp>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. Students looking at old projects can look up the reflection and documentation fellow students did on a given challenge to get a fuller picture of what happened along the way. It’s fun to see how many challenges a student has to overcome to complete a project. Students have the chance to internalize the idea that continuing to work even when a seemingly insurmountable obstacle presents itself is vital to learning and growing.\u003c/p>\n\u003cp>\u003cstrong>TALK ABOUT THE PROCESS\u003c/strong>\u003c/p>\n\u003cp>Kids enjoy sharing what is happening with their work on a project, and it’s great for other students to hear their peers talking about all the different challenges and successes they’ve experienced. 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.\u003c/p>\n\u003cp>I regularly invite students to teach their classmates. Students address their peers, explaining and demonstrating their mistakes\u003cbr>\nand discoveries. It is not unusual for them to have so much to say that I must gently help them wrap things up. Talking about the messy process of making is thrilling to students, who although they cannot always recognize why this appeals to them, appreciate the focus on their learning process instead of their final product.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://alicebaggett.wixsite.com/mysite\" target=\"_blank\">Alice Baggett\u003c/a> has been a teacher for over two decades. She holds a BA in archaeology from Oberlin College and an MA in education from Florida International University. This book is aimed at educators of primary school students who want to teach STEM and other subjects in a hands-on, minds-on way that engages and delights.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Making with early elementary students is not only possible, but incredibly rewarding. Alice Baggett describes how the maker mindset has helped her students to own a growth mindset while having fun learning.","status":"publish","parent":0,"modified":1479459445,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":35,"wordCount":2076},"headData":{"title":"Building A Tinkering Mindset In Young Students Through Making | KQED","description":"Making with early elementary students is not only possible, but incredibly rewarding. Alice Baggett describes how the maker mindset has helped her students to own a growth mindset while having fun learning.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Building A Tinkering Mindset In Young Students Through Making","datePublished":"2016-11-18T08:57:25.000Z","dateModified":"2016-11-18T08:57:25.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"46938 http://ww2.kqed.org/mindshift/?p=46938","disqusUrl":"https://ww2.kqed.org/mindshift/2016/11/18/building-a-tinkering-mindset-in-young-students-through-making/","disqusTitle":"Building A Tinkering Mindset In Young Students Through Making","path":"/mindshift/46938/building-a-tinkering-mindset-in-young-students-through-making","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \u003ca href=\"https://www.amazon.com/Invent-Learn-Guide-Making-Classroom/dp/0989151174/ref=as_li_ss_tl?ie=UTF8&qid=1466623666&sr=8-6&keywords=invent+to+learn&linkCode=sl1&tag=resourcesforprog&linkId=6221ca0abbbf6d2d6ea0584008c20199\" target=\"_blank\">The Invent to Learn Guide to Making in the K–3 Classroom: Why, How, and Wow!\u003c/a> by veteran teacher Alice Baggett, published in 2016 by \u003ca href=\"http://cmkpress.com\" target=\"_blank\">Constructing Modern Knowledge Press\u003c/a>. This book is the third of a line of “Invent to Learn Guides,” published as companions to \u003ca href=\"http://inventtolearn.com\" target=\"_blank\">Invent to Learn: Making, Tinkering, and Engineering in the Classroom\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Alice Baggett\u003c/strong>\u003c/p>\n\u003cp>The most important thing you can do to set up your tinkering space for primary students has nothing to do with the space. Of course you’ll need space for your students to work in, but the physical space for tinkering matters much less than the mental space that you create for young makers.\u003c/p>\n\u003cp>To be effective tinkerers, students need to achieve a state of mind in which they are primed to play and make joyful discoveries.\u003c/p>\n\u003cp>Young kids who are playing don’t worry about making mistakes. They’re just playing, and the idea that they could make a mistake—that there’s a wrong way to play—doesn’t enter into their consciousness. It’s this freedom that enables the creation of elaborate pretend games and castles built from playground bits. Replicating a sense of play in the classroom is vital to creating a tinkering mindset for children.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One of the most powerful things you can do to set the philosophical tone in your makerspace is to hammer home the idea that taking risks, trying new things, and making mistakes are not only acceptable actions—they’re desirable actions. That’s what you’re hoping for! But 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.\u003c/p>\n\u003cp>\u003ca href=\"https://www.amazon.com/Invent-Learn-Guide-Making-Classroom/dp/0989151174/ref=as_li_ss_tl?ie=UTF8&qid=1466623666&sr=8-6&keywords=invent+to+learn&linkCode=sl1&tag=resourcesforprog&linkId=6221ca0abbbf6d2d6ea0584008c20199\">\u003cimg class=\"alignright wp-image-46964\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/11/Making-in-k3-1020x1275.jpg\" alt=\"9780989151177_cov2.indd\" width=\"250\" height=\"313\">\u003c/a>\u003c/p>\n\u003cp>Here are some ideas for getting across the idea that taking risks, trying new things, and making mistakes are desirable outcomes.\u003c/p>\n\u003cp>\u003cstrong>READ STORIES ABOUT MISTAKES\u003c/strong>\u003c/p>\n\u003cp>There are lots of good children’s books about mistake making. My absolute favorite is 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. This book is a wonderful jumping-off point for a bigger discussion about how to handle mistakes and how mistakes can lead us in new, inspiring directions.\u003c/p>\n\u003cp>I read this story to each of my classes at the beginning of every year, and kids ask to hear it again and again. A few weeks after I read it to a kindergarten class one year, we were working on a challenge in which students were using graphic design tools to draw on a photograph of their faces. One student carefully tried to trace his eye so he could use the paint bucket to fill the shape. He hadn’t quite managed to draw a closed shape around his eye, though, so the paint spilled all over the photograph completely covering his face. Watching from across the room, I braced myself. Sometimes students are distraught when things like this happen. Would there be tears?\u003c/p>\n\u003cp>This student straightened up in his chair and blurted out, “I made a beautiful oops! I know how to turn my whole page white!” The other kindergartners jumped out of their seats to come have a look at this marvelous discovery. They all wanted to know exactly how he did it so they could go try it out.\u003c/p>\n\u003cp>Of course, students do not always react to their mistakes this way. However, I have found that deliberately creating a climate where risk taking and mistake making are valued makes a notable difference in the way students handle mistakes.\u003c/p>\n\u003cp>Frequently reading stories about risk taking, failure, recovery from failure, and mistake making goes a long way toward assuring students that you actually believe in the learning that comes when students make and recover from errors. Check the list of excellent story ideas in chapter 8 for more suggestions.\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\nACTUALLY MAKE MISTAKES IN FRONT OF KIDS\u003c/strong>\u003c/p>\n\u003cp>Modeling that it really is okay to make mistakes is vital. Fortunately for most of us working in a budding makerspace with young tinkerers, there are many opportunities to publicly fail in front of students. There is so much to know and things change so quickly. Technology's unpredictability benefits us in this instance! When I’m teaching a lesson and my projector malfunctions, the demonstration program I wrote does not even begin to do what I had hoped it would, or my robot goes backward instead of forward, I take it as an opportunity to model resilience and grit. I let students see me flustered and then (hopefully) recovering. I invite them to help me diagnose what went wrong, which they LOVE.\u003c/p>\n\u003cp>Taking public risks and making public mistakes not only helps normalize mistake making, it inspires enthusiasm for collectively problem-solving and collaborating. All of this is a desirable part of the philosophical underpinnings of a tinkering mindset.\u003c/p>\n\u003cp>If you are the kind of educator who rarely makes a mistake, you can\u003cbr>\nstrategically plan to make errors for students to catch. These preplanned mistakes can still help students see you as a real person who actually makes mistakes and recovers from them.\u003c/p>\n\u003cfigure id=\"attachment_46965\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-46965 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/11/tinkering-process-graphic-1020x900.jpg\" alt=\"A graphic showing how play and purpose lead to outcomes when tinkering in class.\" width=\"640\" height=\"565\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/11/tinkering-process-graphic-1020x900.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/tinkering-process-graphic-160x141.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/tinkering-process-graphic-800x706.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/tinkering-process-graphic-768x678.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/tinkering-process-graphic-1180x1041.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/tinkering-process-graphic-960x847.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/tinkering-process-graphic-240x212.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/tinkering-process-graphic-375x331.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/tinkering-process-graphic-520x459.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A graphic showing how play and purpose lead to outcomes when tinkering in class. \u003ccite>(Courtesy Constructing Modern Knowledge Press)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>USE VISUAL REMINDERS\u003c/strong>\u003c/p>\n\u003cp>Posting quotations about or pictures of mistakes can go a long way toward reminding kids that you’re serious about the value of mistakes. I have James Joyce’s quote “Mistakes are the portals to discovery” displayed in huge letters on my classroom walls, and at the beginning of each year we have a discussion about exactly what the students think that quote means. At each workstation in my room I have a little sign stating, “Don’t be afraid of making a mistake. Mistakes are normal and we learn from them.”\u003c/p>\n\u003cp>At an art fair, I purchased a colorful print emblazoned with the phrase “Mistakes Make.” It seems like the artist accidentally got the words in the wrong order. Kids think it’s hilarious! I have a picture of my face posted in a prominent place in my classroom encircled by the words, “Ms. Baggett: Proud Mistake Maker Since 1966.” I have a series of posters I made of silhouettes of heads with famous people’s quotes about mistakes. The visual materials in my room affirm that I mean what I say about the value of making mistakes.\u003c/p>\n\u003cp>I start my year by having the kids do a scavenger hunt to become familiar with the room. One of the items they are supposed to search for is something that lets you know it’s okay to make a mistake. One year, as the kids were searching for all the items, I heard one girl say, “There are so many things in this room that let you know it's okay to make a mistake, but I can't find the specific one for the stupid scavenger hunt!”\u003c/p>\n\u003cp>\u003cstrong>HIGHLIGHT BOTH EPIC FAILS AND SPECTACULAR DISCOVERIES\u003c/strong>\u003c/p>\n\u003cp>To further develop the idea that risk taking and mistake making can lead to something positive, I created an Epic Fails and Spectacular Discoveries bulletin board in my room. I wanted to create a place for students to share their highest highs and their lowest lows, the idea being that the more kids talk openly and honestly about their successes and failures, the more normalized the idea that we all have highs and lows when we’re problem-solving becomes.\u003c/p>\n\u003cfigure id=\"attachment_46966\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-46966\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/11/alice-800x800.jpg\" alt=\"Alice Baggett\" width=\"250\" height=\"250\">\u003cfigcaption class=\"wp-caption-text\">Alice Baggett\u003c/figcaption>\u003c/figure>\n\u003cp>Students who want to participate can fill out a slip of paper (or ask me to fill it out if they’re still learning to write) that asks\u003cbr>\nthem what their epic fail or spectacular discovery was, how they happened upon it, and what about it made it an epic fail or spectacular discovery. Then they post their slips on a bulletin board so that other students can read them. Kids love reading what other kids have to say, and I often have to encourage them to go back to working on their projects instead of spending all their time reading the board.\u003c/p>\n\u003cp>One year after I finished introducing this idea to my students for the first time, a little hand shot up with a question. “But Ms. Baggett,” the boy said, puzzled, “how do you tell the difference between an epic fail and a spectacular discovery?\"\u003c/p>\n\u003cp>I adore this question! It gets at the fundamental nature of process -based, inquiry learning. 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.\u003cbr>\n\u003cstrong>\u003cbr>\nEMPHASIZE THAT A MISTAKE IS NOT THE END\u003c/strong>\u003c/p>\n\u003cp>I have all sorts of old projects lying around my room. Students love to look at them, but they also find them intimidating because most of the projects are physical objects in a final state. They look perfect and finished. Students have a hard time envisioning the steps that led up to the final object's creation: all they see is the incredibly cool final iteration.\u003c/p>\n\u003cp>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. Students looking at old projects can look up the reflection and documentation fellow students did on a given challenge to get a fuller picture of what happened along the way. It’s fun to see how many challenges a student has to overcome to complete a project. Students have the chance to internalize the idea that continuing to work even when a seemingly insurmountable obstacle presents itself is vital to learning and growing.\u003c/p>\n\u003cp>\u003cstrong>TALK ABOUT THE PROCESS\u003c/strong>\u003c/p>\n\u003cp>Kids enjoy sharing what is happening with their work on a project, and it’s great for other students to hear their peers talking about all the different challenges and successes they’ve experienced. 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.\u003c/p>\n\u003cp>I regularly invite students to teach their classmates. Students address their peers, explaining and demonstrating their mistakes\u003cbr>\nand discoveries. It is not unusual for them to have so much to say that I must gently help them wrap things up. Talking about the messy process of making is thrilling to students, who although they cannot always recognize why this appeals to them, appreciate the focus on their learning process instead of their final product.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://alicebaggett.wixsite.com/mysite\" target=\"_blank\">Alice Baggett\u003c/a> has been a teacher for over two decades. She holds a BA in archaeology from Oberlin College and an MA in education from Florida International University. This book is aimed at educators of primary school students who want to teach STEM and other subjects in a hands-on, minds-on way that engages and delights.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46938/building-a-tinkering-mindset-in-young-students-through-making","authors":["4354"],"categories":["mindshift_20579","mindshift_194","mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_790","mindshift_20945","mindshift_21020","mindshift_975"],"featImg":"mindshift_46963","label":"mindshift"},"mindshift_45900":{"type":"posts","id":"mindshift_45900","meta":{"index":"posts_1591205157","site":"mindshift","id":"45900","score":null,"sort":[1470027049000]},"guestAuthors":[],"slug":"launching-a-makerspace-lessons-learned-from-a-transformed-school-library","title":"Launching a Makerspace: Lessons Learned From a Transformed School Library","publishDate":1470027049,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Excitement about \u003ca href=\"http://renovatedlearning.com/2015/04/02/defining-makerspaces-part-1/\" target=\"_blank\">school makerspaces \u003c/a>has been in the air, but many educators eager to create hands-on learning spaces in their schools still aren’t sure how to get started or why it’s worth the effort. New Canaan High School librarian Michelle Luhtala recently jumped headfirst into creating a makerspace in her library and documented what she learned, how her space changed and how it affected students along the way. Her experience was very different from elementary school librarian \u003ca href=\"https://expectmiraculous.com/\" target=\"_blank\">Andy Plemmons\u003c/a>, whose makerspace started with a 3-D printer obtained through a grant and blossomed into a core teaching resource at his school.\u003c/p>\n\u003cp>\u003cstrong>GETTING RID OF BOOKS\u003c/strong>\u003c/p>\n\u003cp>Luhtala is blessed with a big library, but for most of her career it has been dominated by large bookshelves. Over time, Luhtala has pared down her collection as she increased the digital reading material the library offers, but in order to make room for a makerspace she cleared out 7,000 books. She might not have had the courage to make such a drastic change if she hadn’t had the firm support, and indeed push, from her principal to create a makerspace. Luhtala kept most of her fiction and donated a lot of the nonfiction, which kids are now mostly accessing digitally anyway.\u003c/p>\n\u003cp>[gallery type=\"columns\" columns=\"2\" ids=\"45926,45937\"]\u003c/p>\n\u003cp>While Luhtala wanted open space for big making projects, she also made sure her library has comfortable sofas, quiet study carrels and a few collaborative workrooms where students can meet. She also sent a letter to students at the start of the school year explaining the changes in the library and asking them for their help throughout the year to make it the space they wanted.\u003c/p>\n\u003cfigure id=\"attachment_45929\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-45929 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_3141-1440x403.jpg\" alt=\"The New Canaan library tries to create different spaces throughout the library where students can work quietly, in collaboration, or on innovative projects.\" width=\"640\" height=\"179\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-1440x403.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-400x112.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-800x224.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-768x215.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-1180x330.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-960x269.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">The New Canaan Library tries to create different spaces throughout the library where students can work quietly, in collaboration, or on innovative projects. \u003ccite>(Courtesy Michelle Luhtala)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>IMPROVISE\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“We had no budget for furniture, zero, none,” Luhtala said in an edWeb webinar. “I had this big empty space, but no furniture.” But, she found some old science tables in the district’s storage area and some unused stools to go with them. That was enough.\u003c/p>\n\u003cp>“Find the storage space for your district and see what’s available because chances are there’s stuff no one wants,” Luhtala said. “Those are conversations worth having. I encourage you to be bold.”\u003c/p>\n\u003cp>Luhtala also didn't want to over-plan what would happen in the makerspace. She wanted it to develop naturally from student interests. So, she didn’t spend much money buying materials at the outset. She picked up a few things like basic craft supplies and Legos that other teachers had recommended, but she took her cues from the students.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-large wp-image-45931\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-1440x1080.jpg\" alt=\"20523920853_4e4ead0ae5_k\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-960x720.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>“I really didn’t want to go beyond that because I wanted to see what the kids wanted,” Luhtala said.\u003c/p>\n\u003cp>Early in the school year students immediately took over the sofa spaces, but they didn’t really know what to do with the rest of it. One day a student asked Luhtala what she was planning to do with the space. She asked what he wanted. He suggested Legos. She had those, so she brought them out. Another student suggested craft supplies. Luhtala brought those out, too. Pretty soon students were asking for all kinds of things, mostly recyclables, and Luhtala now keeps track of requests on a spreadsheet.\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\nEVOLUTION OF THE SPACE\u003c/strong>\u003c/p>\n\u003cp>Luhtala soon started covering the tables with butcher paper to hide the old, scratched surfaces. Teachers would often meet in the makerspace and sometimes doodle on the butcher paper. Students recognized their teachers’ artwork and soon students started doodling, too, sometimes adding to each other’s designs, but mostly respecting whatever artwork was already there.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-large wp-image-45932\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_2831-e1469474562681-1440x908.jpg\" alt=\"IMG_2831\" width=\"640\" height=\"404\">\u003c/p>\n\u003cp>“That students and the teachers started to make those connections in the space was really important,” Luhtala said. The makerspace became a neutral place where students and teachers could create together and interact more casually. New Canaan High School has an open campus, so students come to the makerspace in their free time. Sometimes they use the space to work quietly on a project alone; other times they come in groups.\u003c/p>\n\u003cp>“Sometimes de-stressing alone is really important,” Luhtala said. She’s also found that there’s an ebb and flow to the popularity of the makerspace throughout the week. It’s usually slow on Mondays, but busy on Fridays, which Luhtala believes indicates students are prioritizing their time well. “By Friday they are ready to unwind and they are ready to get more creative,” Luhtala said.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-medium wp-image-45933\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_0923-800x233.jpg\" alt=\"IMG_0923\" width=\"800\" height=\"233\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-800x233.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-400x116.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-768x223.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-1440x419.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-1180x343.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-960x279.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>Some students work on projects for class in the makerspace, and some teachers assign projects with the knowledge that the makerspace can be a resource for students. For example, students in a ninth-grade class were each assigned a planet and had to create an extraterrestrial who could survive on the conditions of that planet. Another time an English teacher asked students to create something that represented a theme or character from the most recent book they’d read.\u003c/p>\n\u003cfigure id=\"attachment_45934\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-45934\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/24746560421_9adce84e22_k-1440x1080.jpg\" alt=\"A student creation.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-960x720.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A student creation. \u003ccite>(Courtesy Michelle Luhtala)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“They invent their own learning,” Luhtala said of the students. A few students asked for pullback motors to use with the Lego cars they had built. Luhtala immediately saw the motors were well worth the investment because they turn a Lego project into a physics experiment. Students got interested in questions of friction and started researching on their own how speed and weight affected the movement of their cars.\u003c/p>\n\u003cp>By the end of the year, the makerspace was a casual meetup area. Luhtala might be teaching a group of students about citations in the same area as another student working to build a monster truck. And teachers would sometimes hold book discussions in the makerspace, finding that students were more engaged in the conversation when they could doodle on the butcher paper or make a Lego structure at the same time.\u003c/p>\n\u003cp>\u003cstrong>TECHXPERTS\u003c/strong>\u003c/p>\n\u003cp>“\u003ca href=\"http://www.ncps-k12.org/Page/1076\" target=\"_blank\">TechXperts\u003c/a>” are student-experts that help out in the library. With the advent of the makerspace, Luhtala asked this group of students to work on a bigger project to solve a problem around the school. They decided garbage was an issue and programmed a zumba to roam around the school hallways and yell out, “hurray,” whenever someone threw a piece of garbage in the can.\u003c/p>\n\u003cp>The TechXperts have also been a huge help managing the makerspace. Each student naturally gravitated toward certain materials and tools and became the go-to person when anyone had a question about how to use them.\u003c/p>\n\u003cfigure id=\"attachment_45935\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-45935\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/24472389839_d7e119577a_k-1440x1080.jpg\" alt=\"Luhtala turned her old office into a media production room with a green screen. Students love it.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-960x720.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Luhtala turned her old office into a media production room with a green screen. Students love it. \u003ccite>(Courtesy Michelle Luhtala)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Luhtala’s careful way of making sure students direct what happens in the makerspace has paid off in a number of ways. Students feel like the space is their own and work to keep it clean. Luhtala allows food in this part of the library, a move she was worried would lead to the makerspace looking like the pigsty that is the school’s cafeteria. But instead, students are careful with their food and trash. Luhtala found that when she gave students the trust and responsibility to take care of the space, they rose to the challenge.\u003c/p>\n\u003cfigure id=\"attachment_45938\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003cimg class=\"size-thumbnail wp-image-45938\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/maker-major-400x560.png\" alt='Materials Miles put together to promote the \"Maker Major\" he helped design.' width=\"400\" height=\"560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/maker-major-400x560.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/maker-major.png 632w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Materials Miles put together to promote the \"Maker Major\" he helped design. \u003ccite>(Courtesy Michelle Luhtala)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One student, Miles, was so excited about the makerspace that he spent an entire semester laying the groundwork for a program that would allow students to get credit for doing a large, long-term project in the makerspace. He wrote a curriculum that would require students to write a paper about their project as well as lead a workshop. He made a wiki, set up a blog, created a Twitter handle and even gathered articles and other ideas for coursework.\u003c/p>\n\u003cp>“He set up the groundwork for us to really make this meaningful so we can carry this forward,” Luhtala said. Miles will be a freshman at Duke next year. When the university accepted him they made specific note of how impressed they were at his involvement in the makerspace.\u003c/p>\n\u003cp>\u003cstrong>LOGISTICS\u003c/strong>\u003c/p>\n\u003cp>Luhtala has found that the space works best when she puts out one project at a time and rotates them frequently. That doesn’t mean students can’t use other tools, but she does try to intentionally offer up a project to spark interest. The materials are stored in labeled bins and Luhtala has put together a photo album with a picture of the item and where it is located.\u003c/p>\n\u003cp>Luhtala didn’t buy a 3-D printer until January. “I would love to say it was transformational, but it wasn’t,” Luhtala said. Students seemed more excited to make things out of recycled materials than they were about the fancier technology. That may not be true in other makerspaces, but Luhtala found that engagement and buy-in throughout the building was very high at relatively small expense in her first year of running a makerspace.\u003c/p>\n\u003cp>\u003cstrong>AN ELEMENTARY SCHOOL MAKERSPACE\u003c/strong>\u003c/p>\n\u003cp>Makerspaces can be a positive experience for kids at all ages, but there are different considerations for different grade levels. In elementary school students all have the same schedule, so a library makerspace may need to be part of the formal library program. And, unlike high school where students can manage the space, little kids need more supervision.\u003c/p>\n\u003cfigure id=\"attachment_45902\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-45902 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/plemmons.png\" alt=\"plemmons\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/plemmons.png 640w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/plemmons-400x300.png 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy Andy Plemmons \u003ccite>(Courtesy of Andy Plemmons)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“My first big challenge was how to balance matching curriculum and giving students some free opportunity to explore,” said Andy Plemmons, the librarian at David C Barrow Elementary in Athens, Georgia. He has facilitated a makerspace for the past several years. Demand is so high he often must choose between using the space to support teachers in curriculum-based projects and honoring the learning that happens when kids have freedom to tinker and pursue their own projects.\u003c/p>\n\u003cp>“It seems to me that when kids come into the makerspace, they sort of all get put on the same level,” Plemmons said. “Most of the stuff is new to all of them.” He says the makerspace has helped him connect with students who didn’t seem to have any interests or who are seen as behavior problems in class. Anyone can excel at making, and many kids show a different side of themselves when given the chance.\u003c/p>\n\u003cp>“You see kids jump in and start trying things and taking risks that they might not take in other subject areas,” Plemmons said. Students often have perceptions of themselves as certain kinds of learners that the makerspace can disrupt. Plemmons likes to remind students of how they struggled through a making problem when they encountered difficulty in an academic subject.\u003c/p>\n\u003cp>“When you move into an area where a student puts up a wall, you can go back to the makerspace and help them make that connection that it’s really the same type of skill for approaching a problem in another area of life,” Plemmons said.\u003c/p>\n\u003cp>Like most teachers and librarians, Plemmons wears many hats and running the makerspace is just part of his job. He encourages teachers to come to him if they have even the seed of an idea to see how the makerspace might be able to add a quality hands-on element to a unit. And, he has partnered with the University of Georgia school of education to bring in student teachers who help run the makerspace during open tinkering times. Kids come in at recess to tinker, and some teachers will even let students go to open-tinker times while the class is doing something else.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>While not every school will have a teaching college right next door, Plemmons encourages anyone planning a makerspace to think broadly about possible community partners. “A lot of times there are people who want to volunteer but don’t know what to do,” Plemmons said. He also hopes people won’t get too hung up on having a separate space. To him, a makerspace is more of an attitude and approach to learning than a physical space.\u003c/p>\n\n","blocks":[],"excerpt":"Educators share stories of year one with a school makerspace, emphasizing that the spaces thrive when they are flexible enough to meet the needs of students and teachers.","status":"publish","parent":0,"modified":1470070353,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":true,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":40,"wordCount":2076},"headData":{"title":"Launching a Makerspace: Lessons Learned From a Transformed School Library | KQED","description":"Educators share stories of year one with a school makerspace, emphasizing that the spaces thrive when they are flexible enough to meet the needs of students and teachers.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Launching a Makerspace: Lessons Learned From a Transformed School Library","datePublished":"2016-08-01T04:50:49.000Z","dateModified":"2016-08-01T16:52:33.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"45900 http://ww2.kqed.org/mindshift/?p=45900","disqusUrl":"https://ww2.kqed.org/mindshift/2016/07/31/launching-a-makerspace-lessons-learned-from-a-transformed-school-library/","disqusTitle":"Launching a Makerspace: Lessons Learned From a Transformed School Library","path":"/mindshift/45900/launching-a-makerspace-lessons-learned-from-a-transformed-school-library","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Excitement about \u003ca href=\"http://renovatedlearning.com/2015/04/02/defining-makerspaces-part-1/\" target=\"_blank\">school makerspaces \u003c/a>has been in the air, but many educators eager to create hands-on learning spaces in their schools still aren’t sure how to get started or why it’s worth the effort. New Canaan High School librarian Michelle Luhtala recently jumped headfirst into creating a makerspace in her library and documented what she learned, how her space changed and how it affected students along the way. Her experience was very different from elementary school librarian \u003ca href=\"https://expectmiraculous.com/\" target=\"_blank\">Andy Plemmons\u003c/a>, whose makerspace started with a 3-D printer obtained through a grant and blossomed into a core teaching resource at his school.\u003c/p>\n\u003cp>\u003cstrong>GETTING RID OF BOOKS\u003c/strong>\u003c/p>\n\u003cp>Luhtala is blessed with a big library, but for most of her career it has been dominated by large bookshelves. Over time, Luhtala has pared down her collection as she increased the digital reading material the library offers, but in order to make room for a makerspace she cleared out 7,000 books. She might not have had the courage to make such a drastic change if she hadn’t had the firm support, and indeed push, from her principal to create a makerspace. Luhtala kept most of her fiction and donated a lot of the nonfiction, which kids are now mostly accessing digitally anyway.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"gallery","attributes":{"named":{"type":"columns","columns":"2","ids":"45926,45937","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While Luhtala wanted open space for big making projects, she also made sure her library has comfortable sofas, quiet study carrels and a few collaborative workrooms where students can meet. She also sent a letter to students at the start of the school year explaining the changes in the library and asking them for their help throughout the year to make it the space they wanted.\u003c/p>\n\u003cfigure id=\"attachment_45929\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-45929 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_3141-1440x403.jpg\" alt=\"The New Canaan library tries to create different spaces throughout the library where students can work quietly, in collaboration, or on innovative projects.\" width=\"640\" height=\"179\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-1440x403.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-400x112.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-800x224.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-768x215.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-1180x330.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-960x269.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">The New Canaan Library tries to create different spaces throughout the library where students can work quietly, in collaboration, or on innovative projects. \u003ccite>(Courtesy Michelle Luhtala)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>IMPROVISE\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We had no budget for furniture, zero, none,” Luhtala said in an edWeb webinar. “I had this big empty space, but no furniture.” But, she found some old science tables in the district’s storage area and some unused stools to go with them. That was enough.\u003c/p>\n\u003cp>“Find the storage space for your district and see what’s available because chances are there’s stuff no one wants,” Luhtala said. “Those are conversations worth having. I encourage you to be bold.”\u003c/p>\n\u003cp>Luhtala also didn't want to over-plan what would happen in the makerspace. She wanted it to develop naturally from student interests. So, she didn’t spend much money buying materials at the outset. She picked up a few things like basic craft supplies and Legos that other teachers had recommended, but she took her cues from the students.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-large wp-image-45931\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-1440x1080.jpg\" alt=\"20523920853_4e4ead0ae5_k\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-960x720.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>“I really didn’t want to go beyond that because I wanted to see what the kids wanted,” Luhtala said.\u003c/p>\n\u003cp>Early in the school year students immediately took over the sofa spaces, but they didn’t really know what to do with the rest of it. One day a student asked Luhtala what she was planning to do with the space. She asked what he wanted. He suggested Legos. She had those, so she brought them out. Another student suggested craft supplies. Luhtala brought those out, too. Pretty soon students were asking for all kinds of things, mostly recyclables, and Luhtala now keeps track of requests on a spreadsheet.\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\nEVOLUTION OF THE SPACE\u003c/strong>\u003c/p>\n\u003cp>Luhtala soon started covering the tables with butcher paper to hide the old, scratched surfaces. Teachers would often meet in the makerspace and sometimes doodle on the butcher paper. Students recognized their teachers’ artwork and soon students started doodling, too, sometimes adding to each other’s designs, but mostly respecting whatever artwork was already there.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-large wp-image-45932\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_2831-e1469474562681-1440x908.jpg\" alt=\"IMG_2831\" width=\"640\" height=\"404\">\u003c/p>\n\u003cp>“That students and the teachers started to make those connections in the space was really important,” Luhtala said. The makerspace became a neutral place where students and teachers could create together and interact more casually. New Canaan High School has an open campus, so students come to the makerspace in their free time. Sometimes they use the space to work quietly on a project alone; other times they come in groups.\u003c/p>\n\u003cp>“Sometimes de-stressing alone is really important,” Luhtala said. She’s also found that there’s an ebb and flow to the popularity of the makerspace throughout the week. It’s usually slow on Mondays, but busy on Fridays, which Luhtala believes indicates students are prioritizing their time well. “By Friday they are ready to unwind and they are ready to get more creative,” Luhtala said.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-medium wp-image-45933\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_0923-800x233.jpg\" alt=\"IMG_0923\" width=\"800\" height=\"233\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-800x233.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-400x116.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-768x223.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-1440x419.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-1180x343.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-960x279.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>Some students work on projects for class in the makerspace, and some teachers assign projects with the knowledge that the makerspace can be a resource for students. For example, students in a ninth-grade class were each assigned a planet and had to create an extraterrestrial who could survive on the conditions of that planet. Another time an English teacher asked students to create something that represented a theme or character from the most recent book they’d read.\u003c/p>\n\u003cfigure id=\"attachment_45934\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-45934\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/24746560421_9adce84e22_k-1440x1080.jpg\" alt=\"A student creation.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-960x720.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A student creation. \u003ccite>(Courtesy Michelle Luhtala)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“They invent their own learning,” Luhtala said of the students. A few students asked for pullback motors to use with the Lego cars they had built. Luhtala immediately saw the motors were well worth the investment because they turn a Lego project into a physics experiment. Students got interested in questions of friction and started researching on their own how speed and weight affected the movement of their cars.\u003c/p>\n\u003cp>By the end of the year, the makerspace was a casual meetup area. Luhtala might be teaching a group of students about citations in the same area as another student working to build a monster truck. And teachers would sometimes hold book discussions in the makerspace, finding that students were more engaged in the conversation when they could doodle on the butcher paper or make a Lego structure at the same time.\u003c/p>\n\u003cp>\u003cstrong>TECHXPERTS\u003c/strong>\u003c/p>\n\u003cp>“\u003ca href=\"http://www.ncps-k12.org/Page/1076\" target=\"_blank\">TechXperts\u003c/a>” are student-experts that help out in the library. With the advent of the makerspace, Luhtala asked this group of students to work on a bigger project to solve a problem around the school. They decided garbage was an issue and programmed a zumba to roam around the school hallways and yell out, “hurray,” whenever someone threw a piece of garbage in the can.\u003c/p>\n\u003cp>The TechXperts have also been a huge help managing the makerspace. Each student naturally gravitated toward certain materials and tools and became the go-to person when anyone had a question about how to use them.\u003c/p>\n\u003cfigure id=\"attachment_45935\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-45935\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/24472389839_d7e119577a_k-1440x1080.jpg\" alt=\"Luhtala turned her old office into a media production room with a green screen. Students love it.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-960x720.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Luhtala turned her old office into a media production room with a green screen. Students love it. \u003ccite>(Courtesy Michelle Luhtala)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Luhtala’s careful way of making sure students direct what happens in the makerspace has paid off in a number of ways. Students feel like the space is their own and work to keep it clean. Luhtala allows food in this part of the library, a move she was worried would lead to the makerspace looking like the pigsty that is the school’s cafeteria. But instead, students are careful with their food and trash. Luhtala found that when she gave students the trust and responsibility to take care of the space, they rose to the challenge.\u003c/p>\n\u003cfigure id=\"attachment_45938\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003cimg class=\"size-thumbnail wp-image-45938\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/maker-major-400x560.png\" alt='Materials Miles put together to promote the \"Maker Major\" he helped design.' width=\"400\" height=\"560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/maker-major-400x560.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/maker-major.png 632w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Materials Miles put together to promote the \"Maker Major\" he helped design. \u003ccite>(Courtesy Michelle Luhtala)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One student, Miles, was so excited about the makerspace that he spent an entire semester laying the groundwork for a program that would allow students to get credit for doing a large, long-term project in the makerspace. He wrote a curriculum that would require students to write a paper about their project as well as lead a workshop. He made a wiki, set up a blog, created a Twitter handle and even gathered articles and other ideas for coursework.\u003c/p>\n\u003cp>“He set up the groundwork for us to really make this meaningful so we can carry this forward,” Luhtala said. Miles will be a freshman at Duke next year. When the university accepted him they made specific note of how impressed they were at his involvement in the makerspace.\u003c/p>\n\u003cp>\u003cstrong>LOGISTICS\u003c/strong>\u003c/p>\n\u003cp>Luhtala has found that the space works best when she puts out one project at a time and rotates them frequently. That doesn’t mean students can’t use other tools, but she does try to intentionally offer up a project to spark interest. The materials are stored in labeled bins and Luhtala has put together a photo album with a picture of the item and where it is located.\u003c/p>\n\u003cp>Luhtala didn’t buy a 3-D printer until January. “I would love to say it was transformational, but it wasn’t,” Luhtala said. Students seemed more excited to make things out of recycled materials than they were about the fancier technology. That may not be true in other makerspaces, but Luhtala found that engagement and buy-in throughout the building was very high at relatively small expense in her first year of running a makerspace.\u003c/p>\n\u003cp>\u003cstrong>AN ELEMENTARY SCHOOL MAKERSPACE\u003c/strong>\u003c/p>\n\u003cp>Makerspaces can be a positive experience for kids at all ages, but there are different considerations for different grade levels. In elementary school students all have the same schedule, so a library makerspace may need to be part of the formal library program. And, unlike high school where students can manage the space, little kids need more supervision.\u003c/p>\n\u003cfigure id=\"attachment_45902\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-45902 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/plemmons.png\" alt=\"plemmons\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/plemmons.png 640w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/plemmons-400x300.png 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy Andy Plemmons \u003ccite>(Courtesy of Andy Plemmons)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“My first big challenge was how to balance matching curriculum and giving students some free opportunity to explore,” said Andy Plemmons, the librarian at David C Barrow Elementary in Athens, Georgia. He has facilitated a makerspace for the past several years. Demand is so high he often must choose between using the space to support teachers in curriculum-based projects and honoring the learning that happens when kids have freedom to tinker and pursue their own projects.\u003c/p>\n\u003cp>“It seems to me that when kids come into the makerspace, they sort of all get put on the same level,” Plemmons said. “Most of the stuff is new to all of them.” He says the makerspace has helped him connect with students who didn’t seem to have any interests or who are seen as behavior problems in class. Anyone can excel at making, and many kids show a different side of themselves when given the chance.\u003c/p>\n\u003cp>“You see kids jump in and start trying things and taking risks that they might not take in other subject areas,” Plemmons said. Students often have perceptions of themselves as certain kinds of learners that the makerspace can disrupt. Plemmons likes to remind students of how they struggled through a making problem when they encountered difficulty in an academic subject.\u003c/p>\n\u003cp>“When you move into an area where a student puts up a wall, you can go back to the makerspace and help them make that connection that it’s really the same type of skill for approaching a problem in another area of life,” Plemmons said.\u003c/p>\n\u003cp>Like most teachers and librarians, Plemmons wears many hats and running the makerspace is just part of his job. He encourages teachers to come to him if they have even the seed of an idea to see how the makerspace might be able to add a quality hands-on element to a unit. And, he has partnered with the University of Georgia school of education to bring in student teachers who help run the makerspace during open tinkering times. Kids come in at recess to tinker, and some teachers will even let students go to open-tinker times while the class is doing something else.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While not every school will have a teaching college right next door, Plemmons encourages anyone planning a makerspace to think broadly about possible community partners. “A lot of times there are people who want to volunteer but don’t know what to do,” Plemmons said. He also hopes people won’t get too hung up on having a separate space. To him, a makerspace is more of an attitude and approach to learning than a physical space.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45900/launching-a-makerspace-lessons-learned-from-a-transformed-school-library","authors":["234"],"categories":["mindshift_20579"],"tags":["mindshift_20784","mindshift_1040","mindshift_20797","mindshift_470","mindshift_20945","mindshift_21020","mindshift_975"],"featImg":"mindshift_45925","label":"mindshift"},"mindshift_44915":{"type":"posts","id":"mindshift_44915","meta":{"index":"posts_1591205157","site":"mindshift","id":"44915","score":null,"sort":[1462282611000]},"guestAuthors":[],"slug":"tinkering-spaces-how-equity-means-more-than-access","title":"Tinkering Spaces: How Equity Means More Than Access","publishDate":1462282611,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The Maker Movement has helped spur renewed interest in hands-on learning and the value of spaces where children can explore their own ideas, be creative, and tinker. Some \u003ca href=\"http://ww2.kqed.org/mindshift/2015/09/17/how-to-incubate-creativity-in-school-through-making-and-discovery/\">schools have made makerspaces\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2015/06/16/how-to-turn-digital-games-into-a-fun-physical-learning-experience-at-school/\">FabLabs a priority\u003c/a>, building making activities into the curriculum and encouraging kids through afterschool activities. In large part, this new excitement has come from a \u003ca href=\"http://tascha.uw.edu/2015/03/power-access-status-the-discourse-of-race-gender-and-class-in-the-maker-movement/\">predominantly white, male sensibility\u003c/a> and conversations about equity and tinkering tend to focus on questions of access to makerspaces and to tools.\u003c/p>\n\u003cp>Makerspaces are much less common in low-income schools where the academic focus remains on raising test scores, often through drill and practice. However, many communities of color have long traditions of using their hands for work and play that get left out of the discussion around making. 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 \u003ca href=\"http://fablearn.stanford.edu/2013/wp-content/uploads/Tinkering-Learning-Equity-in-the-After-school-Setting.pdf\">techniques thoughtful educators are using to improve their interactions\u003c/a> with students could be used in other venues.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Kids are brilliant and it's our responsibility to notice their brilliance and deepen it.'\u003ccite>Shirin Vossoughi\u003c/cite>\u003c/aside>\n\u003cp>One basic way to bring more cultural awareness to making is to carefully design activities that make space for the expertise, stories and experiences that students bring from their homes and families. But also, “make that assumption that social injustices and educational injustices are ubiquitous and they’re happening everywhere. Be ready to look for them,” said Meg Escudé, director of community youth programs at the Exploratorium, including the \u003ca href=\"http://www.exploratorium.edu/education/california-tinkering-afterschool-network-learning-equity\">Tinkering Afterschool Program.\u003c/a>\u003c/p>\n\u003cp>Escudé has spent a lot of time thinking about how social inequities are played out in moment-to-moment interactions. She believes that in order to change those structures, each educator must be on the lookout for her own biases at work and be willing to shift when they inevitably come up.\u003c/p>\n\u003cfigure id=\"attachment_44922\" class=\"wp-caption aligncenter\" style=\"max-width: 720px\">\u003cimg class=\"wp-image-44922 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/EquityTinkering2.png\" alt=\"EquityTinkering2\" width=\"720\" height=\"575\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering2.png 720w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering2-400x319.png 400w\" sizes=\"(max-width: 720px) 100vw, 720px\">\u003cfigcaption class=\"wp-caption-text\">Zoe and Kevin make milk carton characters. \u003ccite>(Courtesy Franco Nguon/Boys and Girls Club of San Francisco)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Sewing has been one of the most successful projects in the program Escudé helps run at the \u003ca href=\"https://www.kidsclub.org/find-a-club/visitacion-valley-clubhouse/\">Boys and Girls Club in San Francisco’s Visitacion Valley \u003c/a>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.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One activity students have when they dive into technology is to take apart electronics and toys. Students find it to be a rich experience, but not all kids dive right in.\u003c/p>\n\u003cp>“It was really hard and there were a lot of reactions,” Escudé said. Some kids wanted to take the toy home, others didn’t want to take it apart because it was cute. Escudé realized it’s a cultural assumption that kids would think taking apart toys would be fun. “On the one hand, I hate using that example because it’s hard to see what I might have predicted happen, but it’s also very confirming,” Escudé said.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"http://www.youtube.com/embed/4qsGTXLnmKs\" width=\"100%\" height=\"500\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>The facilitators of this tinkering club have done a lot of work to think through the many ways inequalities and power dynamics are reenacted. And they’ve found ways to help the tinkering facilitators leading workshops examine their actions, reflect and improve. Before every tinkering session, the facilitators talk through how they will approach various interactions, anticipating points of tension or potential questions. Immediately after the sessions they also debrief how they interacted with students, how well they got to know them, and what they might have learned about a student that day. They also record every tinkering session and \u003ca href=\"https://www.scholars.northwestern.edu/en/publications/what-does-the-camera-communicate-an-inquiry-into-the-politics-and\">review video \u003c/a>to improve their teaching.\u003c/p>\n\u003cfigure id=\"attachment_44923\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003cimg class=\"wp-image-44923 size-thumbnail\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-400x400.jpg\" alt=\"Printmaking.\" width=\"400\" height=\"400\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-400x400.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-1440x1440.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-1180x1180.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-960x960.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-150x150.jpg 150w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Meg, Elena, and Ciara make prints. \u003ccite>(Courtesy Franco Nguon/Boys and Girls Clubs of San Francisco)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We feel there’s not enough of a focus on pedagogy,” said \u003ca href=\"http://www.sesp.northwestern.edu/profile/?p=22753&/ShirinVossoughi/\">Shirin Vossoughi\u003c/a>, assistant professor at Northwestern University's School of Education and Social Policy. She says the rise of maker education activities have coincided with calls for more student-directed learning. But just because kids don’t learn from overly didactic experiences doesn’t mean adults should be completely hands off. She has observed that often, maker educators assume that because they’ve offered students freedom and choice, the space is automatically equitable. She says being intentional about how adults interact with kids in these spaces is more important than self-direction.\u003c/p>\n\u003cp>“There’s an emphasis on self-directed learning, but in that process there’s not enough of a conversation about all the ways we might subtlely in our talk and action reproduce deficit views of kids, or really transform some of those,” Vossoughi said. And, when self-direction takes primacy it’s easy to blame a student’s lack of success on him, rather than thinking about the power dynamics at play in the space.\u003c/p>\n\u003cfigure id=\"attachment_44926\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-44926 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/EquityTinkering3-1440x810.png\" alt=\"EquityTinkering3\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering3-1440x810.png 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering3-400x225.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering3-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering3-768x432.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering3-1180x664.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering3-960x540.png 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Students make wooden automatas. \u003ccite>(Courtesy Franco Nguon/Boys and Girls Clubs of San Francisco)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Visitacion Valley tinkering club runs with the help of teen facilitators, who carry with them experiences of being taught that are reflected in their work with kids. Early in the program Escudé and Vossoughi realized that time to plan and time to reflect after a tinkering session were both invaluable for calling out inequities when they happen and figuring out new strategies for the future.\u003c/p>\n\u003cp>For example, Escudé described a debrief with the teen facilitators after they had been working with a group of middle schoolers for the first time. One boy came in late and had missed some of the tool training, but was nevertheless using tools quickly. One facilitator kept describing his actions as “dangerous.” Escudé recognized that in this description of the students’ actions, the facilitator was already creating an image of him as a behavioral problem.\u003c/p>\n\u003cp>To move past this, Escudé asked the facilitator to stop focusing on the student's’ actions and instead to look closely at her own interactions with him. This method of carefully reviewing interactions helps facilitators slowly recognize how and where things might have gone wrong and what could be done differently next time.\u003c/p>\n\u003cp>Two days later, the same facilitator described an interaction with a girl who hadn’t started her work after several minutes of the workshop. It would be easy to assume that the student was off task or didn’t want to do the activity, but instead of assuming the worst about the student, the facilitator went over and started asking her questions that centered around agency and how she’d like to be involved. This gentle support helped the girl figure out how to start the activity. Analyzing video footage of interactions and constructively calling out interactions that assume deficits in a child or demonstrate a power dynamic is a big way Escudé and Vossoughi work to get everyone noticing the moment-to-moment inequalities.\u003c/p>\n\u003cp>They also focus on race and gender patterns around who is using which tools and the kinds of projects different kids are drawn towards. “There were some patterns around which students get intervened on more often and which students have projects taken out of their hands and fixed more often,” Vossoughi said. The video reviews help them notice these patterns and correct them.\u003c/p>\n\u003cp>“Kids make sense; what they’re doing makes sense and it’s our responsibility to figure out how it makes sense,” Vossoughi said. For example, a facilitator was trying to help a student, but in doing so became so focused on finishing the product, that he lost sight of the process. The student quickly realized her lack of agency and announced she was going to start a new project, he could keep that one. Those are the moments Vossoughi and Escudé say adults can pick up on, recognize their own values and biases at play, and try to shift.\u003c/p>\n\u003cfigure id=\"attachment_44927\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-44927 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/EquityTinkering4-1440x810.png\" alt=\"Stop motion activity.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering4-1440x810.png 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering4-400x225.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering4-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering4-768x432.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering4-1180x664.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering4-960x540.png 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Two students work on a stop motion video. \u003ccite>(Courtesy Franco Nguon/Boys and Girls Clubs of San Francisco)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A huge part of trying to bring equity to every moment of tinkering is to see students as full of strengths from their home community, their families, and their experiences. “Kids are brilliant and it's our responsibility to notice their brilliance and deepen it,” Vossoughi said. This perspective has allowed kids who don’t fit into traditional ideas about what it means to be smart, or academic, thrive in the tinkering space.\u003c/p>\n\u003cp>“There’s this one kid who does not sit still and he’s never quiet,” said Erin Gutierrez, the Visitacion Valley Clubhouse director. This boy clashes with his teachers a lot. “As far as emotional intelligence goes, he notices everything and I’m always impressed by how much he’s aware. I feel like I can’t get anything past him.”\u003c/p>\n\u003cp>Tinkering club is much more his style. “In tinkering he thrived because there you share your opinions, and question things that don’t make sense for you,” Gutierrez said. “You walk around the room and learn with your friends and get to disagree in a safe space. It’s a space where all of that is a good thing.” She notices this tension between school and tinkering a lot, but is glad there are spaces where kids who don’t often feel smart in school can shine.\u003c/p>\n\u003cp>She’s also noticed that kids who regularly participate in tinkering display confidence in other Boys and Girls Club activities. “The one trend I’m always surprised by is that the kids who go to tinkering have been the kids who come to the club and want to start their own programs,” Gutierrez said.\u003c/p>\n\u003cp>A group of girls came to her and wanted to start a “book club,” where they would write and illustrate stories together. They asked for a room, made flyers, presented their idea in front of other kids and ran the program on their own for about a year. One of the main instigators of that effort was a very quiet, smart, introverted girl.\u003c/p>\n\u003cp>“It was a whole new side to her that she attributes to the work she did in tinkering and particularly to Shirin,” Gutierrez said. Watching her present in front of peers and organize activities was so different from her usual shy demeanor.\u003c/p>\n\u003cp>“I’ve worked with kids my whole career and there is something unique about the agency these kids show and feel,” Gutierrez said.The kids are also vocal about things going on at school. “I was kind of surprised at how articulate they can be at times at calling us out and calling teachers out when something doesn’t feel right,” Gutierrez said. “They’re highly sensitive to good pedagogy and bad pedagogy. They’re aware of what feels right.” They complain when their teachers post their grades publicly or if one student’s work is publicly highlighted.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Making is one potential space that has affordances for how to reimagine education,” Vossoughi said. But this careful attention to how adults talk to kids, the messages body language communicates, and being very attentive to how socio-political biases play out could be a larger part of every education space.\u003c/p>\n\n","blocks":[],"excerpt":"Youth programs are looking to redefine maker spaces into more equitable environments by rethinking what's valued and how facilitators interact with students. ","status":"publish","parent":0,"modified":1462395024,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["http://www.youtube.com/embed/4qsGTXLnmKs"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1990},"headData":{"title":"Tinkering Spaces: How Equity Means More Than Access | KQED","description":"Youth programs are looking to redefine maker spaces into more equitable environments by rethinking what's valued and how facilitators interact with students. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Tinkering Spaces: How Equity Means More Than Access","datePublished":"2016-05-03T13:36:51.000Z","dateModified":"2016-05-04T20:50:24.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"44915 http://ww2.kqed.org/mindshift/?p=44915","disqusUrl":"https://ww2.kqed.org/mindshift/2016/05/03/tinkering-spaces-how-equity-means-more-than-access/","disqusTitle":"Tinkering Spaces: How Equity Means More Than Access","path":"/mindshift/44915/tinkering-spaces-how-equity-means-more-than-access","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The Maker Movement has helped spur renewed interest in hands-on learning and the value of spaces where children can explore their own ideas, be creative, and tinker. Some \u003ca href=\"http://ww2.kqed.org/mindshift/2015/09/17/how-to-incubate-creativity-in-school-through-making-and-discovery/\">schools have made makerspaces\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2015/06/16/how-to-turn-digital-games-into-a-fun-physical-learning-experience-at-school/\">FabLabs a priority\u003c/a>, building making activities into the curriculum and encouraging kids through afterschool activities. In large part, this new excitement has come from a \u003ca href=\"http://tascha.uw.edu/2015/03/power-access-status-the-discourse-of-race-gender-and-class-in-the-maker-movement/\">predominantly white, male sensibility\u003c/a> and conversations about equity and tinkering tend to focus on questions of access to makerspaces and to tools.\u003c/p>\n\u003cp>Makerspaces are much less common in low-income schools where the academic focus remains on raising test scores, often through drill and practice. However, many communities of color have long traditions of using their hands for work and play that get left out of the discussion around making. 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 \u003ca href=\"http://fablearn.stanford.edu/2013/wp-content/uploads/Tinkering-Learning-Equity-in-the-After-school-Setting.pdf\">techniques thoughtful educators are using to improve their interactions\u003c/a> with students could be used in other venues.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Kids are brilliant and it's our responsibility to notice their brilliance and deepen it.'\u003ccite>Shirin Vossoughi\u003c/cite>\u003c/aside>\n\u003cp>One basic way to bring more cultural awareness to making is to carefully design activities that make space for the expertise, stories and experiences that students bring from their homes and families. But also, “make that assumption that social injustices and educational injustices are ubiquitous and they’re happening everywhere. Be ready to look for them,” said Meg Escudé, director of community youth programs at the Exploratorium, including the \u003ca href=\"http://www.exploratorium.edu/education/california-tinkering-afterschool-network-learning-equity\">Tinkering Afterschool Program.\u003c/a>\u003c/p>\n\u003cp>Escudé has spent a lot of time thinking about how social inequities are played out in moment-to-moment interactions. She believes that in order to change those structures, each educator must be on the lookout for her own biases at work and be willing to shift when they inevitably come up.\u003c/p>\n\u003cfigure id=\"attachment_44922\" class=\"wp-caption aligncenter\" style=\"max-width: 720px\">\u003cimg class=\"wp-image-44922 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/EquityTinkering2.png\" alt=\"EquityTinkering2\" width=\"720\" height=\"575\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering2.png 720w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering2-400x319.png 400w\" sizes=\"(max-width: 720px) 100vw, 720px\">\u003cfigcaption class=\"wp-caption-text\">Zoe and Kevin make milk carton characters. \u003ccite>(Courtesy Franco Nguon/Boys and Girls Club of San Francisco)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Sewing has been one of the most successful projects in the program Escudé helps run at the \u003ca href=\"https://www.kidsclub.org/find-a-club/visitacion-valley-clubhouse/\">Boys and Girls Club in San Francisco’s Visitacion Valley \u003c/a>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.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One activity students have when they dive into technology is to take apart electronics and toys. Students find it to be a rich experience, but not all kids dive right in.\u003c/p>\n\u003cp>“It was really hard and there were a lot of reactions,” Escudé said. Some kids wanted to take the toy home, others didn’t want to take it apart because it was cute. Escudé realized it’s a cultural assumption that kids would think taking apart toys would be fun. “On the one hand, I hate using that example because it’s hard to see what I might have predicted happen, but it’s also very confirming,” Escudé said.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"http://www.youtube.com/embed/4qsGTXLnmKs\" width=\"100%\" height=\"500\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>The facilitators of this tinkering club have done a lot of work to think through the many ways inequalities and power dynamics are reenacted. And they’ve found ways to help the tinkering facilitators leading workshops examine their actions, reflect and improve. Before every tinkering session, the facilitators talk through how they will approach various interactions, anticipating points of tension or potential questions. Immediately after the sessions they also debrief how they interacted with students, how well they got to know them, and what they might have learned about a student that day. They also record every tinkering session and \u003ca href=\"https://www.scholars.northwestern.edu/en/publications/what-does-the-camera-communicate-an-inquiry-into-the-politics-and\">review video \u003c/a>to improve their teaching.\u003c/p>\n\u003cfigure id=\"attachment_44923\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003cimg class=\"wp-image-44923 size-thumbnail\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-400x400.jpg\" alt=\"Printmaking.\" width=\"400\" height=\"400\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-400x400.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-1440x1440.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-1180x1180.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-960x960.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-150x150.jpg 150w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Meg, Elena, and Ciara make prints. \u003ccite>(Courtesy Franco Nguon/Boys and Girls Clubs of San Francisco)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We feel there’s not enough of a focus on pedagogy,” said \u003ca href=\"http://www.sesp.northwestern.edu/profile/?p=22753&/ShirinVossoughi/\">Shirin Vossoughi\u003c/a>, assistant professor at Northwestern University's School of Education and Social Policy. She says the rise of maker education activities have coincided with calls for more student-directed learning. But just because kids don’t learn from overly didactic experiences doesn’t mean adults should be completely hands off. She has observed that often, maker educators assume that because they’ve offered students freedom and choice, the space is automatically equitable. She says being intentional about how adults interact with kids in these spaces is more important than self-direction.\u003c/p>\n\u003cp>“There’s an emphasis on self-directed learning, but in that process there’s not enough of a conversation about all the ways we might subtlely in our talk and action reproduce deficit views of kids, or really transform some of those,” Vossoughi said. And, when self-direction takes primacy it’s easy to blame a student’s lack of success on him, rather than thinking about the power dynamics at play in the space.\u003c/p>\n\u003cfigure id=\"attachment_44926\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-44926 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/EquityTinkering3-1440x810.png\" alt=\"EquityTinkering3\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering3-1440x810.png 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering3-400x225.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering3-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering3-768x432.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering3-1180x664.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering3-960x540.png 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Students make wooden automatas. \u003ccite>(Courtesy Franco Nguon/Boys and Girls Clubs of San Francisco)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Visitacion Valley tinkering club runs with the help of teen facilitators, who carry with them experiences of being taught that are reflected in their work with kids. Early in the program Escudé and Vossoughi realized that time to plan and time to reflect after a tinkering session were both invaluable for calling out inequities when they happen and figuring out new strategies for the future.\u003c/p>\n\u003cp>For example, Escudé described a debrief with the teen facilitators after they had been working with a group of middle schoolers for the first time. One boy came in late and had missed some of the tool training, but was nevertheless using tools quickly. One facilitator kept describing his actions as “dangerous.” Escudé recognized that in this description of the students’ actions, the facilitator was already creating an image of him as a behavioral problem.\u003c/p>\n\u003cp>To move past this, Escudé asked the facilitator to stop focusing on the student's’ actions and instead to look closely at her own interactions with him. This method of carefully reviewing interactions helps facilitators slowly recognize how and where things might have gone wrong and what could be done differently next time.\u003c/p>\n\u003cp>Two days later, the same facilitator described an interaction with a girl who hadn’t started her work after several minutes of the workshop. It would be easy to assume that the student was off task or didn’t want to do the activity, but instead of assuming the worst about the student, the facilitator went over and started asking her questions that centered around agency and how she’d like to be involved. This gentle support helped the girl figure out how to start the activity. Analyzing video footage of interactions and constructively calling out interactions that assume deficits in a child or demonstrate a power dynamic is a big way Escudé and Vossoughi work to get everyone noticing the moment-to-moment inequalities.\u003c/p>\n\u003cp>They also focus on race and gender patterns around who is using which tools and the kinds of projects different kids are drawn towards. “There were some patterns around which students get intervened on more often and which students have projects taken out of their hands and fixed more often,” Vossoughi said. The video reviews help them notice these patterns and correct them.\u003c/p>\n\u003cp>“Kids make sense; what they’re doing makes sense and it’s our responsibility to figure out how it makes sense,” Vossoughi said. For example, a facilitator was trying to help a student, but in doing so became so focused on finishing the product, that he lost sight of the process. The student quickly realized her lack of agency and announced she was going to start a new project, he could keep that one. Those are the moments Vossoughi and Escudé say adults can pick up on, recognize their own values and biases at play, and try to shift.\u003c/p>\n\u003cfigure id=\"attachment_44927\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-44927 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/EquityTinkering4-1440x810.png\" alt=\"Stop motion activity.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering4-1440x810.png 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering4-400x225.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering4-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering4-768x432.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering4-1180x664.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering4-960x540.png 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Two students work on a stop motion video. \u003ccite>(Courtesy Franco Nguon/Boys and Girls Clubs of San Francisco)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A huge part of trying to bring equity to every moment of tinkering is to see students as full of strengths from their home community, their families, and their experiences. “Kids are brilliant and it's our responsibility to notice their brilliance and deepen it,” Vossoughi said. This perspective has allowed kids who don’t fit into traditional ideas about what it means to be smart, or academic, thrive in the tinkering space.\u003c/p>\n\u003cp>“There’s this one kid who does not sit still and he’s never quiet,” said Erin Gutierrez, the Visitacion Valley Clubhouse director. This boy clashes with his teachers a lot. “As far as emotional intelligence goes, he notices everything and I’m always impressed by how much he’s aware. I feel like I can’t get anything past him.”\u003c/p>\n\u003cp>Tinkering club is much more his style. “In tinkering he thrived because there you share your opinions, and question things that don’t make sense for you,” Gutierrez said. “You walk around the room and learn with your friends and get to disagree in a safe space. It’s a space where all of that is a good thing.” She notices this tension between school and tinkering a lot, but is glad there are spaces where kids who don’t often feel smart in school can shine.\u003c/p>\n\u003cp>She’s also noticed that kids who regularly participate in tinkering display confidence in other Boys and Girls Club activities. “The one trend I’m always surprised by is that the kids who go to tinkering have been the kids who come to the club and want to start their own programs,” Gutierrez said.\u003c/p>\n\u003cp>A group of girls came to her and wanted to start a “book club,” where they would write and illustrate stories together. They asked for a room, made flyers, presented their idea in front of other kids and ran the program on their own for about a year. One of the main instigators of that effort was a very quiet, smart, introverted girl.\u003c/p>\n\u003cp>“It was a whole new side to her that she attributes to the work she did in tinkering and particularly to Shirin,” Gutierrez said. Watching her present in front of peers and organize activities was so different from her usual shy demeanor.\u003c/p>\n\u003cp>“I’ve worked with kids my whole career and there is something unique about the agency these kids show and feel,” Gutierrez said.The kids are also vocal about things going on at school. “I was kind of surprised at how articulate they can be at times at calling us out and calling teachers out when something doesn’t feel right,” Gutierrez said. “They’re highly sensitive to good pedagogy and bad pedagogy. They’re aware of what feels right.” They complain when their teachers post their grades publicly or if one student’s work is publicly highlighted.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Making is one potential space that has affordances for how to reimagine education,” Vossoughi said. But this careful attention to how adults talk to kids, the messages body language communicates, and being very attentive to how socio-political biases play out could be a larger part of every education space.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/44915/tinkering-spaces-how-equity-means-more-than-access","authors":["234"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_976","mindshift_20784","mindshift_1040","mindshift_20945","mindshift_980","mindshift_975"],"featImg":"mindshift_44919","label":"mindshift"},"mindshift_43581":{"type":"posts","id":"mindshift_43581","meta":{"index":"posts_1591205157","site":"mindshift","id":"43581","score":null,"sort":[1454662910000]},"guestAuthors":[],"slug":"what-colleges-can-gain-by-adding-makerspaces-to-its-libraries","title":"What Colleges Can Gain by Adding Makerspaces to Their Libraries","publishDate":1454662910,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Libraries are one of the fastest-evolving learning spaces. As many resources move online, and teachers require students to collaborate more and demonstrate their learning, librarians are trying to keep up. Some are even spearheading the changes. \u003ca href=\"http://ww2.kqed.org/mindshift/2014/11/20/how-libraries-are-advancing-and-inspiring-communities/\" target=\"_blank\">Public libraries have led\u003c/a> the effort to provide access to 21st century technologies and learning resources, but now university and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/18/what-does-the-next-generation-school-library-look-like/\" target=\"_blank\">K-12 libraries\u003c/a> are beginning to catch up. Makerspaces are one way a few groundbreaking libraries are trying to provide equal access to exciting technologies and skills.\u003c/p>\n\u003cp>\u003cstrong>ESTABLISHED MAKERSPACE\u003c/strong>\u003c/p>\n\u003cp>North Carolina State University’s librarians have the reputation for being innovators and leaders of change. So when the university built its new \u003ca href=\"https://www.ncsu.edu/huntlibrary/\" target=\"_blank\">James B. Hunt Jr. Library\u003c/a> in 2013, it had a very small “makerspace” in what was originally designed to be a storage closet.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'We've tied something that might look like a weird fringe thing to the library's mission and the strategic goals.'\u003c/aside>\n\u003cp>“Our library mission is to be a competitive advantage for our campus and for our students,” said Adam Rogers, the emerging technologies librarian at NCSU who pushed for the makerspace and now runs it. The \u003ca href=\"http://www.lib.ncsu.edu/services/makerspace\" target=\"_blank\">makerspace\u003c/a> is one of the few places on campus where anyone can access a 3-D printer or laser cutter. Often individual departments like engineering will have those tools, but they aren’t accessible to everyone. Rogers feels access to a makerspace fits firmly within the library’s mission.\u003c/p>\n\u003cp>“Our culture really favors us doing things like this,” Rogers said. “That said, I think it’s been very important that we’ve tied something that might look like a weird fringe thing to the library’s mission and the strategic goals.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In his first foray into making, Rogers was able to provide only 3-D printing and a laser cutter. While Rogers is the first to acknowledge that doesn’t make it a real makerspace, he was eager to align the library with the movement and continue to grow what they can offer.\u003c/p>\n\u003cp>“We think of a 3-D printer, a laser printer, as actually being an information tool or resource because it’s all about the data that goes into the tool,” Rogers said. “You can’t do anything without understanding the data that goes into the machine.”\u003c/p>\n\u003cp>He sometimes compares the process of designing and 3-D printing a project to research. Students have to think about what they are making, understand its scale, design it on software and only then can it be printed.\u003c/p>\n\u003cp>The new library also opened up more space at NCSU’s older library, \u003ca href=\"https://www.lib.ncsu.edu/hours/hill/general\" target=\"_blank\">D.H. Hill\u003c/a>. When the smaller, 3-D printing-focused making experiment went well, Rogers pushed to open a second, more hands-on focused makerspace in an area that used to be staff offices before those employees were moved over to Hunt Library.\u003c/p>\n\u003cfigure id=\"attachment_43632\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"https://red.lib.ncsu.edu/ncsumakes/images/117\" rel=\"attachment wp-att-43632\">\u003cimg class=\"size-medium wp-image-43632\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/NCSU-makerspace-800x800.jpg\" alt=\"Hacking and learning wearable tech in the NCSU makerspace.\" width=\"800\" height=\"800\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace-400x400.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace-960x960.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace-75x75.jpg 75w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace.jpg 1080w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Hacking and learning wearable tech in the NCSU makerspace. \u003ccite>(Adam Rogers/NCSU)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It allows for hands-on learning in a different, maybe richer way,” Rogers said. He offers workshops in the new makerspace and has been able to fill it with a wider variety of tools and materials, including hand tools, sewing machines, fabrics, circuitry, a sautering station and more.\u003c/p>\n\u003cp>“Everything in the space is pretty flexible,” Rogers said. “We can move all the tables and chairs around. We’ve got power coming down from the ceilings, so we can have power anywhere we want without tripping.” And they have ventilation, a key aspect of makerspaces.\u003c/p>\n\u003cp>Rogers has also done a lot of outreach to faculty so they know the space is available to support their in-class teaching. Rogers said last semester he worked with eight to 10 professors on class projects.\u003c/p>\n\u003cp>One professor from the English department teaching a digital humanities class brought his students to the makerspace three times: once to learn about the tools, once to do a hands-on project and finally as part of their final project.\u003c/p>\n\u003cp>“That was really exciting because as librarians we aren’t so much the drivers of pedagogical innovations, but we’re really supportive of it,” Rogers said. He believes some of the most successful uses of the space have been through these faculty collaborations because students come in and work on a project from start to finish.\u003c/p>\n\u003cp>“This is really a space where we’re offering additional learning experiences alongside the formal learning experiences in the classroom,” Rogers said. “And I think we’re seeing that the experiences we’re offering are becoming a really valuable part of the full university experience.”\u003c/p>\n\u003cfigure id=\"attachment_43630\" class=\"wp-caption alignright\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-43630\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/16626010403_c15ea44a6b_k-e1454662083483.jpg\" alt=\"cardboard crafts\" width=\"1920\" height=\"1283\">\u003cfigcaption class=\"wp-caption-text\">cardboard crafts \u003ccite>(CSM Library/Flickr)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Rogers offers several core workshops on 3-D design and printing and Arduinos in the makerspace that are meant to be accessible to everyone. They introduce students to the technology, help them understand the range of capabilities and give them some kind of project that will produce an output.\u003c/p>\n\u003cp>“The workshop is saying this is a tool for creativity and for problem-solving,” Rogers said. “It’s one any student or researcher on campus would benefit from knowing and find some application for.”\u003c/p>\n\u003cp>In the Arduino workshop, Rogers tries to familiarize participants with the components of the SparkFun Inventor's Kits that the library lends out. They examine how the light sensor and temperature controls work, and experiment with actions like running a motor or transmitting an output onto a screen. Rogers shows students how to write a few lines of code that controls a LED light so they can see how the code is controlling the physical activity. Then he lets them play around for the rest of the workshop.\u003c/p>\n\u003cp>There are very few learning spaces at most universities where students can tinker with materials and get exposed to technologies that are quickly becoming part of every discipline. Rogers said students also bring their own passions into the space, designing and sewing Cosplay costumes or animae swords, for example.\u003c/p>\n\u003cp>Rogers recommends that university librarians start small when thinking about developing a makerspace. Find out who else on campus is already doing some of this work and partner with them, maybe start lending out some tools or kits, offer a workshop or two to gauge interest. He also says: Don’t jump right into 3-D printing without thinking through what it means to offer a service like that to the whole university community.\u003c/p>\n\u003cp>While there are logistical challenges to having a makerspace in the library, Rogers said it has been a positive experience at North Carolina State University. Librarians are showcasing skills like bookbinding to students, and there’s a lot of excitement and learning going on beyond the classroom.\u003c/p>\n\u003cfigure id=\"attachment_43626\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-43626\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/college-makerspace1-e1454662124162.jpg\" alt=\"3D printing extravaganza\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">3D printing extravaganza \u003ccite>(CSM Library/Flickr)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>MAKING UNDER CONSTRAINTS\u003c/strong>\u003c/p>\n\u003cp>San Diego State University has had a makerspace focused on 3-D printing and laser cutting for a little over a year now. Like NCSU, it, too, started in a closet and has moved three times since then, until finally finding a home in the lobby of the library. \u003ca href=\"http://library.sdsu.edu/featured/stemming-your-creativity-tech\">Jenny Wong-Welch\u003c/a>, the STEM librarian, started the space with the intention of offering students access to new technologies and tools.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'My engineering students have been shocked to see how the arts students use the 3-D printer.'\u003c/aside>\n\u003cp>“The whole point is to be a welcoming environment,” Wong-Welch said. \u003ca href=\"http://buildit.sdsu.edu/\" target=\"_blank\">Her space\u003c/a> started as a fringe project, one that many of the other librarians didn’t really understand, but it has grown into a space staffed by a variety of students who volunteer their time. Wong-Welch says at first she mostly had engineering students, but now art and business students, among others, have joined. They’re all interested in learning something new in a low-stakes environment.\u003c/p>\n\u003cp>“My engineering students have been shocked to see how the arts students use the 3-D printer,” Wong-Welch said. Students from different disciplines have learned a lot from one another, approaching projects, materials, tools and software in ways that other students had never thought of before.\u003c/p>\n\u003cp>Wong-Welch says it has been especially fun to learn alongside students. They have discussions about intellectual property rights, figure out scale together and teach anyone else who comes into the space how to use the technology. Each of Wong-Welch’s regular volunteers is also working on an individual project. One student mapped out the marketplace for open-source versus proprietary printing. Another is trying to program an Arduino to sense when visitors come into the space and count them.\u003c/p>\n\u003cfigure id=\"attachment_43629\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-43629\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/22202200598_a22701478a_k-e1454662157710.jpg\" alt=\"Jewelry making\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Jewelry making \u003ccite>(CSM Library/Flickr)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>While the school administration has been fairly supportive of the effort, Wong-Welch says her biggest struggle has been getting buy-in from faculty. “There is a weariness from the faculty to learn new technology and incorporate it into their curriculum,” she said. And, without faculty partnerships, it’s hard to get the funding to continue expanding what the space offers. There are many competing demands on the library’s budget, and Wong-Welch had hoped that professors might write some makerspace equipment and materials into their grant proposals.\u003c/p>\n\u003cp>The other struggle is a fundamental one around the idea of making as an academic endeavor. How does one measure what goes on in a makerspace? Anecdotally, Wong-Welch can point to the interdisciplinary dialogue, the hands-on experiences that often result in failure and necessitate trying again. She can say the students she works with are learning software, hardware and programming skills, but it’s harder to quantify things like the effect of a tight-knit community on a commuter campus, a creative, safe space.\u003c/p>\n\u003cp>“We don’t have the data to show they learned something while they’re here,” Wong-Welch said. She believes university makerspaces will continue to struggle because their definition and purpose is murkier than the traditional and clearly defined library mission of storing and retrieving books.\u003c/p>\n\u003cfigure id=\"attachment_43628\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-43628\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/21769438583_9ef9c9b19e_k-e1454662189372.jpg\" alt=\"Robotics\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Robotics \u003ccite>(CSM Library/Flickr)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>A COMMUNITY SPACE\u003c/strong>\u003c/p>\n\u003cp>Four-year universities aren’t the only ones branching out into makerspaces. Several community colleges are also cultivating spaces for creativity, problem-solving and access to new technologies. The College of San Mateo sits in the heart of Silicon Valley and its library director, Lorrita Ford, demonstrates the \u003ca href=\"http://www.libraryasincubatorproject.org/?p=15979\" target=\"_blank\">entrepreneurial spirit\u003c/a> for which the area is known.\u003c/p>\n\u003cp>Ford believes the library should be at the center of the college community and the broader community as well. “We serve a population that in many cases isn’t sure about what they’re going to do,” Ford said. Many College of San Mateo students are the children of service workers in the area. Their families don’t have a lot of experience with higher education, and students are still trying to discover their strengths.\u003c/p>\n\u003cp>“We really want them to have a place where they can come and discover their inner engineer that they may have not known existed,” Ford said. She and her staff embarked on their \u003ca href=\"http://collegeofsanmateo.edu/library/events.php\" target=\"_blank\">makerspace adventure\u003c/a> in 2013 and have steadily grown what they offer since then, all without a dedicated space. Many of their tools can be checked out, and when specific workshops are offered Ford repurposes library tables or holds them outside.\u003c/p>\n\u003cp>“It seems to us that it’s a good intersection between learning and creativity,” Ford said of making. “It’s also a social place. We welcome everyone.”\u003c/p>\n\u003cp>The unique thing about a makerspace, Ford said, is that it shows you a different side of people. A biology professor might lead a workshop on jewelry-making and a student could lead a workshop on knitting. “They come here and they share that with other people, and then they talk and get to know each other at a different level,” Ford said. “I think it fills a niche.”\u003c/p>\n\u003cp>When Ford started the makerspace she gathered faculty from science, technology, engineering, art and math disciplines to gauge interest. It was then she realized how much expertise and excitement already existed in the community.\u003c/p>\n\u003cp>“The fact that we had buy-in from faculty really helped,” Ford said. “It wasn’t just the library pushing for it, it was faculty from engineering, physics, the arts that were supportive, too.” Ford ended up getting an innovation grant that helped jump-start the program. Since then, the library has partnered with faculty to design solar cars, build telescopes and learn about African-American textiles, among other things.\u003c/p>\n\u003cp>“We really see it as supporting what’s going on in the classroom,” Ford said. She described one science professor who used the makerspace with his class to print out each section of the cervical spine. Each segment is slightly different, and he wanted his students to be able to see and touch them.\u003c/p>\n\u003cp>Ford has also done a lot of work with student groups on campus. “We really work to make it a multicultural space, and when we’re designing programs we try to reflect and help expand cultural awareness,” Ford said. The Pacific Islander student group came in and led a workshop on how to make graduation leis. The Puente program did a Dia de los Muertos skull-making activity where Ford was surprised to learn that the holiday is celebrated only in some parts of Mexico.\u003c/p>\n\u003cfigure id=\"attachment_43627\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-43627\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/22621735470_4e05ede54e_k-e1454662236754.jpg\" alt=\"Dia de los Muertos skulls\" width=\"1920\" height=\"1283\">\u003cfigcaption class=\"wp-caption-text\">Dia de los Muertos skulls \u003ccite>(CSM Library/Flickr)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Faculty members have also used the space to teach skills not covered in their courses. One engineering professor was so excited about the space he taught coding classes to students for fun. The library supported him by buying the software, circuits, Arduinos and other supplies he needed. Another faculty member taught students about online privacy and two-step encryption.\u003c/p>\n\u003cp>“We have this great physical space here, and I think as we involve in terms of what the library of the 21st century will be like, I think it makes sense for us to embrace and reinvent ourselves and make this part of our ‘new normal,’ ” Ford said. And she emphasized that while many people talk about libraries becoming irrelevant in the digital age, that hasn’t been her experience.\u003c/p>\n\u003cp>The College of San Mateo library is busier than ever, mostly with students looking for a quiet space where they can spread out. Ford and her staff try to respect various student needs simultaneously in the library. They try to make the library a welcoming space by letting students bring in food and offering relaxing activities like Legos and adult coloring in addition to everything else. Ford says if a noisy making activity is planned, they try to communicate that early, and even pass out earplugs to students who are trying to study.\u003c/p>\n\u003cp>Ford’s advice for anyone starting a makerspace on campus is to first develop relationships with faculty. “I’ve been really intentional in cultivating relationships with faculty and staff and have been really intentional about becoming part of the fabric of the college,” Ford said.\u003c/p>\n\u003cp>When she started at College of San Mateo 15 years ago, the library was very isolated. But over time she has worked to put library staff on key committees and to help support faculty whenever possible. She also made it clear to faculty how a makerspace could support the work they’re doing in classrooms.\u003c/p>\n\u003cp>Ford also suggests finding faculty champions, the people who already go to Burning Man or to Maker Faire, the ones who already have the hands-on gene. And, be patient. She’s also done a lot of partnering with the county, trying to make the college’s workshops and materials available to the wider community.\u003c/p>\n\u003cp>“Build it and keep nurturing it and eventually they will come,” Ford said. “In a lot of ways we are ahead of the curve a little bit, but they know we’re here and people show up at the library looking for stuff.” She described a student who came in looking for an adapter so he could hook his computer up to the projector in class. The library didn’t have those to check out, but Ford had one in her desk, so she quickly made it available for checkout.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>She says when the library is an integral part of the whole college community, and its staff is there to help anyone who needs access to something, it changes the whole tone of the endeavor. And in that kind of environment, a makerspace just makes sense.\u003c/p>\n\n","blocks":[],"excerpt":"Colleges are following the lead of K-12 schools and libraries by creating easily accessible makerspaces that are available to the entire student body. ","status":"publish","parent":0,"modified":1454693217,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":49,"wordCount":2824},"headData":{"title":"What Colleges Can Gain by Adding Makerspaces to Their Libraries | KQED","description":"Colleges are following the lead of K-12 schools and libraries by creating easily accessible makerspaces that are available to the entire student body. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Colleges Can Gain by Adding Makerspaces to Their Libraries","datePublished":"2016-02-05T09:01:50.000Z","dateModified":"2016-02-05T17:26:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"43581 http://ww2.kqed.org/mindshift/?p=43581","disqusUrl":"https://ww2.kqed.org/mindshift/2016/02/05/what-colleges-can-gain-by-adding-makerspaces-to-its-libraries/","disqusTitle":"What Colleges Can Gain by Adding Makerspaces to Their Libraries","path":"/mindshift/43581/what-colleges-can-gain-by-adding-makerspaces-to-its-libraries","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Libraries are one of the fastest-evolving learning spaces. As many resources move online, and teachers require students to collaborate more and demonstrate their learning, librarians are trying to keep up. Some are even spearheading the changes. \u003ca href=\"http://ww2.kqed.org/mindshift/2014/11/20/how-libraries-are-advancing-and-inspiring-communities/\" target=\"_blank\">Public libraries have led\u003c/a> the effort to provide access to 21st century technologies and learning resources, but now university and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/18/what-does-the-next-generation-school-library-look-like/\" target=\"_blank\">K-12 libraries\u003c/a> are beginning to catch up. Makerspaces are one way a few groundbreaking libraries are trying to provide equal access to exciting technologies and skills.\u003c/p>\n\u003cp>\u003cstrong>ESTABLISHED MAKERSPACE\u003c/strong>\u003c/p>\n\u003cp>North Carolina State University’s librarians have the reputation for being innovators and leaders of change. So when the university built its new \u003ca href=\"https://www.ncsu.edu/huntlibrary/\" target=\"_blank\">James B. Hunt Jr. Library\u003c/a> in 2013, it had a very small “makerspace” in what was originally designed to be a storage closet.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'We've tied something that might look like a weird fringe thing to the library's mission and the strategic goals.'\u003c/aside>\n\u003cp>“Our library mission is to be a competitive advantage for our campus and for our students,” said Adam Rogers, the emerging technologies librarian at NCSU who pushed for the makerspace and now runs it. The \u003ca href=\"http://www.lib.ncsu.edu/services/makerspace\" target=\"_blank\">makerspace\u003c/a> is one of the few places on campus where anyone can access a 3-D printer or laser cutter. Often individual departments like engineering will have those tools, but they aren’t accessible to everyone. Rogers feels access to a makerspace fits firmly within the library’s mission.\u003c/p>\n\u003cp>“Our culture really favors us doing things like this,” Rogers said. “That said, I think it’s been very important that we’ve tied something that might look like a weird fringe thing to the library’s mission and the strategic goals.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In his first foray into making, Rogers was able to provide only 3-D printing and a laser cutter. While Rogers is the first to acknowledge that doesn’t make it a real makerspace, he was eager to align the library with the movement and continue to grow what they can offer.\u003c/p>\n\u003cp>“We think of a 3-D printer, a laser printer, as actually being an information tool or resource because it’s all about the data that goes into the tool,” Rogers said. “You can’t do anything without understanding the data that goes into the machine.”\u003c/p>\n\u003cp>He sometimes compares the process of designing and 3-D printing a project to research. Students have to think about what they are making, understand its scale, design it on software and only then can it be printed.\u003c/p>\n\u003cp>The new library also opened up more space at NCSU’s older library, \u003ca href=\"https://www.lib.ncsu.edu/hours/hill/general\" target=\"_blank\">D.H. Hill\u003c/a>. When the smaller, 3-D printing-focused making experiment went well, Rogers pushed to open a second, more hands-on focused makerspace in an area that used to be staff offices before those employees were moved over to Hunt Library.\u003c/p>\n\u003cfigure id=\"attachment_43632\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"https://red.lib.ncsu.edu/ncsumakes/images/117\" rel=\"attachment wp-att-43632\">\u003cimg class=\"size-medium wp-image-43632\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/NCSU-makerspace-800x800.jpg\" alt=\"Hacking and learning wearable tech in the NCSU makerspace.\" width=\"800\" height=\"800\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace-400x400.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace-960x960.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace-75x75.jpg 75w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/NCSU-makerspace.jpg 1080w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Hacking and learning wearable tech in the NCSU makerspace. \u003ccite>(Adam Rogers/NCSU)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It allows for hands-on learning in a different, maybe richer way,” Rogers said. He offers workshops in the new makerspace and has been able to fill it with a wider variety of tools and materials, including hand tools, sewing machines, fabrics, circuitry, a sautering station and more.\u003c/p>\n\u003cp>“Everything in the space is pretty flexible,” Rogers said. “We can move all the tables and chairs around. We’ve got power coming down from the ceilings, so we can have power anywhere we want without tripping.” And they have ventilation, a key aspect of makerspaces.\u003c/p>\n\u003cp>Rogers has also done a lot of outreach to faculty so they know the space is available to support their in-class teaching. Rogers said last semester he worked with eight to 10 professors on class projects.\u003c/p>\n\u003cp>One professor from the English department teaching a digital humanities class brought his students to the makerspace three times: once to learn about the tools, once to do a hands-on project and finally as part of their final project.\u003c/p>\n\u003cp>“That was really exciting because as librarians we aren’t so much the drivers of pedagogical innovations, but we’re really supportive of it,” Rogers said. He believes some of the most successful uses of the space have been through these faculty collaborations because students come in and work on a project from start to finish.\u003c/p>\n\u003cp>“This is really a space where we’re offering additional learning experiences alongside the formal learning experiences in the classroom,” Rogers said. “And I think we’re seeing that the experiences we’re offering are becoming a really valuable part of the full university experience.”\u003c/p>\n\u003cfigure id=\"attachment_43630\" class=\"wp-caption alignright\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-43630\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/16626010403_c15ea44a6b_k-e1454662083483.jpg\" alt=\"cardboard crafts\" width=\"1920\" height=\"1283\">\u003cfigcaption class=\"wp-caption-text\">cardboard crafts \u003ccite>(CSM Library/Flickr)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Rogers offers several core workshops on 3-D design and printing and Arduinos in the makerspace that are meant to be accessible to everyone. They introduce students to the technology, help them understand the range of capabilities and give them some kind of project that will produce an output.\u003c/p>\n\u003cp>“The workshop is saying this is a tool for creativity and for problem-solving,” Rogers said. “It’s one any student or researcher on campus would benefit from knowing and find some application for.”\u003c/p>\n\u003cp>In the Arduino workshop, Rogers tries to familiarize participants with the components of the SparkFun Inventor's Kits that the library lends out. They examine how the light sensor and temperature controls work, and experiment with actions like running a motor or transmitting an output onto a screen. Rogers shows students how to write a few lines of code that controls a LED light so they can see how the code is controlling the physical activity. Then he lets them play around for the rest of the workshop.\u003c/p>\n\u003cp>There are very few learning spaces at most universities where students can tinker with materials and get exposed to technologies that are quickly becoming part of every discipline. Rogers said students also bring their own passions into the space, designing and sewing Cosplay costumes or animae swords, for example.\u003c/p>\n\u003cp>Rogers recommends that university librarians start small when thinking about developing a makerspace. Find out who else on campus is already doing some of this work and partner with them, maybe start lending out some tools or kits, offer a workshop or two to gauge interest. He also says: Don’t jump right into 3-D printing without thinking through what it means to offer a service like that to the whole university community.\u003c/p>\n\u003cp>While there are logistical challenges to having a makerspace in the library, Rogers said it has been a positive experience at North Carolina State University. Librarians are showcasing skills like bookbinding to students, and there’s a lot of excitement and learning going on beyond the classroom.\u003c/p>\n\u003cfigure id=\"attachment_43626\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-43626\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/college-makerspace1-e1454662124162.jpg\" alt=\"3D printing extravaganza\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">3D printing extravaganza \u003ccite>(CSM Library/Flickr)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>MAKING UNDER CONSTRAINTS\u003c/strong>\u003c/p>\n\u003cp>San Diego State University has had a makerspace focused on 3-D printing and laser cutting for a little over a year now. Like NCSU, it, too, started in a closet and has moved three times since then, until finally finding a home in the lobby of the library. \u003ca href=\"http://library.sdsu.edu/featured/stemming-your-creativity-tech\">Jenny Wong-Welch\u003c/a>, the STEM librarian, started the space with the intention of offering students access to new technologies and tools.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'My engineering students have been shocked to see how the arts students use the 3-D printer.'\u003c/aside>\n\u003cp>“The whole point is to be a welcoming environment,” Wong-Welch said. \u003ca href=\"http://buildit.sdsu.edu/\" target=\"_blank\">Her space\u003c/a> started as a fringe project, one that many of the other librarians didn’t really understand, but it has grown into a space staffed by a variety of students who volunteer their time. Wong-Welch says at first she mostly had engineering students, but now art and business students, among others, have joined. They’re all interested in learning something new in a low-stakes environment.\u003c/p>\n\u003cp>“My engineering students have been shocked to see how the arts students use the 3-D printer,” Wong-Welch said. Students from different disciplines have learned a lot from one another, approaching projects, materials, tools and software in ways that other students had never thought of before.\u003c/p>\n\u003cp>Wong-Welch says it has been especially fun to learn alongside students. They have discussions about intellectual property rights, figure out scale together and teach anyone else who comes into the space how to use the technology. Each of Wong-Welch’s regular volunteers is also working on an individual project. One student mapped out the marketplace for open-source versus proprietary printing. Another is trying to program an Arduino to sense when visitors come into the space and count them.\u003c/p>\n\u003cfigure id=\"attachment_43629\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-43629\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/22202200598_a22701478a_k-e1454662157710.jpg\" alt=\"Jewelry making\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Jewelry making \u003ccite>(CSM Library/Flickr)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>While the school administration has been fairly supportive of the effort, Wong-Welch says her biggest struggle has been getting buy-in from faculty. “There is a weariness from the faculty to learn new technology and incorporate it into their curriculum,” she said. And, without faculty partnerships, it’s hard to get the funding to continue expanding what the space offers. There are many competing demands on the library’s budget, and Wong-Welch had hoped that professors might write some makerspace equipment and materials into their grant proposals.\u003c/p>\n\u003cp>The other struggle is a fundamental one around the idea of making as an academic endeavor. How does one measure what goes on in a makerspace? Anecdotally, Wong-Welch can point to the interdisciplinary dialogue, the hands-on experiences that often result in failure and necessitate trying again. She can say the students she works with are learning software, hardware and programming skills, but it’s harder to quantify things like the effect of a tight-knit community on a commuter campus, a creative, safe space.\u003c/p>\n\u003cp>“We don’t have the data to show they learned something while they’re here,” Wong-Welch said. She believes university makerspaces will continue to struggle because their definition and purpose is murkier than the traditional and clearly defined library mission of storing and retrieving books.\u003c/p>\n\u003cfigure id=\"attachment_43628\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-43628\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/21769438583_9ef9c9b19e_k-e1454662189372.jpg\" alt=\"Robotics\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Robotics \u003ccite>(CSM Library/Flickr)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>A COMMUNITY SPACE\u003c/strong>\u003c/p>\n\u003cp>Four-year universities aren’t the only ones branching out into makerspaces. Several community colleges are also cultivating spaces for creativity, problem-solving and access to new technologies. The College of San Mateo sits in the heart of Silicon Valley and its library director, Lorrita Ford, demonstrates the \u003ca href=\"http://www.libraryasincubatorproject.org/?p=15979\" target=\"_blank\">entrepreneurial spirit\u003c/a> for which the area is known.\u003c/p>\n\u003cp>Ford believes the library should be at the center of the college community and the broader community as well. “We serve a population that in many cases isn’t sure about what they’re going to do,” Ford said. Many College of San Mateo students are the children of service workers in the area. Their families don’t have a lot of experience with higher education, and students are still trying to discover their strengths.\u003c/p>\n\u003cp>“We really want them to have a place where they can come and discover their inner engineer that they may have not known existed,” Ford said. She and her staff embarked on their \u003ca href=\"http://collegeofsanmateo.edu/library/events.php\" target=\"_blank\">makerspace adventure\u003c/a> in 2013 and have steadily grown what they offer since then, all without a dedicated space. Many of their tools can be checked out, and when specific workshops are offered Ford repurposes library tables or holds them outside.\u003c/p>\n\u003cp>“It seems to us that it’s a good intersection between learning and creativity,” Ford said of making. “It’s also a social place. We welcome everyone.”\u003c/p>\n\u003cp>The unique thing about a makerspace, Ford said, is that it shows you a different side of people. A biology professor might lead a workshop on jewelry-making and a student could lead a workshop on knitting. “They come here and they share that with other people, and then they talk and get to know each other at a different level,” Ford said. “I think it fills a niche.”\u003c/p>\n\u003cp>When Ford started the makerspace she gathered faculty from science, technology, engineering, art and math disciplines to gauge interest. It was then she realized how much expertise and excitement already existed in the community.\u003c/p>\n\u003cp>“The fact that we had buy-in from faculty really helped,” Ford said. “It wasn’t just the library pushing for it, it was faculty from engineering, physics, the arts that were supportive, too.” Ford ended up getting an innovation grant that helped jump-start the program. Since then, the library has partnered with faculty to design solar cars, build telescopes and learn about African-American textiles, among other things.\u003c/p>\n\u003cp>“We really see it as supporting what’s going on in the classroom,” Ford said. She described one science professor who used the makerspace with his class to print out each section of the cervical spine. Each segment is slightly different, and he wanted his students to be able to see and touch them.\u003c/p>\n\u003cp>Ford has also done a lot of work with student groups on campus. “We really work to make it a multicultural space, and when we’re designing programs we try to reflect and help expand cultural awareness,” Ford said. The Pacific Islander student group came in and led a workshop on how to make graduation leis. The Puente program did a Dia de los Muertos skull-making activity where Ford was surprised to learn that the holiday is celebrated only in some parts of Mexico.\u003c/p>\n\u003cfigure id=\"attachment_43627\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-43627\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/22621735470_4e05ede54e_k-e1454662236754.jpg\" alt=\"Dia de los Muertos skulls\" width=\"1920\" height=\"1283\">\u003cfigcaption class=\"wp-caption-text\">Dia de los Muertos skulls \u003ccite>(CSM Library/Flickr)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Faculty members have also used the space to teach skills not covered in their courses. One engineering professor was so excited about the space he taught coding classes to students for fun. The library supported him by buying the software, circuits, Arduinos and other supplies he needed. Another faculty member taught students about online privacy and two-step encryption.\u003c/p>\n\u003cp>“We have this great physical space here, and I think as we involve in terms of what the library of the 21st century will be like, I think it makes sense for us to embrace and reinvent ourselves and make this part of our ‘new normal,’ ” Ford said. And she emphasized that while many people talk about libraries becoming irrelevant in the digital age, that hasn’t been her experience.\u003c/p>\n\u003cp>The College of San Mateo library is busier than ever, mostly with students looking for a quiet space where they can spread out. Ford and her staff try to respect various student needs simultaneously in the library. They try to make the library a welcoming space by letting students bring in food and offering relaxing activities like Legos and adult coloring in addition to everything else. Ford says if a noisy making activity is planned, they try to communicate that early, and even pass out earplugs to students who are trying to study.\u003c/p>\n\u003cp>Ford’s advice for anyone starting a makerspace on campus is to first develop relationships with faculty. “I’ve been really intentional in cultivating relationships with faculty and staff and have been really intentional about becoming part of the fabric of the college,” Ford said.\u003c/p>\n\u003cp>When she started at College of San Mateo 15 years ago, the library was very isolated. But over time she has worked to put library staff on key committees and to help support faculty whenever possible. She also made it clear to faculty how a makerspace could support the work they’re doing in classrooms.\u003c/p>\n\u003cp>Ford also suggests finding faculty champions, the people who already go to Burning Man or to Maker Faire, the ones who already have the hands-on gene. And, be patient. She’s also done a lot of partnering with the county, trying to make the college’s workshops and materials available to the wider community.\u003c/p>\n\u003cp>“Build it and keep nurturing it and eventually they will come,” Ford said. “In a lot of ways we are ahead of the curve a little bit, but they know we’re here and people show up at the library looking for stuff.” She described a student who came in looking for an adapter so he could hook his computer up to the projector in class. The library didn’t have those to check out, but Ford had one in her desk, so she quickly made it available for checkout.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She says when the library is an integral part of the whole college community, and its staff is there to help anyone who needs access to something, it changes the whole tone of the endeavor. And in that kind of environment, a makerspace just makes sense.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/43581/what-colleges-can-gain-by-adding-makerspaces-to-its-libraries","authors":["234"],"categories":["mindshift_20579"],"tags":["mindshift_20509","mindshift_20966","mindshift_962","mindshift_20784","mindshift_1040","mindshift_68","mindshift_895","mindshift_20945","mindshift_980","mindshift_885","mindshift_975"],"featImg":"mindshift_43625","label":"mindshift"},"mindshift_37236":{"type":"posts","id":"mindshift_37236","meta":{"index":"posts_1591205157","site":"mindshift","id":"37236","score":null,"sort":[1409839250000]},"guestAuthors":[],"slug":"how-to-turn-your-school-into-a-maker-haven","title":"How to Turn Your School Into a Maker Haven","publishDate":1409839250,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_37379\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/young-makers.jpg\">\u003cimg class=\"size-full wp-image-37379\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/young-makers.jpg\" alt=\"Exploratorium/Flickr\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/young-makers.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/young-makers-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/young-makers-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Exploratorium/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">One of the best ways for frustrated parents, students and teachers to convince school leaders that it's time for a reboot is with amazing student work. An unconventional learning community of \"makers\" -- people who like to figure out and fix problems with their hands -- stands ready to demonstrate a hands-on learning style in which students engage problems that matter to them, taking agency and displaying creativity along the way. The \u003ca href=\"http://ww2.kqed.org/mindshift/tag/maker-movement/\" target=\"_blank\">Maker Movement\u003c/a> is slowly infiltrating schools across the country with the help of dedicated educators and inspirational students proving with their creations that they can do incredible things when given a chance.\u003c/p>\n\u003cp>“People are seeing through the eyes and the hands and the screens of children what's possible, and it's re-energizing progressive views of education,\" said Gary Stager, co-author with Sylvia Libow Martinez of \"\u003ca href=\"http://www.inventtolearn.com/\" target=\"_blank\">Invent to Learn\u003c/a>,\" a book about the Maker Movement.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The only way to change big systems is one step at a time, and the first step is any first step.\"\u003c/aside>\n\u003cp>Martinez and Stager believe that schools could learn a thing or two from the Maker Movement, a community of learners using their free time to design and build solutions to problems they see around them. Martinez made a compelling argument to educators gathered in Atlanta for the\u003ca href=\"https://www.isteconference.org/2014/\" target=\"_blank\"> International Society of Technology in Education\u003c/a> that there's no better time to launch maker spaces in schools than now. The movement has taken off worldwide, and there are lots of free or inexpensive tools available, making it easier for schools to begin experimenting.\u003c/p>\n\u003cp>\u003cstrong>SCHOOL PUSHES BACK\u003c/strong>\u003c/p>\n\u003cp>\"School is a big system,\" Martinez said. \"When you push it one way, it pushes back.\" That's one reason it can feel so hard to incorporate an alternative idea like maker spaces into traditional schools. It's not easy to give kids freedom to produce creative solutions to complex problems in just 40 minutes. But teachers who believe in it have to start somewhere if they want to make change.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"The only way to change big systems is one step at a time,\" she continued. \"And the first step is any first step. You just have to try these things and do them.\"\u003c/p>\n\u003cp>Martinez suggests picking one thing that could work in an individual school's specific environment and to move on from there, rather than trying to do it all at once and ending up delaying the project because it's the wrong time, there's no money or support from leadership -- or one of the many other common obstacles preventing changes in education.\u003c/p>\n\u003cp>\"I think kids are more in tune with this outside world that cares about what they think and what their passions and talents are, and they know school doesn't have it,\" Martinez said. That's why a child programming a robot one minute is crying and fighting over having to do worksheets later the same night. So far, education has treated the kind of tinkering valued in maker communities as a goofy activity before the serious learning, not as the core lesson itself.\u003c/p>\n\u003cp>\u003cstrong>MEETING THE STANDARDS\u003c/strong>\u003c/p>\n\u003cp>\"Making is a stance about learning,\" Martinez said. \"It's the landscape you create in a classroom or any kind of learning space where kids have agency over what they do and a large choice of materials that are rich, deep and complex.\" Creating a space where kids identify and solve problems is also one goal of the Common Core standards taking hold in many states.\u003c/p>\n\u003cp>\"You guys can figure this out,\" Martinez told ISTE educators. \"You can change your curriculum to fit these ideas. You don't need to wait for a professional development session. The whole world is out there to help you out.\"\u003c/p>\n\u003cp>Martinez says it's as simple as giving students a real-world problem and then inviting flexibility and student agency into the classroom.\u003c/p>\n\u003cp>[contextly_sidebar id=\"wtDszPLZK6xvOc65IsYhIfcQZuyfQKVy\"]\u003c/p>\n\u003cp>\"The student shouldn't have to report which step they are on or always make a brain map,\" Martinez said. But they should be given lots of room to try and fail. The iterative process is part of what gives students ownership over the problem and its solution. It's also what makes figuring it out so sweet.\u003c/p>\n\u003cp>\"As a teacher it's your job to think about what standard that ticks off,\" Martinez said. \"It's a different way of looking at standards.\" It's about allowing students' passions to run away with them and then recognizing that in the process the student was learning core skills required by the standards. \"The standards are calling for more authentic connections, for deeper learning,\" Martinez said. \"There are connections in every subject area.\"\u003c/p>\n\u003cp>Perhaps one of the most inspiring results of the Maker Movement is the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/how-to-tap-into-kids-creative-confidence/\" target=\"_blank\">creative confidence\u003c/a> young people are developing. \"The best thing that happens is a student completely exceeds your expectations,\" Martinez said. And when students do things they didn't realize they could do, they feel empowered.\u003c/p>\n\u003cp>\"We want kids to approach any challenge in the world and say, 'Cool, I can figure it out,' \" Martinez said.\u003c/p>\n\u003cp>\u003cstrong>MAKER TOOLS FOR THE CLASSROOM\u003c/strong>\u003c/p>\n\u003cp>The Maker Movement's power comes not from a specific set of tools but from embracing an approach to learning that has fallen out of favor over the past several decades. \"We are at the peak of inflated expectations,\" Martinez said. \"A 3-D printer will not change your school. Going shopping will not change school; it never has, it never will.\"\u003c/p>\n\u003cp>Yet the tools available now are much less expensive than they used to be. 3-D printers are no longer out of reach for some school budgets, even though they are\u003ca href=\"https://www.flickr.com/groups/3d-print-failures/\" target=\"_blank\"> infamous for misprints\u003c/a> and other funny failures. There are many \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/time-to-start-making-free-design-programs-for-3d-printers/\" target=\"_blank\">free design programs online\u003c/a> like SketchUp and Tinkercad, not to mention online repositories for design templates. These are great bases for students to modify.\u003c/p>\n\u003cp>If there is one tool Martinez recommends for a teacher starting down the maker path, it's the \u003ca href=\"http://www.makeymakey.com/\" target=\"_blank\">MaKey MaKey\u003c/a>. It's a very simple small board that allows a user to connect the computer to any object that can conduct even a little electricity. It uses alligator clips and a USB plug-in and has no other software needs. The starter kit costs $50.\u003c/p>\n\u003cp>One high school engineering design class interviewed students at a special needs school about their favorite games. Then they used MaKey MaKeys to design a special interface for each child to more easily interact with the game.\u003c/p>\n\u003cp>Incredible maker projects have come out of the cheapest disposable supplies, too. Cardboard is a favorite, but conductive materials like \u003ca href=\"http://www.amazon.com/gp/product/B0041HE3ME/ref=cfb_at_prodpg\" target=\"_blank\">El wire\u003c/a>, copper tape, foil, conductive ink, fabric and graphite pencils are also crowd pleasers. The \u003ca href=\"http://www.inventtolearn.com/resources/\" target=\"_blank\">website for Invent to Learn\u003c/a> is a great resource for materials and ideas.\u003c/p>\n\u003cp>\"You have to believe strongly in how you think learning happens and then you can evaluate the tools,\" Martinez said. \"If the tool is a toy and it's not going to help students have agency in the long run, then it might not be the tool you want.\" She cautioned educators against packaged products that make the process sound simple. \"Easy sounds good, but complexity is good as well,\" Martinez said. \"You want kids to grapple with complex things.\"\u003c/p>\n\u003cp>Kids want to make an impact on the world and very often they are more motivated by contributing to the common good than to anything else. Many kids will design and build incredible things, but then put their templates online so someone else can improve on it. Those are the qualities educators should try to nurture in students. \"All we have to do is open up the classroom doors a little bit and let them change the world,\" Martinez said. \"Because they want to.\"\u003c/p>\n\u003cp>\u003cstrong>HELPING TEACHERS GET THERE\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_37237\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/automatic-plant-waterer.jpg\">\u003cimg class=\"size-medium wp-image-37237\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/automatic-plant-waterer-300x168.jpg\" alt=\"Educators at Constructing Modern Knowledge built an automatic plant watering device with no previous experience of engineering, programming or design. (CMK 2014)\" width=\"300\" height=\"168\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Educators at Constructing Modern Knowledge built an automatic plant-watering device with no previous experience in engineering, programming or design. (CMK 2014)\u003c/figcaption>\u003c/figure>\n\u003cp>One way Stager and Martinez have been helping teachers become more comfortable with the Maker Movement and its potential in the classroom is to give them space to invent and create themselves. Every summer they run a \u003ca href=\"http://constructingmodernknowledge.com/cmk08/\" target=\"_blank\">Constructing Modern Knowledge Workshop\u003c/a>, in which educators come together and remember what it's like to be a learner, trying new things for the first time.\u003c/p>\n\u003cp>\"The teachers learn through their own experiment that things don't have to be as they seem, that their classrooms could be freer,\" Stager said.\u003c/p>\n\u003cp>This year the four-day workshop had 200 participants, most of whom had no experience with the tools or concepts of making. One group wanted to make a self-watering plant. They figured out how to measure soil moisture with an electric charge, and created a probe out of a nail and a connector that they designed on CAD and 3-D printed. They even made a robot out of Legos to pour water on the plants when the soil conditions indicated the time was right.\u003c/p>\n\u003cp>Teachers were amazed at their own ingenuity and the power of working in groups. They wanted to bring that same wonder back to their students. One teacher became very frustrated with the process and intended to leave. She took a walk to cool down and decided she wanted to try again. At that moment she realized her students never have the opportunity to walk away from a problem or get the space to reflect. Instead, she constantly drives them to stay on task.\u003c/p>\n\u003cp>\"Part of the problem is we have a generation of teachers who have never been taught anything other than curriculum delivery,\" Stager said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>That dynamic may be changing slowly as teachers get excited about hands-on learning and students demonstrate the incredible things they invent, build and share.\u003c/p>\n\n","blocks":[],"excerpt":"Bringing making into school classrooms is as simple as taking the first step, no matter how small.","status":"publish","parent":0,"modified":1409792380,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":33,"wordCount":1649},"headData":{"title":"How to Turn Your School Into a Maker Haven | KQED","description":"Bringing making into school classrooms is as simple as taking the first step, no matter how small.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Turn Your School Into a Maker Haven","datePublished":"2014-09-04T14:00:50.000Z","dateModified":"2014-09-04T00:59:40.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"37236 http://blogs.kqed.org/mindshift/?p=37236","disqusUrl":"https://ww2.kqed.org/mindshift/2014/09/04/how-to-turn-your-school-into-a-maker-haven/","disqusTitle":"How to Turn Your School Into a Maker Haven","path":"/mindshift/37236/how-to-turn-your-school-into-a-maker-haven","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37379\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/young-makers.jpg\">\u003cimg class=\"size-full wp-image-37379\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/young-makers.jpg\" alt=\"Exploratorium/Flickr\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/young-makers.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/young-makers-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/young-makers-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Exploratorium/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">One of the best ways for frustrated parents, students and teachers to convince school leaders that it's time for a reboot is with amazing student work. An unconventional learning community of \"makers\" -- people who like to figure out and fix problems with their hands -- stands ready to demonstrate a hands-on learning style in which students engage problems that matter to them, taking agency and displaying creativity along the way. The \u003ca href=\"http://ww2.kqed.org/mindshift/tag/maker-movement/\" target=\"_blank\">Maker Movement\u003c/a> is slowly infiltrating schools across the country with the help of dedicated educators and inspirational students proving with their creations that they can do incredible things when given a chance.\u003c/p>\n\u003cp>“People are seeing through the eyes and the hands and the screens of children what's possible, and it's re-energizing progressive views of education,\" said Gary Stager, co-author with Sylvia Libow Martinez of \"\u003ca href=\"http://www.inventtolearn.com/\" target=\"_blank\">Invent to Learn\u003c/a>,\" a book about the Maker Movement.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The only way to change big systems is one step at a time, and the first step is any first step.\"\u003c/aside>\n\u003cp>Martinez and Stager believe that schools could learn a thing or two from the Maker Movement, a community of learners using their free time to design and build solutions to problems they see around them. Martinez made a compelling argument to educators gathered in Atlanta for the\u003ca href=\"https://www.isteconference.org/2014/\" target=\"_blank\"> International Society of Technology in Education\u003c/a> that there's no better time to launch maker spaces in schools than now. The movement has taken off worldwide, and there are lots of free or inexpensive tools available, making it easier for schools to begin experimenting.\u003c/p>\n\u003cp>\u003cstrong>SCHOOL PUSHES BACK\u003c/strong>\u003c/p>\n\u003cp>\"School is a big system,\" Martinez said. \"When you push it one way, it pushes back.\" That's one reason it can feel so hard to incorporate an alternative idea like maker spaces into traditional schools. It's not easy to give kids freedom to produce creative solutions to complex problems in just 40 minutes. But teachers who believe in it have to start somewhere if they want to make change.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"The only way to change big systems is one step at a time,\" she continued. \"And the first step is any first step. You just have to try these things and do them.\"\u003c/p>\n\u003cp>Martinez suggests picking one thing that could work in an individual school's specific environment and to move on from there, rather than trying to do it all at once and ending up delaying the project because it's the wrong time, there's no money or support from leadership -- or one of the many other common obstacles preventing changes in education.\u003c/p>\n\u003cp>\"I think kids are more in tune with this outside world that cares about what they think and what their passions and talents are, and they know school doesn't have it,\" Martinez said. That's why a child programming a robot one minute is crying and fighting over having to do worksheets later the same night. So far, education has treated the kind of tinkering valued in maker communities as a goofy activity before the serious learning, not as the core lesson itself.\u003c/p>\n\u003cp>\u003cstrong>MEETING THE STANDARDS\u003c/strong>\u003c/p>\n\u003cp>\"Making is a stance about learning,\" Martinez said. \"It's the landscape you create in a classroom or any kind of learning space where kids have agency over what they do and a large choice of materials that are rich, deep and complex.\" Creating a space where kids identify and solve problems is also one goal of the Common Core standards taking hold in many states.\u003c/p>\n\u003cp>\"You guys can figure this out,\" Martinez told ISTE educators. \"You can change your curriculum to fit these ideas. You don't need to wait for a professional development session. The whole world is out there to help you out.\"\u003c/p>\n\u003cp>Martinez says it's as simple as giving students a real-world problem and then inviting flexibility and student agency into the classroom.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\"The student shouldn't have to report which step they are on or always make a brain map,\" Martinez said. But they should be given lots of room to try and fail. The iterative process is part of what gives students ownership over the problem and its solution. It's also what makes figuring it out so sweet.\u003c/p>\n\u003cp>\"As a teacher it's your job to think about what standard that ticks off,\" Martinez said. \"It's a different way of looking at standards.\" It's about allowing students' passions to run away with them and then recognizing that in the process the student was learning core skills required by the standards. \"The standards are calling for more authentic connections, for deeper learning,\" Martinez said. \"There are connections in every subject area.\"\u003c/p>\n\u003cp>Perhaps one of the most inspiring results of the Maker Movement is the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/how-to-tap-into-kids-creative-confidence/\" target=\"_blank\">creative confidence\u003c/a> young people are developing. \"The best thing that happens is a student completely exceeds your expectations,\" Martinez said. And when students do things they didn't realize they could do, they feel empowered.\u003c/p>\n\u003cp>\"We want kids to approach any challenge in the world and say, 'Cool, I can figure it out,' \" Martinez said.\u003c/p>\n\u003cp>\u003cstrong>MAKER TOOLS FOR THE CLASSROOM\u003c/strong>\u003c/p>\n\u003cp>The Maker Movement's power comes not from a specific set of tools but from embracing an approach to learning that has fallen out of favor over the past several decades. \"We are at the peak of inflated expectations,\" Martinez said. \"A 3-D printer will not change your school. Going shopping will not change school; it never has, it never will.\"\u003c/p>\n\u003cp>Yet the tools available now are much less expensive than they used to be. 3-D printers are no longer out of reach for some school budgets, even though they are\u003ca href=\"https://www.flickr.com/groups/3d-print-failures/\" target=\"_blank\"> infamous for misprints\u003c/a> and other funny failures. There are many \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/time-to-start-making-free-design-programs-for-3d-printers/\" target=\"_blank\">free design programs online\u003c/a> like SketchUp and Tinkercad, not to mention online repositories for design templates. These are great bases for students to modify.\u003c/p>\n\u003cp>If there is one tool Martinez recommends for a teacher starting down the maker path, it's the \u003ca href=\"http://www.makeymakey.com/\" target=\"_blank\">MaKey MaKey\u003c/a>. It's a very simple small board that allows a user to connect the computer to any object that can conduct even a little electricity. It uses alligator clips and a USB plug-in and has no other software needs. The starter kit costs $50.\u003c/p>\n\u003cp>One high school engineering design class interviewed students at a special needs school about their favorite games. Then they used MaKey MaKeys to design a special interface for each child to more easily interact with the game.\u003c/p>\n\u003cp>Incredible maker projects have come out of the cheapest disposable supplies, too. Cardboard is a favorite, but conductive materials like \u003ca href=\"http://www.amazon.com/gp/product/B0041HE3ME/ref=cfb_at_prodpg\" target=\"_blank\">El wire\u003c/a>, copper tape, foil, conductive ink, fabric and graphite pencils are also crowd pleasers. The \u003ca href=\"http://www.inventtolearn.com/resources/\" target=\"_blank\">website for Invent to Learn\u003c/a> is a great resource for materials and ideas.\u003c/p>\n\u003cp>\"You have to believe strongly in how you think learning happens and then you can evaluate the tools,\" Martinez said. \"If the tool is a toy and it's not going to help students have agency in the long run, then it might not be the tool you want.\" She cautioned educators against packaged products that make the process sound simple. \"Easy sounds good, but complexity is good as well,\" Martinez said. \"You want kids to grapple with complex things.\"\u003c/p>\n\u003cp>Kids want to make an impact on the world and very often they are more motivated by contributing to the common good than to anything else. Many kids will design and build incredible things, but then put their templates online so someone else can improve on it. Those are the qualities educators should try to nurture in students. \"All we have to do is open up the classroom doors a little bit and let them change the world,\" Martinez said. \"Because they want to.\"\u003c/p>\n\u003cp>\u003cstrong>HELPING TEACHERS GET THERE\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_37237\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/automatic-plant-waterer.jpg\">\u003cimg class=\"size-medium wp-image-37237\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/automatic-plant-waterer-300x168.jpg\" alt=\"Educators at Constructing Modern Knowledge built an automatic plant watering device with no previous experience of engineering, programming or design. (CMK 2014)\" width=\"300\" height=\"168\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Educators at Constructing Modern Knowledge built an automatic plant-watering device with no previous experience in engineering, programming or design. (CMK 2014)\u003c/figcaption>\u003c/figure>\n\u003cp>One way Stager and Martinez have been helping teachers become more comfortable with the Maker Movement and its potential in the classroom is to give them space to invent and create themselves. Every summer they run a \u003ca href=\"http://constructingmodernknowledge.com/cmk08/\" target=\"_blank\">Constructing Modern Knowledge Workshop\u003c/a>, in which educators come together and remember what it's like to be a learner, trying new things for the first time.\u003c/p>\n\u003cp>\"The teachers learn through their own experiment that things don't have to be as they seem, that their classrooms could be freer,\" Stager said.\u003c/p>\n\u003cp>This year the four-day workshop had 200 participants, most of whom had no experience with the tools or concepts of making. One group wanted to make a self-watering plant. They figured out how to measure soil moisture with an electric charge, and created a probe out of a nail and a connector that they designed on CAD and 3-D printed. They even made a robot out of Legos to pour water on the plants when the soil conditions indicated the time was right.\u003c/p>\n\u003cp>Teachers were amazed at their own ingenuity and the power of working in groups. They wanted to bring that same wonder back to their students. One teacher became very frustrated with the process and intended to leave. She took a walk to cool down and decided she wanted to try again. At that moment she realized her students never have the opportunity to walk away from a problem or get the space to reflect. Instead, she constantly drives them to stay on task.\u003c/p>\n\u003cp>\"Part of the problem is we have a generation of teachers who have never been taught anything other than curriculum delivery,\" Stager said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That dynamic may be changing slowly as teachers get excited about hands-on learning and students demonstrate the incredible things they invent, build and share.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37236/how-to-turn-your-school-into-a-maker-haven","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_1040","mindshift_980","mindshift_975"],"featImg":"mindshift_37379","label":"mindshift"},"mindshift_37312":{"type":"posts","id":"mindshift_37312","meta":{"index":"posts_1591205157","site":"mindshift","id":"37312","score":null,"sort":[1408024834000]},"guestAuthors":[],"slug":"hacking-school-computers-cause-for-celebration-not-concern","title":"Hacking School Computers: Cause For Celebration, Not Concern","publishDate":1408024834,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Penn Manor is one of the few school \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/why-arent-more-schools-using-free-open-education-resources/\" target=\"_blank\">districts using free and open source software\u003c/a>, instead of expensive commercial products, on the laptops its high school students use at home and at school. In a \u003ca href=\"https://www.youtube.com/watch?v=f8Co37GO2Fc\" target=\"_blank\">Lancaster TEDx talk\u003c/a>, IT Director Charlie Reisinger makes an impassioned plea for educators to trust students to experiment and tinker with the code running their computers. Reisinger believes students have the ability to be creators and the right to see \"what's under the hood.\"\u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=f8Co37GO2Fc?rel=0&w=640&h=360]\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"An educator argues for letting kids tinker with the code on their school-owned devices.","status":"publish","parent":0,"modified":1407974915,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":97},"headData":{"title":"Hacking School Computers: Cause For Celebration, Not Concern | KQED","description":"An educator argues for letting kids tinker with the code on their school-owned devices.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Hacking School Computers: Cause For Celebration, Not Concern","datePublished":"2014-08-14T14:00:34.000Z","dateModified":"2014-08-14T00:08:35.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"37312 http://blogs.kqed.org/mindshift/?p=37312","disqusUrl":"https://ww2.kqed.org/mindshift/2014/08/14/hacking-school-computers-cause-for-celebration-not-concern/","disqusTitle":"Hacking School Computers: Cause For Celebration, Not Concern","path":"/mindshift/37312/hacking-school-computers-cause-for-celebration-not-concern","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Penn Manor is one of the few school \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/why-arent-more-schools-using-free-open-education-resources/\" target=\"_blank\">districts using free and open source software\u003c/a>, instead of expensive commercial products, on the laptops its high school students use at home and at school. In a \u003ca href=\"https://www.youtube.com/watch?v=f8Co37GO2Fc\" target=\"_blank\">Lancaster TEDx talk\u003c/a>, IT Director Charlie Reisinger makes an impassioned plea for educators to trust students to experiment and tinker with the code running their computers. Reisinger believes students have the ability to be creators and the right to see \"what's under the hood.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/f8Co37GO2Fc?rel=0'\n title='//www.youtube.com/embed/f8Co37GO2Fc?rel=0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37312/hacking-school-computers-cause-for-celebration-not-concern","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_1040","mindshift_171","mindshift_975"],"featImg":"mindshift_37314","label":"mindshift"},"mindshift_36939":{"type":"posts","id":"mindshift_36939","meta":{"index":"posts_1591205157","site":"mindshift","id":"36939","score":null,"sort":[1405864812000]},"guestAuthors":[],"slug":"insights-into-designing-playful-learning-spaces","title":"How One Designer Bridged the Gap Between Play and Learning","publishDate":1405864812,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cstrong>By Juana Summers, NPR\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">When we talk about playing and learning, we naturally think of children's museums. Most major cities offer some experience like this, where kids are able to get their hands dirty, and — shocking! — learn something at the same time.\u003c/p>\n\u003cp>The museums — at least the good ones — are always both engaging and interactive in a way that's fun for kids, but they're also fun for grown-ups too. As we've been reporting for our series on play next month, it got me wondering: What goes into creating great museum experiences, and how do designers go about them?\u003c/p>\n\u003cfigure id=\"attachment_36940\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Boston_Childrens_Museum_Adults-34f7b64f8c3c8a6f7c3fd5216286cdee9b631400.jpg\">\u003cimg class=\"size-medium wp-image-36940\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Boston_Childrens_Museum_Adults-34f7b64f8c3c8a6f7c3fd5216286cdee9b631400-300x224.jpg\" alt=\"Boston Children's Museum exhibit (Dave Levy/Flickr)\" width=\"300\" height=\"224\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Boston Children's Museum exhibit (Dave Levy/Flickr)\u003c/figcaption>\u003c/figure>\n\u003cp>And so I took my questions to \u003ca href=\"https://www.behance.net/margaretmiddleton\">Margaret Middleton\u003c/a>. She's an exhibit designer at the Boston Children's Museum, generally at the top of anyone's list of the most innovative kid-friendly museum spaces in the country. It also has the distinction of being one of the nation's \u003cem>first \u003c/em>children's museums.\u003c/p>\n\u003cp>Before joining the Boston museum, Middleton designed exhibits at the San Jose Children's Discovery Museum in California. Her background is in industrial design.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I spoke with her about the connection between learning and play. About how to design spaces that appeal to children and other kinesthetic learners. And about how designers can make museums fun.\u003c/p>\n\u003cp>\u003cstrong>On your \u003ca href=\"https://www.behance.net/margaretmiddleton\">blog\u003c/a>, you describe yourself as \"a designer and maker of playful learning environments.\" What does that look like?\u003c/strong>\u003c/p>\n\u003cp>\"There's no typical day for me. It is kind of all over the map and that's one of the reasons why I really like my job. I get to work in 2D and 3D, I work on the computer and I get to work in the shop a little bit. Mostly what I'm doing is I'm having great conversations with the educators at the museum and the outside advisers and we collaboratively come up with experiences that meet the needs of the education piece and doing it through play and fun experiences.\"\u003c/p>\n\u003cp>\u003cstrong>When you're thinking about the qualities to build an exhibit, what goes through your mind?\u003c/strong>\u003c/p>\n\u003cp>\"Play is naturally conducive to learning. It's one of the best ways to learn: learning by doing, learning by playing and experiencing things. That's what experimentation is all about. Play and science have a lot in common that way. The boring parts about it I guess, is that I have to be thinking about making sure that it's safe and that everything that we're making is going to be durable. It gets touched by thousands of hands every day. That's more the practical side of things.\"\u003c/p>\n\u003cp>\u003cstrong>Can you talk about the connection between play and learning?\u003c/strong>\u003c/p>\n\u003cp>\"The mainstream thought about play and learning is that they're different from one another. In the children's museum world, we know that they're the same thing. We tell people that we're all about play and learning, but we know that for us, it's hard to separate those two things. People in general, not just children, learn really well kinesthetically, where we learn by doing, experimenting, playing around with things, seeing what happens. When you can have an experience with your hands and your brain and you're making guesses or using your imagination, those are memorable experiences and we create memories that way. Some of the more effective learning experiences are those kinesthetic ones and we all enjoy having fun too. We wouldn't keep learning if it weren't an enjoyable experience.\"\u003c/p>\n\u003cp>\u003cstrong>What about playful experiences for adults?\u003c/strong>\u003c/p>\n\u003cp>\"When I tell grown-ups that I work at a children's museum, they always say, \"I would love to go back there, but I don't have any kids.\" But we actually have evening events for grown-upsbecause it's an effective way for grown-ups to learn too.\u003c/p>\n\u003cp>The work that we do at the children's museum is not just for children. We make sure that our experiences are meaningful and enjoyable for the whole family. Kids don't go to the museum all by themselves. We have to make sure that we're providing a fun and meaningful experience for grown-ups too.\u003c/p>\n\u003cp>It's funny because when you sit down and you watch families interacting in a museum, you'll notice that the children will be happy to spend lots and lots of time. We usually think of children as having very small attention spans, but if an experience is successful enough, they're happy to just keep doing it over and over again. Kids repeat, they are natural scientists all on their own. They are happy to sit and learn that way for a long time. Parents will be the ones who are like: 'Okay, let's move on. This is boring.' That's when we know we need to up the experience for grown ups there. Our more successful experiences that we create are either involving grown-ups in the child's learning or providing experiences for them to co-play so they can be playing and learning next to their children, which is helpful too.\"\u003c/p>\n\u003cp>\u003cstrong>On your blog, \u003ca href=\"http://on-exhibit.blogspot.com/2014/04/museums-and-children-built-to-fail.html\">you wrote that\u003c/a> \"Designing for children (and other kinesthetic learners) in museums is often mistaken for dumbing-down the museum.\" Can you expand on that a little bit?\u003c/strong>\u003c/p>\n\u003cp>\"We usually associate kinesthetic learning, learning by doing, with children and therefore as a lesser learning style than say, sitting in a lecture hall. Not only is that offensive to children, it's also just not true. We seem to have this bias that learning can't look like fun, and that's a pretty dreary way of looking at the world. Grown-ups and children alike learn in a whole range of ways and while sometimes learning looks like sitting down and being quiet — which can be very enjoyable — it's just one type of learning and it's certainly no better than other types of learning. In children's museums, we design experiences that engage the senses, stimulate the imagination, and encourage social interaction. Experiences that engage lots of different parts of the brain are particularly personal, memorable, and enjoyable and it looks like play — because it is.\"\u003c/p>\n\u003cp>\u003cstrong>What's one thing you want to make sure I take away from this conversation?\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"I would love there to be more conversation between traditional museums and children's museums. I think we're on to something in children's museums. I think we do some things really well. We have our wildly successful grown-up programs where we only allow grown-ups in the museum for. You can tell that kinesthetic learning works for grown-ups too and that we don't need to have such a separation between the two.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">\u003cem>Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Q%26A%3A+Designing+Playful+Learning+Spaces&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/em>\u003c/div>\n\n","blocks":[],"excerpt":"An exhibit designer at the Boston Children's Museum says kids are 'natural scientists,' and she wants to create experiences that cater to them.","status":"publish","parent":0,"modified":1405722582,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1157},"headData":{"title":"How One Designer Bridged the Gap Between Play and Learning | KQED","description":"An exhibit designer at the Boston Children's Museum says kids are 'natural scientists,' and she wants to create experiences that cater to them.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How One Designer Bridged the Gap Between Play and Learning","datePublished":"2014-07-20T14:00:12.000Z","dateModified":"2014-07-18T22:29:42.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"36939 http://blogs.kqed.org/mindshift/?p=36939","disqusUrl":"https://ww2.kqed.org/mindshift/2014/07/20/insights-into-designing-playful-learning-spaces/","disqusTitle":"How One Designer Bridged the Gap Between Play and Learning","nprByline":"Juana Summers ","nprStoryId":"331671868","nprApiLink":"http://api.npr.org/query?id=331671868&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/blogs/ed/2014/07/18/331671868/q-a-designing-playful-learning-spaces?ft=3&f=331671868","nprRetrievedStory":"1","nprPubDate":"Fri, 18 Jul 2014 14:40:00 -0400","nprStoryDate":"Fri, 18 Jul 2014 10:33:00 -0400","nprLastModifiedDate":"Fri, 18 Jul 2014 14:40:29 -0400","path":"/mindshift/36939/insights-into-designing-playful-learning-spaces","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Juana Summers, NPR\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">When we talk about playing and learning, we naturally think of children's museums. Most major cities offer some experience like this, where kids are able to get their hands dirty, and — shocking! — learn something at the same time.\u003c/p>\n\u003cp>The museums — at least the good ones — are always both engaging and interactive in a way that's fun for kids, but they're also fun for grown-ups too. As we've been reporting for our series on play next month, it got me wondering: What goes into creating great museum experiences, and how do designers go about them?\u003c/p>\n\u003cfigure id=\"attachment_36940\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Boston_Childrens_Museum_Adults-34f7b64f8c3c8a6f7c3fd5216286cdee9b631400.jpg\">\u003cimg class=\"size-medium wp-image-36940\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Boston_Childrens_Museum_Adults-34f7b64f8c3c8a6f7c3fd5216286cdee9b631400-300x224.jpg\" alt=\"Boston Children's Museum exhibit (Dave Levy/Flickr)\" width=\"300\" height=\"224\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Boston Children's Museum exhibit (Dave Levy/Flickr)\u003c/figcaption>\u003c/figure>\n\u003cp>And so I took my questions to \u003ca href=\"https://www.behance.net/margaretmiddleton\">Margaret Middleton\u003c/a>. She's an exhibit designer at the Boston Children's Museum, generally at the top of anyone's list of the most innovative kid-friendly museum spaces in the country. It also has the distinction of being one of the nation's \u003cem>first \u003c/em>children's museums.\u003c/p>\n\u003cp>Before joining the Boston museum, Middleton designed exhibits at the San Jose Children's Discovery Museum in California. Her background is in industrial design.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I spoke with her about the connection between learning and play. About how to design spaces that appeal to children and other kinesthetic learners. And about how designers can make museums fun.\u003c/p>\n\u003cp>\u003cstrong>On your \u003ca href=\"https://www.behance.net/margaretmiddleton\">blog\u003c/a>, you describe yourself as \"a designer and maker of playful learning environments.\" What does that look like?\u003c/strong>\u003c/p>\n\u003cp>\"There's no typical day for me. It is kind of all over the map and that's one of the reasons why I really like my job. I get to work in 2D and 3D, I work on the computer and I get to work in the shop a little bit. Mostly what I'm doing is I'm having great conversations with the educators at the museum and the outside advisers and we collaboratively come up with experiences that meet the needs of the education piece and doing it through play and fun experiences.\"\u003c/p>\n\u003cp>\u003cstrong>When you're thinking about the qualities to build an exhibit, what goes through your mind?\u003c/strong>\u003c/p>\n\u003cp>\"Play is naturally conducive to learning. It's one of the best ways to learn: learning by doing, learning by playing and experiencing things. That's what experimentation is all about. Play and science have a lot in common that way. The boring parts about it I guess, is that I have to be thinking about making sure that it's safe and that everything that we're making is going to be durable. It gets touched by thousands of hands every day. That's more the practical side of things.\"\u003c/p>\n\u003cp>\u003cstrong>Can you talk about the connection between play and learning?\u003c/strong>\u003c/p>\n\u003cp>\"The mainstream thought about play and learning is that they're different from one another. In the children's museum world, we know that they're the same thing. We tell people that we're all about play and learning, but we know that for us, it's hard to separate those two things. People in general, not just children, learn really well kinesthetically, where we learn by doing, experimenting, playing around with things, seeing what happens. When you can have an experience with your hands and your brain and you're making guesses or using your imagination, those are memorable experiences and we create memories that way. Some of the more effective learning experiences are those kinesthetic ones and we all enjoy having fun too. We wouldn't keep learning if it weren't an enjoyable experience.\"\u003c/p>\n\u003cp>\u003cstrong>What about playful experiences for adults?\u003c/strong>\u003c/p>\n\u003cp>\"When I tell grown-ups that I work at a children's museum, they always say, \"I would love to go back there, but I don't have any kids.\" But we actually have evening events for grown-upsbecause it's an effective way for grown-ups to learn too.\u003c/p>\n\u003cp>The work that we do at the children's museum is not just for children. We make sure that our experiences are meaningful and enjoyable for the whole family. Kids don't go to the museum all by themselves. We have to make sure that we're providing a fun and meaningful experience for grown-ups too.\u003c/p>\n\u003cp>It's funny because when you sit down and you watch families interacting in a museum, you'll notice that the children will be happy to spend lots and lots of time. We usually think of children as having very small attention spans, but if an experience is successful enough, they're happy to just keep doing it over and over again. Kids repeat, they are natural scientists all on their own. They are happy to sit and learn that way for a long time. Parents will be the ones who are like: 'Okay, let's move on. This is boring.' That's when we know we need to up the experience for grown ups there. Our more successful experiences that we create are either involving grown-ups in the child's learning or providing experiences for them to co-play so they can be playing and learning next to their children, which is helpful too.\"\u003c/p>\n\u003cp>\u003cstrong>On your blog, \u003ca href=\"http://on-exhibit.blogspot.com/2014/04/museums-and-children-built-to-fail.html\">you wrote that\u003c/a> \"Designing for children (and other kinesthetic learners) in museums is often mistaken for dumbing-down the museum.\" Can you expand on that a little bit?\u003c/strong>\u003c/p>\n\u003cp>\"We usually associate kinesthetic learning, learning by doing, with children and therefore as a lesser learning style than say, sitting in a lecture hall. Not only is that offensive to children, it's also just not true. We seem to have this bias that learning can't look like fun, and that's a pretty dreary way of looking at the world. Grown-ups and children alike learn in a whole range of ways and while sometimes learning looks like sitting down and being quiet — which can be very enjoyable — it's just one type of learning and it's certainly no better than other types of learning. In children's museums, we design experiences that engage the senses, stimulate the imagination, and encourage social interaction. Experiences that engage lots of different parts of the brain are particularly personal, memorable, and enjoyable and it looks like play — because it is.\"\u003c/p>\n\u003cp>\u003cstrong>What's one thing you want to make sure I take away from this conversation?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I would love there to be more conversation between traditional museums and children's museums. I think we're on to something in children's museums. I think we do some things really well. We have our wildly successful grown-up programs where we only allow grown-ups in the museum for. You can tell that kinesthetic learning works for grown-ups too and that we don't need to have such a separation between the two.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">\u003cem>Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Q%26A%3A+Designing+Playful+Learning+Spaces&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/em>\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/36939/insights-into-designing-playful-learning-spaces","authors":["byline_mindshift_36939"],"categories":["mindshift_192"],"tags":["mindshift_498","mindshift_975"],"featImg":"mindshift_36940","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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