Leaders who demonstrate a continual desire to learn and connect whenever possible help set a precedence of transparency and innovation in a school’s culture.
An educator argues for letting kids tinker with the code on their school-owned devices.
An exhibit designer at the Boston Children’s Museum says kids are ‘natural scientists,’ and she wants to create experiences that cater to them.
Maker Faire has catalyzed a global interest in tinkering to understand. Is it only a matter of time before this approach to learning makes it into mainstream classrooms?
Research in the science of learning shows that hands-on building projects help young people conceptualize ideas and understand issues in greater depth. If we want more young people to choose a profession in one of the group of crucial fields known as STEM, we ought to start cultivating these interests and skills early.
Two examples of how connected educators can make a huge difference in schools.
Though spatial skills — the ability to find meaning in the shape, size, orientation, or trajectory, of objects — are valuable, the tactics we use to measure student outcomes don’t always include these important skills. By not placing value on spatial thinking, we may be missing out on developing the skills of the next Thomas Edison.
Allowing kids to deeply engage with a project they are passionate about also helps produce more positive memories of school, Stager said. “The reason the Maker Movement is so exciting is it can reenergize the classroom and it can make high quality memories of education,” he said.
Courtesy: Exploratorium In step with the popularity and growing momentum of Maker Faire, the “maker movement” is going global with the help of the Exploratorium museum’s Global Studios. After 40 plus years of work in this field, the Exploratorium, which is based in San Francisco, is stepping up its involvement in hands-on, informal science and […]