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"disqusTitle": "How Libraries Can Turn Stories Into Maker Projects",
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"content": "\u003cp>In recent years, libraries have broadened their scope of offerings to the local community to involve more making activities like\u003ca href=\"https://ww2.kqed.org/mindshift/2014/11/20/how-libraries-are-advancing-and-inspiring-communities/\"> 3-D printing and sewing\u003c/a>. Some libraries even have a facilitator for maker projects.\u003c/p>\n\u003cp>At Millvale Community Library in Pennsylvania, maker program coordinator Nora Peters saw an opportunity to better connect the activities of the maker space with the library's mission to promote literacy. So, she set out to build a bridge between making and reading by creating maker activities for children's books.\u003c/p>\n\u003cp>Peters creates project instructions that tie into the theme of a children’s book. She prints the instructions on a 5 x 7 sticker that affixes to the front of the book. Because Millvale serves a lower-income community, she also keeps materials low-tech.\u003c/p>\n\u003cfigure id=\"attachment_48868\" class=\"wp-caption alignnone\" style=\"max-width: 1248px\">\u003cimg class=\"size-full wp-image-48868\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Peters-1.jpg\" alt=\"\" width=\"1248\" height=\"2144\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1.jpg 1248w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-160x275.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-800x1374.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-768x1319.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-1020x1752.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-1180x2027.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-960x1649.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-240x412.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-375x644.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-520x893.jpg 520w\" sizes=\"(max-width: 1248px) 100vw, 1248px\">\u003cfigcaption class=\"wp-caption-text\">Nora Peters developed low-cost maker project instructions based on books (in this example, \"Snow White and the 77 Dwarfs\"). The instructions come with the book and materials are relevant to the needs of the community. \u003ccite>(Courtesy of Nora Peters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For example, in the book “Wemberly Worried” by Kevin Henkes, Peters developed and attached instructions on how to make a Guatemalan worry doll. The story is about dealing with childhood anxiety, and it is believed that the very act of constructing a worry doll can alleviate anxiety, said Peters.\u003c/p>\n\u003cp>For the book “I’m New Here” by A. S. O'Brien about the immigrant experience, Peters put instructions to create a “comfort object” to make someone feel welcome in a space. But the instructions were flexible enough that kids could use a variety of materials, from fabric to just cardboard and tape.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Peters said she always tries to elevate the idea of “book-based craft” by finding a way to make each project less cookie-cutter. Projects are meant to be in the hands of the reader, not a facilitator, so they differ from the typical prompts children might find at the end of books. Her goal is “to make a visible connection between the value of hands-on learning and the value of introducing literacy at a young age and how those two can support each other.”\u003c/p>\n\u003cp>She’s mostly using children’s books, but Peters wants the instructions to work for people of any age. To make sure pre-teens are not put off by using children’s books, Peters was careful with her language. For instance, instead of printing “go ask your parents,” instructions state, “find these materials.”\u003c/p>\n\u003cp>In the past couple of months, Peters has completed 15 of these book-based maker projects and has received positive feedback from parents and patrons. As she has taken the idea around to teacher conferences, including the annual \u003ca href=\"http://makered.org/maker-educator-convening-2017/\">Maker Ed Convening\u003c/a>, she was surprised to find that many teachers had never heard of such a project.\u003c/p>\n\u003cfigure id=\"attachment_48872\" class=\"wp-caption alignnone\" style=\"max-width: 834px\">\u003cimg class=\"wp-image-48872 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/Peters-4.jpg\" alt=\"\" width=\"834\" height=\"1050\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4.jpg 834w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-160x201.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-800x1007.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-768x967.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-240x302.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-375x472.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-520x655.jpg 520w\" sizes=\"(max-width: 834px) 100vw, 834px\">\u003cfigcaption class=\"wp-caption-text\">A maker project pasted inside the book \"Little Roja Riding Hood\" by Susan Middleton Elya. \u003ccite>(Courtesy of Nora Peters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>MAKING IT AFFORDABLE\u003c/strong>\u003c/p>\n\u003cp>Libraries with a limited budget can feel left behind because the maker movement usually centers on newer technologies, but librarians have been doing this work all along, said Cindy Wall, a librarian at Southington Library in Connecticut, where maker projects start with reading.\u003c/p>\n\u003cp>For instance, for preschool-age students, a program called “You’ve Got Mail” ties into the book “Please Write Back,” about an alligator who writes to his grandmother. Kids receive postcards to decorate, and mail out. Wall’s husband, a postal worker, visits to answer questions and collect the postcards.\u003c/p>\n\u003cp>In another program, elementary school students make abstract art that they then compare to machine-made art. The students start by reading a book about abstract artist Wassily Kandinsky. The library uses a machine called the “water color bot” to make abstract art, and then the children compare their art to what the machine produces.\u003c/p>\n\u003cfigure id=\"attachment_48874\" class=\"wp-caption alignnone\" style=\"max-width: 820px\">\u003cimg class=\"size-full wp-image-48874\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/Southington.jpg\" alt=\"\" width=\"820\" height=\"695\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington.jpg 820w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-160x136.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-800x678.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-768x651.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-240x203.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-375x318.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-520x441.jpg 520w\" sizes=\"(max-width: 820px) 100vw, 820px\">\u003cfigcaption class=\"wp-caption-text\">A watercolor bot creates abstract art at Southington Library. \u003ccite>(Courtesy of Cindy Wall and Lynn Pawloski)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The common denominator in any of these programs is a book or reading assignment -- the base from which the project builds.\u003c/p>\n\u003cp>Wall and her colleague, Lynn Pawloski, compiled their series of programs into a book called\u003ca href=\"https://www.amazon.com/Maker-Literacy-Approach-Programming-Libraries/dp/1440843805\"> “Maker Literacy: A New Approach to Literacy Programming for Libraries.”\u003c/a>\u003c/p>\n\u003cp>Even if libraries can’t afford high-tech toys, “You can still create maker programming with whatever you have,” said Wall.\u003c/p>\n\u003cp>Echoing what Wall has found, Peters said teachers and librarians do these projects in some form all the time, but they can also use a maker activity as an opportunity to enhance comprehension and build literacy skills. It’s empowering to pull something deeper from a seemingly simple book, she added.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>By the end of summer, Peters is hoping to expand their collection of maker books to some young adults and to even put some simple instructions in adult nonfiction to show how to use an adult how-to manual with kids.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In recent years, libraries have broadened their scope of offerings to the local community to involve more making activities like\u003ca href=\"https://ww2.kqed.org/mindshift/2014/11/20/how-libraries-are-advancing-and-inspiring-communities/\"> 3-D printing and sewing\u003c/a>. Some libraries even have a facilitator for maker projects.\u003c/p>\n\u003cp>At Millvale Community Library in Pennsylvania, maker program coordinator Nora Peters saw an opportunity to better connect the activities of the maker space with the library's mission to promote literacy. So, she set out to build a bridge between making and reading by creating maker activities for children's books.\u003c/p>\n\u003cp>Peters creates project instructions that tie into the theme of a children’s book. She prints the instructions on a 5 x 7 sticker that affixes to the front of the book. Because Millvale serves a lower-income community, she also keeps materials low-tech.\u003c/p>\n\u003cfigure id=\"attachment_48868\" class=\"wp-caption alignnone\" style=\"max-width: 1248px\">\u003cimg class=\"size-full wp-image-48868\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Peters-1.jpg\" alt=\"\" width=\"1248\" height=\"2144\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1.jpg 1248w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-160x275.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-800x1374.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-768x1319.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-1020x1752.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-1180x2027.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-960x1649.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-240x412.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-375x644.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-520x893.jpg 520w\" sizes=\"(max-width: 1248px) 100vw, 1248px\">\u003cfigcaption class=\"wp-caption-text\">Nora Peters developed low-cost maker project instructions based on books (in this example, \"Snow White and the 77 Dwarfs\"). The instructions come with the book and materials are relevant to the needs of the community. \u003ccite>(Courtesy of Nora Peters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For example, in the book “Wemberly Worried” by Kevin Henkes, Peters developed and attached instructions on how to make a Guatemalan worry doll. The story is about dealing with childhood anxiety, and it is believed that the very act of constructing a worry doll can alleviate anxiety, said Peters.\u003c/p>\n\u003cp>For the book “I’m New Here” by A. S. O'Brien about the immigrant experience, Peters put instructions to create a “comfort object” to make someone feel welcome in a space. But the instructions were flexible enough that kids could use a variety of materials, from fabric to just cardboard and tape.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Peters said she always tries to elevate the idea of “book-based craft” by finding a way to make each project less cookie-cutter. Projects are meant to be in the hands of the reader, not a facilitator, so they differ from the typical prompts children might find at the end of books. Her goal is “to make a visible connection between the value of hands-on learning and the value of introducing literacy at a young age and how those two can support each other.”\u003c/p>\n\u003cp>She’s mostly using children’s books, but Peters wants the instructions to work for people of any age. To make sure pre-teens are not put off by using children’s books, Peters was careful with her language. For instance, instead of printing “go ask your parents,” instructions state, “find these materials.”\u003c/p>\n\u003cp>In the past couple of months, Peters has completed 15 of these book-based maker projects and has received positive feedback from parents and patrons. As she has taken the idea around to teacher conferences, including the annual \u003ca href=\"http://makered.org/maker-educator-convening-2017/\">Maker Ed Convening\u003c/a>, she was surprised to find that many teachers had never heard of such a project.\u003c/p>\n\u003cfigure id=\"attachment_48872\" class=\"wp-caption alignnone\" style=\"max-width: 834px\">\u003cimg class=\"wp-image-48872 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/Peters-4.jpg\" alt=\"\" width=\"834\" height=\"1050\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4.jpg 834w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-160x201.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-800x1007.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-768x967.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-240x302.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-375x472.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-520x655.jpg 520w\" sizes=\"(max-width: 834px) 100vw, 834px\">\u003cfigcaption class=\"wp-caption-text\">A maker project pasted inside the book \"Little Roja Riding Hood\" by Susan Middleton Elya. \u003ccite>(Courtesy of Nora Peters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>MAKING IT AFFORDABLE\u003c/strong>\u003c/p>\n\u003cp>Libraries with a limited budget can feel left behind because the maker movement usually centers on newer technologies, but librarians have been doing this work all along, said Cindy Wall, a librarian at Southington Library in Connecticut, where maker projects start with reading.\u003c/p>\n\u003cp>For instance, for preschool-age students, a program called “You’ve Got Mail” ties into the book “Please Write Back,” about an alligator who writes to his grandmother. Kids receive postcards to decorate, and mail out. Wall’s husband, a postal worker, visits to answer questions and collect the postcards.\u003c/p>\n\u003cp>In another program, elementary school students make abstract art that they then compare to machine-made art. The students start by reading a book about abstract artist Wassily Kandinsky. The library uses a machine called the “water color bot” to make abstract art, and then the children compare their art to what the machine produces.\u003c/p>\n\u003cfigure id=\"attachment_48874\" class=\"wp-caption alignnone\" style=\"max-width: 820px\">\u003cimg class=\"size-full wp-image-48874\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/Southington.jpg\" alt=\"\" width=\"820\" height=\"695\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington.jpg 820w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-160x136.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-800x678.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-768x651.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-240x203.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-375x318.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-520x441.jpg 520w\" sizes=\"(max-width: 820px) 100vw, 820px\">\u003cfigcaption class=\"wp-caption-text\">A watercolor bot creates abstract art at Southington Library. \u003ccite>(Courtesy of Cindy Wall and Lynn Pawloski)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The common denominator in any of these programs is a book or reading assignment -- the base from which the project builds.\u003c/p>\n\u003cp>Wall and her colleague, Lynn Pawloski, compiled their series of programs into a book called\u003ca href=\"https://www.amazon.com/Maker-Literacy-Approach-Programming-Libraries/dp/1440843805\"> “Maker Literacy: A New Approach to Literacy Programming for Libraries.”\u003c/a>\u003c/p>\n\u003cp>Even if libraries can’t afford high-tech toys, “You can still create maker programming with whatever you have,” said Wall.\u003c/p>\n\u003cp>Echoing what Wall has found, Peters said teachers and librarians do these projects in some form all the time, but they can also use a maker activity as an opportunity to enhance comprehension and build literacy skills. It’s empowering to pull something deeper from a seemingly simple book, she added.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>By the end of summer, Peters is hoping to expand their collection of maker books to some young adults and to even put some simple instructions in adult nonfiction to show how to use an adult how-to manual with kids.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\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>[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",
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"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>",
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"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>",
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"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>",
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"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",
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"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>",
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"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>",
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"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>",
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"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",
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"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>",
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"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>",
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"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>",
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"disqusTitle": "What Colleges Can Gain by Adding Makerspaces to Their Libraries",
"title": "What Colleges Can Gain by Adding Makerspaces to Their Libraries",
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"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",
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"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>",
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"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>",
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"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>",
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"content": "\u003cp>It might have been the banana piano. Or perhaps the bongos, made from lemons that students had plucked from the citrus tree at school. Elizabeth Little, who teaches middle school math and science, doesn’t know exactly which of the hands-on projects she introduced to her remedial math class turned the class around. But by the end of the school year, all her math students, not just those needing extra support, were clamoring for more math.\u003c/p>\n\u003cp>How did this happen?\u003c/p>\n\u003cp>Little teaches at Martin Luther King Jr Middle School in Berkeley, California, where classes like sewing, woodshop, and metal shop -- what she calls “practical ways of learning math” -- are \u003ca href=\"http://www.forbes.com/sites/tarabrown/2012/05/30/the-death-of-shop-class-and-americas-high-skilled-workforce/\">no longer offered\u003c/a>; tight budgets and renewed \u003ca href=\"http://time.com/3849501/why-schools-need-to-bring-back-shop-class/\">emphasis on academic learning\u003c/a> have eliminated them. But Little couldn’t bear to subject already disengaged students to yet another ho-hum class of multiplication tables and long division.\u003c/p>\n\u003cp>Instead, she took a gamble and brought some materials to school for her students to play with: a sewing kit, the 3Doodler she’d just been given, her son’s marble-run set and a \u003ca href=\"http://www.makeymakey.com/\">MaKey MaKey\u003c/a> device she knew nothing about, donated by a friend.\u003c/p>\n\u003cp>To Little’s surprise, the students dove in. They put themselves in their own groups based on personal interest, and worked together to grapple with these mysterious tools. Little herself was unaware of the MaKey MaKey instrument. “I’m afraid of maker-type technology,” she told me. But she imagined that she and the students could figure out together how to use the alien circuit board to interesting effect.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I didn’t know how to do it, but I could teach them how to learn,” she said.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=rfQqh7iCcOU\u003c/p>\n\u003cp>Inspired by an online investigation, one group of students decided to build a banana piano. This meant they needed to program the computer -- Little’s laptop -- to the MaKey MaKey circuit board, which the students were able to do. Then, by trial and error, the 12-year-olds learned how to build a full circuit: They attached one set of wires from the circuit board to six bananas (borrowed from lunch), and another connector to the laptop.\u003c/p>\n\u003cp>Little gets fuzzy explaining exactly how the banana piano worked. “I could not build one,” she said. But the students understood, and one day they brought the unorthodox instrument to the entire regular math class.\u003c/p>\n\u003cp>“They played a song for everyone, and everyone went wild,” Little said. “'We want to come to math support!’” she recalled the students saying.\u003c/p>\n\u003cp>Little then invited all her math students to attend the twice-weekly optional remediation classes where she’d first introduced the practical tools. “They all opted for extra math,” Little said.\u003c/p>\n\u003cp>Intrigued by the bananas, one group worked with lemons, this time completing the circuit by holding hands. The electricity ran through every kid in the class to the last one, who could then “play” the lemon bongos. Kids with a more literary bent wrote a book and set music to it; they rigged the MaKey MaKey device to play exciting music during adventurous passages and dirge music during sad ones. Other students flocked to the sewing, 3-D pen and marble maker, including one child who cross-stitched the emblem of the San Francisco Giants as a gift for his grandmother.\u003c/p>\n\u003cfigure id=\"attachment_42820\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-42820 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/IMG_3205-e1447832934636.jpg\" alt=\"IMG_3205\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">A cross-stitch project for math class. \u003ccite>(Courtesy of Elizabeth Little)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Student Empowerment \u003c/strong>\u003c/p>\n\u003cp>The learning didn’t stop when supplies finally dwindled. Rather than solicit parents for money, Little turned the need for materials into an immersion in marketing and sales. They would sell pencils, the children decided, but at what price? They debated strategies: If we sell 60 pencils at $2 per pencil we’ll reach our goal. But who will spend that much on a pencil? Maybe 50 cents per pencil this week, and 75 cents every day thereafter.\u003c/p>\n\u003cp>“The kids were totally in control of how the price would vary and how it would affect profit,” Little said. In the end, the children earned $120, enough to resupply the 3Doodler, buy more circuits and restock the sewing basket.\u003c/p>\n\u003cp>Little is astonished by the changes she saw among her students. By making the classroom hands-on, she upended the traditional social hierarchies: Kids who might have been ostracized for being deficient in math were suddenly valuable when their strengths -- like problem-solving or brainstorming -- became visible and needed.\u003c/p>\n\u003cp>Likewise, the stigma attached to remediation classes, and even to math itself, disappeared. Everyone wanted to join in. In addition, kids abandoned their usual roles: Some who traditionally sat quietly and waited for direction began to take charge, and others who claimed to hate reading devoured turgid manuals. And Little herself became more of a facilitator than an instructor, helping kids find what they needed but not spoon-feeding them information.\u003c/p>\n\u003cp>“Teachers are no longer the holders of all knowledge,” she said. Rather, the students themselves, having discovered on their own how to program fruit to play a tune, developed unexpected confidence.\u003c/p>\n\u003cp>“They became bold and self-directed when they realized I did not have the answers,” Little wrote about the experience. “I became a curious and excited partner in their discoveries.\" She shared her findings at the \u003ca href=\"http://fablearn.stanford.edu/2015/\">FabLearn conference at Stanford\u003c/a> and wrote a \u003ca href=\"http://fablearn.stanford.edu/2015/wp-content/uploads/2015/10/FL2015-EducatorPanel-Little.pdf\">report\u003c/a> about the results.\u003c/p>\n\u003cfigure id=\"attachment_42821\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-42821 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/Little.jpg\" alt=\"Little\" width=\"1920\" height=\"1179\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/Little.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Little-400x246.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Little-800x491.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Little-1440x884.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Little-1180x725.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Little-960x590.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Students assemble a laser cut wood project that they later replicated with old business cards. \u003ccite>(Courtesy of Elizabeth Little)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Meeting Standards\u003c/strong>\u003c/p>\n\u003cp>When school began in September, Little brought back the MaKey MaKey contraption and other tools to her classroom, this time introducing them to all her students from the start. She remains ebullient about the possibilities, and encourages her math-teaching peers to give it a try.\u003c/p>\n\u003cp>At a minimum, teaching this way satisfies the Common Core requirements for students to solve problems and understand concepts, she said.\u003c/p>\n\u003cp class=\"p1\">\"Math teachers who have only paper and pencil at their disposal, find some of these important standards very difficult to illuminate,\" according to Little. \"When students must work in groups to complete a real project, all of these mathematical standards come into play. Instead of being told, 'Your calculations are wrong,' students experience a real setback in their creation and must problem solve to get it working.\"\u003c/p>\n\u003cp>She discovered that this approach stimulates children to learn, helping them to understand and use math in ways they’ve never considered. For example, Little uses cross-stitch to develop understanding of math.\u003c/p>\n\u003cp class=\"p1\">\"Cross-stitch is like creating art with pixels,\" according to Little. \"You cannot actually make a curve but can approximate one by using a stair step method. Distance from the piece creates the illusion of a smooth curve.\" She said students were excited by this discovery and were giving feedback on one another's projects.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p1\">Little had hesitation over these new maker tools, but she saw in them the same qualities that made sewing and wood shop classes a practical way of learning math, back when they were available. Both require planning, visualization and precise measurements. Educators may not feel fully prepared to start these hands-on projects, but Little says not to worry about lesson plans or about not fully understanding how it all works. “Just start,” she said. “Get some supplies and go. Don’t be afraid!”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It might have been the banana piano. Or perhaps the bongos, made from lemons that students had plucked from the citrus tree at school. Elizabeth Little, who teaches middle school math and science, doesn’t know exactly which of the hands-on projects she introduced to her remedial math class turned the class around. But by the end of the school year, all her math students, not just those needing extra support, were clamoring for more math.\u003c/p>\n\u003cp>How did this happen?\u003c/p>\n\u003cp>Little teaches at Martin Luther King Jr Middle School in Berkeley, California, where classes like sewing, woodshop, and metal shop -- what she calls “practical ways of learning math” -- are \u003ca href=\"http://www.forbes.com/sites/tarabrown/2012/05/30/the-death-of-shop-class-and-americas-high-skilled-workforce/\">no longer offered\u003c/a>; tight budgets and renewed \u003ca href=\"http://time.com/3849501/why-schools-need-to-bring-back-shop-class/\">emphasis on academic learning\u003c/a> have eliminated them. But Little couldn’t bear to subject already disengaged students to yet another ho-hum class of multiplication tables and long division.\u003c/p>\n\u003cp>Instead, she took a gamble and brought some materials to school for her students to play with: a sewing kit, the 3Doodler she’d just been given, her son’s marble-run set and a \u003ca href=\"http://www.makeymakey.com/\">MaKey MaKey\u003c/a> device she knew nothing about, donated by a friend.\u003c/p>\n\u003cp>To Little’s surprise, the students dove in. They put themselves in their own groups based on personal interest, and worked together to grapple with these mysterious tools. Little herself was unaware of the MaKey MaKey instrument. “I’m afraid of maker-type technology,” she told me. But she imagined that she and the students could figure out together how to use the alien circuit board to interesting effect.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I didn’t know how to do it, but I could teach them how to learn,” she said.\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/rfQqh7iCcOU'\n title='//www.youtube.com/embed/rfQqh7iCcOU'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Inspired by an online investigation, one group of students decided to build a banana piano. This meant they needed to program the computer -- Little’s laptop -- to the MaKey MaKey circuit board, which the students were able to do. Then, by trial and error, the 12-year-olds learned how to build a full circuit: They attached one set of wires from the circuit board to six bananas (borrowed from lunch), and another connector to the laptop.\u003c/p>\n\u003cp>Little gets fuzzy explaining exactly how the banana piano worked. “I could not build one,” she said. But the students understood, and one day they brought the unorthodox instrument to the entire regular math class.\u003c/p>\n\u003cp>“They played a song for everyone, and everyone went wild,” Little said. “'We want to come to math support!’” she recalled the students saying.\u003c/p>\n\u003cp>Little then invited all her math students to attend the twice-weekly optional remediation classes where she’d first introduced the practical tools. “They all opted for extra math,” Little said.\u003c/p>\n\u003cp>Intrigued by the bananas, one group worked with lemons, this time completing the circuit by holding hands. The electricity ran through every kid in the class to the last one, who could then “play” the lemon bongos. Kids with a more literary bent wrote a book and set music to it; they rigged the MaKey MaKey device to play exciting music during adventurous passages and dirge music during sad ones. Other students flocked to the sewing, 3-D pen and marble maker, including one child who cross-stitched the emblem of the San Francisco Giants as a gift for his grandmother.\u003c/p>\n\u003cfigure id=\"attachment_42820\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-42820 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/IMG_3205-e1447832934636.jpg\" alt=\"IMG_3205\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">A cross-stitch project for math class. \u003ccite>(Courtesy of Elizabeth Little)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Student Empowerment \u003c/strong>\u003c/p>\n\u003cp>The learning didn’t stop when supplies finally dwindled. Rather than solicit parents for money, Little turned the need for materials into an immersion in marketing and sales. They would sell pencils, the children decided, but at what price? They debated strategies: If we sell 60 pencils at $2 per pencil we’ll reach our goal. But who will spend that much on a pencil? Maybe 50 cents per pencil this week, and 75 cents every day thereafter.\u003c/p>\n\u003cp>“The kids were totally in control of how the price would vary and how it would affect profit,” Little said. In the end, the children earned $120, enough to resupply the 3Doodler, buy more circuits and restock the sewing basket.\u003c/p>\n\u003cp>Little is astonished by the changes she saw among her students. By making the classroom hands-on, she upended the traditional social hierarchies: Kids who might have been ostracized for being deficient in math were suddenly valuable when their strengths -- like problem-solving or brainstorming -- became visible and needed.\u003c/p>\n\u003cp>Likewise, the stigma attached to remediation classes, and even to math itself, disappeared. Everyone wanted to join in. In addition, kids abandoned their usual roles: Some who traditionally sat quietly and waited for direction began to take charge, and others who claimed to hate reading devoured turgid manuals. And Little herself became more of a facilitator than an instructor, helping kids find what they needed but not spoon-feeding them information.\u003c/p>\n\u003cp>“Teachers are no longer the holders of all knowledge,” she said. Rather, the students themselves, having discovered on their own how to program fruit to play a tune, developed unexpected confidence.\u003c/p>\n\u003cp>“They became bold and self-directed when they realized I did not have the answers,” Little wrote about the experience. “I became a curious and excited partner in their discoveries.\" She shared her findings at the \u003ca href=\"http://fablearn.stanford.edu/2015/\">FabLearn conference at Stanford\u003c/a> and wrote a \u003ca href=\"http://fablearn.stanford.edu/2015/wp-content/uploads/2015/10/FL2015-EducatorPanel-Little.pdf\">report\u003c/a> about the results.\u003c/p>\n\u003cfigure id=\"attachment_42821\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-42821 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/Little.jpg\" alt=\"Little\" width=\"1920\" height=\"1179\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/Little.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Little-400x246.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Little-800x491.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Little-1440x884.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Little-1180x725.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Little-960x590.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Students assemble a laser cut wood project that they later replicated with old business cards. \u003ccite>(Courtesy of Elizabeth Little)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Meeting Standards\u003c/strong>\u003c/p>\n\u003cp>When school began in September, Little brought back the MaKey MaKey contraption and other tools to her classroom, this time introducing them to all her students from the start. She remains ebullient about the possibilities, and encourages her math-teaching peers to give it a try.\u003c/p>\n\u003cp>At a minimum, teaching this way satisfies the Common Core requirements for students to solve problems and understand concepts, she said.\u003c/p>\n\u003cp class=\"p1\">\"Math teachers who have only paper and pencil at their disposal, find some of these important standards very difficult to illuminate,\" according to Little. \"When students must work in groups to complete a real project, all of these mathematical standards come into play. Instead of being told, 'Your calculations are wrong,' students experience a real setback in their creation and must problem solve to get it working.\"\u003c/p>\n\u003cp>She discovered that this approach stimulates children to learn, helping them to understand and use math in ways they’ve never considered. For example, Little uses cross-stitch to develop understanding of math.\u003c/p>\n\u003cp class=\"p1\">\"Cross-stitch is like creating art with pixels,\" according to Little. \"You cannot actually make a curve but can approximate one by using a stair step method. Distance from the piece creates the illusion of a smooth curve.\" She said students were excited by this discovery and were giving feedback on one another's projects.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">Little had hesitation over these new maker tools, but she saw in them the same qualities that made sewing and wood shop classes a practical way of learning math, back when they were available. Both require planning, visualization and precise measurements. Educators may not feel fully prepared to start these hands-on projects, but Little says not to worry about lesson plans or about not fully understanding how it all works. “Just start,” she said. “Get some supplies and go. Don’t be afraid!”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Sixth-grade students at Lighthouse Community Charter in Oakland, California, eagerly pull laptops off a cart and settle down with a partner to experiment with \u003ca href=\"http://turtleart.org/\" target=\"_blank\">Turtle Art\u003c/a>, a program meant to \u003ca href=\"https://drive.google.com/file/d/0BxEFcim8OtLXWnVRNUx2TmRUbWM/view\" target=\"_blank\">introduce them to the basics of programming and some math concepts\u003c/a>.\u003c/p>\n\u003cp>Math teacher Laura Kretschmar gave students a rubric with specific goals around collaboration, communication and instructions to use various functions in the program, but not a lot else. She’s intentionally giving them a lot of freedom to play with the program, create cool designs and figure out what the functions do.\u003c/p>\n\u003cp>“I think “y” means, like, going up,” says Juritzy Maldonado. “So to pull it up, I’m going to try to change the number.” She punches in 200 for “y” and watches the image she’s creating shift upward. Another group discovers that if they hit “repeat” multiple times, they can create a parachute-like design that they’ve figured out how to color in various ways. That wasn’t their original plan, but they’re running with it now.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Our goal is not to create more scientists and engineers; it’s to leave doors open for kids.'\u003c/aside>\n\u003cp>“Pretty much everything we were doing is trying one-by-one and seeing what we got, and then we put them all together,” said Guadalupe Pena. She and her partner realize they haven’t used a crucial function to set \"xy\" but they’re not worried. “We still don’t know how to use [it] very well,” Guadalupe admits. “Since we’ve already got everything written down, we can take the risk to make it to see what it does to our parachute.”\u003c/p>\n\u003cp>This blind exploration using Turtle Art is part of a two-week deep dive Kretschmar is doing on the coordinate grid. She says it can be a tricky concept for a lot of kids, and it's more fun for them to uncover the intricacies using Turtle Art. Having the context of their experience with the program makes the math concepts more relevant when the time comes to teach them. She also likes that while kids are exploring they’re working together, helping each other and building a visual reference point.\u003c/p>\n\u003cfigure id=\"attachment_41722\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-41722\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/turtle-art-800x450.jpg\" alt=\"Turtle Art demo\" width=\"800\" height=\"450\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-960x540.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Turtle Art demo \u003ccite>(Turtle Art)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Turtle Art project, and the concept of “doing” or “making” before any explicit instruction has been given, is part of the school’s attempt to shake up its teaching. \u003ca href=\"https://lighthousecharter.org/\" target=\"_blank\">Lighthouse Community Charter\u003c/a> has to cover the same standard curriculum as district schools, so teachers have to choose carefully the times when they’ll spend a little more time and creativity on a difficult subject.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Student should stumble around a little bit noticing patterns and eventually walk away with some basics, says Aaron Vanderwerff. He’s the \u003ca href=\"http://lighthousecreativitylab.org/\" target=\"_blank\">Creativity Lab\u003c/a> and Science director at Lighthouse. He’s been coaching teachers on how to incorporate “making” into their curriculum when it’s appropriate. He says about 70 percent of the staff ask for help from the Creativity Lab each year.\u003c/p>\n\u003cp>“Core teachers are interested in trying to integrate this,” Vanderwerff said. “The concept of the coaching is that if we help someone with one or two projects, they may do \u003ca href=\"http://lighthousecreativitylab.org/projects-2/your-projects/\" target=\"_blank\">more on their own\u003c/a>.”\u003c/p>\n\u003cp>He runs workshops for teachers designed to give them the experience of learning through making and inquiry, so they understand how the framework can help their students. And it's working. The high school physics teacher had students build a mousetrap car to learn about forces. Fourth-graders studying westward expansion built their own version of the Transcontinental Railroad, including engineering a way to get their trains over the mountains.\u003c/p>\n\u003cp>The school has built a makerspace that high school students use for robotics, a scientific inquiry class and even some art classes. Six years ago, Vanderwerff was the robotics class teacher. His success with a more hands-on, student-driven curriculum inspired the school to expand that work into the Creativity Lab and to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/04/how-to-turn-your-school-into-a-maker-haven/\" target=\"_blank\">incorporate “making”\u003c/a> into all K-12 classes.\u003c/p>\n\u003cfigure id=\"attachment_41723\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-41723\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/noise-levels.jpg\" alt=\"A noise-o-meter lets kids know what activity is going on in the Creativity Lab.\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A noise-o-meter lets kids know what activity is going on in the Creativity Lab. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We’re seeing that making really helps kids with that STEM (science, technology, engineering and math) piece of things if that’s something they’re excited about,” Vanderwerff said. While Lighthouse has only just recently graduated its first class of seniors, Vanderwerff and his colleagues were concerned as they watched other Oakland high school students attend college, encounter difficult STEM courses and give up.\u003c/p>\n\u003cp>In Lighthouse robotics and making classes, students work on the same project for six months. They naturally encounter obstacles, develop solutions and keep working. The class also gives students some hands-on experience with concepts they’d otherwise only learn about more traditionally. Suddenly, physics has a point, geometry comes alive and computer programming doesn’t seem so boring.\u003c/p>\n\u003cp>“Our goal is not to create more scientists and engineers,” Vanderwerff said. “It’s to leave doors open for kids.” He’s painfully aware that not many schools in the East Oakland neighborhood that Lighthouse Charter serves have makerspaces. The Creativity Lab and infusion of making into the curriculum schoolwide is a larger attempt to even the playing field and provide kids in this low-income urban neighborhood access to creative spaces.\u003c/p>\n\u003cp>“My students in their communities are not exposed to designers and engineers as much,” Vanderwerff said. His students have told him that his robotics class changed their plans for the future, not because he told them they should be an engineer or a computer programmer, but because they experienced the power of designing and making something.\u003c/p>\n\u003cfigure id=\"attachment_41725\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-41725\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/making-tools.jpg\" alt=\"Materials to create all sorts of projects are stored creatively in the Creativity Lab at Lighthouse Community Charter.\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Materials to create all sorts of projects are stored creatively in the Creativity Lab at Lighthouse Community Charter. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I would much rather push for this kind of curriculum in schools serving low-income communities than in other schools because I think it will help students to gain their own voice, and a lot of the kind of character-building aspects that are intrinsic in this, but also to be exposed to new possibilities for the future,” Vanderwerff said.\u003c/p>\n\u003cp>He’s disappointed that the maker movement isn’t more diverse, but says when he takes his mostly African-American and Latino kids to \u003ca href=\"http://makerfaire.com/\">Maker Faire\u003c/a> each year, they hardly notice. They are on fire with the ideas on display and proud of their accomplishments.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Vanderwerff is working with educators from around the country to promote making and design thinking in the classroom. He runs workshops open to public and private school teachers alike, hoping to spread some of these ideas beyond the likely suspects. The Creativity Lab has lots of \u003ca href=\"http://lighthousecreativitylab.org/projects-2/projects/\" target=\"_blank\">project guides\u003c/a> on its website, along with examples of student work.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Sixth-grade students at Lighthouse Community Charter in Oakland, California, eagerly pull laptops off a cart and settle down with a partner to experiment with \u003ca href=\"http://turtleart.org/\" target=\"_blank\">Turtle Art\u003c/a>, a program meant to \u003ca href=\"https://drive.google.com/file/d/0BxEFcim8OtLXWnVRNUx2TmRUbWM/view\" target=\"_blank\">introduce them to the basics of programming and some math concepts\u003c/a>.\u003c/p>\n\u003cp>Math teacher Laura Kretschmar gave students a rubric with specific goals around collaboration, communication and instructions to use various functions in the program, but not a lot else. She’s intentionally giving them a lot of freedom to play with the program, create cool designs and figure out what the functions do.\u003c/p>\n\u003cp>“I think “y” means, like, going up,” says Juritzy Maldonado. “So to pull it up, I’m going to try to change the number.” She punches in 200 for “y” and watches the image she’s creating shift upward. Another group discovers that if they hit “repeat” multiple times, they can create a parachute-like design that they’ve figured out how to color in various ways. That wasn’t their original plan, but they’re running with it now.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Our goal is not to create more scientists and engineers; it’s to leave doors open for kids.'\u003c/aside>\n\u003cp>“Pretty much everything we were doing is trying one-by-one and seeing what we got, and then we put them all together,” said Guadalupe Pena. She and her partner realize they haven’t used a crucial function to set \"xy\" but they’re not worried. “We still don’t know how to use [it] very well,” Guadalupe admits. “Since we’ve already got everything written down, we can take the risk to make it to see what it does to our parachute.”\u003c/p>\n\u003cp>This blind exploration using Turtle Art is part of a two-week deep dive Kretschmar is doing on the coordinate grid. She says it can be a tricky concept for a lot of kids, and it's more fun for them to uncover the intricacies using Turtle Art. Having the context of their experience with the program makes the math concepts more relevant when the time comes to teach them. She also likes that while kids are exploring they’re working together, helping each other and building a visual reference point.\u003c/p>\n\u003cfigure id=\"attachment_41722\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-41722\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/turtle-art-800x450.jpg\" alt=\"Turtle Art demo\" width=\"800\" height=\"450\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-960x540.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Turtle Art demo \u003ccite>(Turtle Art)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Turtle Art project, and the concept of “doing” or “making” before any explicit instruction has been given, is part of the school’s attempt to shake up its teaching. \u003ca href=\"https://lighthousecharter.org/\" target=\"_blank\">Lighthouse Community Charter\u003c/a> has to cover the same standard curriculum as district schools, so teachers have to choose carefully the times when they’ll spend a little more time and creativity on a difficult subject.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Student should stumble around a little bit noticing patterns and eventually walk away with some basics, says Aaron Vanderwerff. He’s the \u003ca href=\"http://lighthousecreativitylab.org/\" target=\"_blank\">Creativity Lab\u003c/a> and Science director at Lighthouse. He’s been coaching teachers on how to incorporate “making” into their curriculum when it’s appropriate. He says about 70 percent of the staff ask for help from the Creativity Lab each year.\u003c/p>\n\u003cp>“Core teachers are interested in trying to integrate this,” Vanderwerff said. “The concept of the coaching is that if we help someone with one or two projects, they may do \u003ca href=\"http://lighthousecreativitylab.org/projects-2/your-projects/\" target=\"_blank\">more on their own\u003c/a>.”\u003c/p>\n\u003cp>He runs workshops for teachers designed to give them the experience of learning through making and inquiry, so they understand how the framework can help their students. And it's working. The high school physics teacher had students build a mousetrap car to learn about forces. Fourth-graders studying westward expansion built their own version of the Transcontinental Railroad, including engineering a way to get their trains over the mountains.\u003c/p>\n\u003cp>The school has built a makerspace that high school students use for robotics, a scientific inquiry class and even some art classes. Six years ago, Vanderwerff was the robotics class teacher. His success with a more hands-on, student-driven curriculum inspired the school to expand that work into the Creativity Lab and to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/04/how-to-turn-your-school-into-a-maker-haven/\" target=\"_blank\">incorporate “making”\u003c/a> into all K-12 classes.\u003c/p>\n\u003cfigure id=\"attachment_41723\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-41723\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/noise-levels.jpg\" alt=\"A noise-o-meter lets kids know what activity is going on in the Creativity Lab.\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A noise-o-meter lets kids know what activity is going on in the Creativity Lab. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We’re seeing that making really helps kids with that STEM (science, technology, engineering and math) piece of things if that’s something they’re excited about,” Vanderwerff said. While Lighthouse has only just recently graduated its first class of seniors, Vanderwerff and his colleagues were concerned as they watched other Oakland high school students attend college, encounter difficult STEM courses and give up.\u003c/p>\n\u003cp>In Lighthouse robotics and making classes, students work on the same project for six months. They naturally encounter obstacles, develop solutions and keep working. The class also gives students some hands-on experience with concepts they’d otherwise only learn about more traditionally. Suddenly, physics has a point, geometry comes alive and computer programming doesn’t seem so boring.\u003c/p>\n\u003cp>“Our goal is not to create more scientists and engineers,” Vanderwerff said. “It’s to leave doors open for kids.” He’s painfully aware that not many schools in the East Oakland neighborhood that Lighthouse Charter serves have makerspaces. The Creativity Lab and infusion of making into the curriculum schoolwide is a larger attempt to even the playing field and provide kids in this low-income urban neighborhood access to creative spaces.\u003c/p>\n\u003cp>“My students in their communities are not exposed to designers and engineers as much,” Vanderwerff said. His students have told him that his robotics class changed their plans for the future, not because he told them they should be an engineer or a computer programmer, but because they experienced the power of designing and making something.\u003c/p>\n\u003cfigure id=\"attachment_41725\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-41725\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/making-tools.jpg\" alt=\"Materials to create all sorts of projects are stored creatively in the Creativity Lab at Lighthouse Community Charter.\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Materials to create all sorts of projects are stored creatively in the Creativity Lab at Lighthouse Community Charter. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I would much rather push for this kind of curriculum in schools serving low-income communities than in other schools because I think it will help students to gain their own voice, and a lot of the kind of character-building aspects that are intrinsic in this, but also to be exposed to new possibilities for the future,” Vanderwerff said.\u003c/p>\n\u003cp>He’s disappointed that the maker movement isn’t more diverse, but says when he takes his mostly African-American and Latino kids to \u003ca href=\"http://makerfaire.com/\">Maker Faire\u003c/a> each year, they hardly notice. They are on fire with the ideas on display and proud of their accomplishments.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Vanderwerff is working with educators from around the country to promote making and design thinking in the classroom. He runs workshops open to public and private school teachers alike, hoping to spread some of these ideas beyond the likely suspects. The Creativity Lab has lots of \u003ca href=\"http://lighthousecreativitylab.org/projects-2/projects/\" target=\"_blank\">project guides\u003c/a> on its website, along with examples of student work.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>In a fast-moving field like education technology, it’s worth taking a moment to take stock of new developments, persistent trends and the challenges to effective tech implementation in real classrooms. The \u003ca href=\"http://go.nmc.org/2015-k12\" target=\"_blank\">NMC Horizon 2015 K-12\u003c/a> report offers a snapshot of where ed tech stands now and where it is likely to go in the next five years, according to 56 education and technology experts from 22 countries.\u003c/p>\n\u003cp>\u003cstrong>TRENDS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Deeper Learning: \u003c/strong>The expert panel identified several long-term trends that will greatly influence the adoption of technology in classrooms over the next five years and beyond. They see worldwide educators focusing on “\u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/03/report-finds-deeper-learning-model-improves-outcomes-for-all-students/\">deeper learning\u003c/a>” outcomes that try to connect what happens in the classroom to experts and experiences beyond school as an important trend.\u003c/p>\n\u003cp>Teachers at the cutting edge of this work are asking students to use technology to access and synthesize information in the service of finding solutions to multifaceted, complex problems they might encounter in the real world. The popularity of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/02/what-project-based-learning-is-and-isnt/\">project-based learning\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/19/5-ways-to-inspire-students-through-global-collaboration/\">global collaboration\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/13/how-integrating-arts-into-other-subjects-makes-learning-come-alive/\">integrated learning experiences\u003c/a> is driving this trend and powerful tech use as an extension of it.\u003c/p>\n\u003cp>\u003cstrong>Rethinking Traditions:\u003c/strong> Educators are also rethinking how school has traditionally worked, questioning everything from school schedules, to how individual disciplines are taught and how success and creativity are \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/06/beyond-standardized-tests-existing-tools-for-measuring-student-progress/\">measured\u003c/a>. This macro trend to shake up typical ways of schooling is opening new opportunities for technology to play an even bigger role in education. \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/23/tossing-out-teaching-by-subject-as-part-of-a-modern-high-school-education/\">Finland\u003c/a> took a big step toward reimagining school when it did away with many traditional subjects in favor of interdisciplinary classes that more accurately reflect a world in which disciplines influence one another. Some U.S districts have also tried to reimagine how school would look with movements toward \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/16/going-all-in-how-to-make-competency-based-learning-work/\">competency-based models\u003c/a> that don’t rely on time in class as the constant variable.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=\"PmeaaeceW76uOnXIu8Fa2cHS6W5FB6bI\"]\u003c/p>\n\u003cp>\u003cstrong>Collaborations:\u003c/strong> In the next three to four years, experts see collaborative social learning and a move to transition students from consumers to creators as big trends in education technology. Educators have long known learning is a social process -- when teachers and students create meaning together, often the results are much more effective. The \u003ca href=\"http://www.nmc.org/publication/nmc-horizon-report-2015-k-12-edition/\">NMC Horizon report\u003c/a> highlights four principles of collaborative learning: “placing the learner at the center, emphasizing interaction and doing, working in groups, and developing solutions to real-world problems.” Working in this way necessarily pushes students to create solutions, rather than passively consume content, lectures and lessons handed out by teachers. Access to mobile technology especially has helped students feel comfortable in the role of digital creator.\u003c/p>\n\u003cp>\u003cstrong>Blended Learning:\u003c/strong> Blended learning, or the use of technology alongside in-person instruction from a teacher, has been included in the NMC Horizons report before. Now, experts see it as a short-term trend that is quickly becoming common in many classrooms and is driving many efforts to integrate technology. STEAM programs, in which teachers \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/13/how-integrating-arts-into-other-subjects-makes-learning-come-alive/\" target=\"_blank\">integrate the arts and humanities into teaching about science, technology, engineering and math\u003c/a>, is also a short-term trend driving technology.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Authentic Learning:\u003c/strong> As with any changing industry, there are many problems standing in the way of effective technology implementation. Some problems are already being solved in creative ways by educators setting an example of the way forward, while others are more difficult and haven’t yet been solved. One challenge that persists in mainstream education is how to create truly \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/03/what-meaningful-reflection-on-student-work-can-do-for-learning/\">authentic learning\u003c/a> opportunities within the bureaucracy of schools. As with other education buzzwords, many schools believe they are providing authentic learning, but they don’t offer the apprenticeships, vocational training and portfolio-based assessments that often characterize work that carries larger life lessons.\u003c/p>\n\u003cp>\u003cimg class=\" size-medium wp-image-40973 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-800x620.png\" alt=\"2015 K-12 Report Topics Graphic\" width=\"800\" height=\"620\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-800x620.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-400x310.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-1180x915.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-960x745.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic.png 1390w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cstrong>Professional Development:\u003c/strong> Another challenge being met in some places is how to incorporate technology into teacher-training programs. When teachers don’t use technology in their classrooms, it’s often because they don’t feel comfortable with it or don’t see how it enhances their teaching. \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/13/are-teachers-of-tomorrow-prepared-to-use-innovative-tech/\" target=\"_blank\">Exposure during teacher training would help seed good practices\u003c/a> early and ingrain digital literacy as an important skill for students to learn. As things stand now, many teachers receive professional development around technology platforms that often turn over or are replaced by something else. The report notes, “This challenge is exacerbated by the fact that digital literacy is less about tools and more about thinking, and thus skills and standards based on tools and platforms have proven to be somewhat ephemeral.”\u003c/p>\n\u003cp>\u003cstrong>Personalized Learning & Teacher's Role:\u003c/strong> Two of the much more difficult challenges facing tech integration are effective strategies for personalizing learning and reevaluating the role of teachers in education. These two challenges go hand-in-hand, as they require a complete re-engineering of the school experience, rather than tinkering around the edges of traditional school. Many school leaders believe that by using technology and adaptive software to allow students to move at different paces, they are offering “personalized learning.” But the experts behind this report caution that, “this approach may be indicative of personalized learning solutions being sold to schools as a mass commodity that helps them raise standardized test scores, ultimately missing the goal of making learning a more meaningful experience.”\u003c/p>\n\u003cp>The value in “personalized learning” lies in \u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\" target=\"_blank\">student autonomy and individualized instruction and support\u003c/a>, not in the control and compliance model required to achieve high test scores. If this more radical and child-centered definition of “personalized” is to be achieved, the role teachers play also need reimagining. With online interactions facilitating collaboration for both students and teachers, and learning taking place at all times of the day online and off, a lot is being asked of teachers. Their guidance is no longer confined to school hours.\u003c/p>\n\u003cp>The report points out that teachers are no longer information distributors, but their new role has not always been well defined or supported by education leaders and policymakers:\u003c/p>\n\u003cblockquote>\u003cp>“In ideal situations, the teacher’s role is becoming that of a mentor, visiting with groups and individual learners during class to help guide them, while allowing them to have more of a say in their own learning. However, these types of interactions and the enabling use of technology are not always inherent or sufficiently integrated in pre-service training.”\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Scalability:\u003c/strong> The really thorny challenges -- those that are “complex to define, let alone address\" -- provide food for thought. Experts identified \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/08/steve-hargadon-escaping-the-education-matrix/\" target=\"_blank\">scaling innovative technologies and approaches\u003c/a> as one intractable dilemma. Educators are familiar with the frustration of trying to break through rules and bureaucracy to experiment with innovative ideas. While inspiring teaching is happening all over the world, in many cases it does so in pockets, due to the tireless work of a dedicated educator, and not as part of mainstream education.\u003c/p>\n\u003cp>A similarly tricky problem lies in how to teach students the complex thinking skills that will be required to nimbly move through future challenges. One way educators are trying to cultivate these skills is through \u003ca href=\"http://ww2.kqed.org/mindshift/2015/06/25/what-schools-hope-to-achieve-by-making-computer-science-widespread/\" target=\"_blank\">computer science and coding\u003c/a>. However, coding alone won’t solve all the problems of the world, and as long as traditional school remains siloed into discrete subject areas, it will be difficult to allow students opportunities to tackle truly complex problems.\u003c/p>\n\u003cp>\u003cstrong>DEVELOPMENTS IN ED TECH\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>BYOD/Maker Movement:\u003c/strong> In just one or two years, experts predict \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\" target=\"_blank\">Bring Your Own Device\u003c/a> policies and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/04/how-to-turn-your-school-into-a-maker-haven/\" target=\"_blank\">makerspaces will be commonplace in schools\u003c/a>. A \u003ca href=\"http://www.cosn.org/focus-areas/it-management/it-leadership-survey\" target=\"_blank\">2014 Consortium for School Networking (CoSN) survey\u003c/a> found that 81 percent of surveyed schools either had a BYOD policy or planned to implement one. These policies reflect the reality of students’ lives and can also cut down on school technology costs. Similarly, the popular Maker Movement and increasing emphasis on hands-on learning has propelled school makerspaces into the limelight. School leaders see these spaces as a way for students to take initiative: designing, prototyping and building their ideas from start to finish.\u003c/p>\n\u003cp>\u003cstrong>3-D Printing:\u003c/strong> The report notes that in the next two to three years, 3-D printing and adaptive learning technologies will have become mainstream school technologies. Experts believe \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/23/time-to-start-making-free-design-programs-for-3d-printers/\" target=\"_blank\">3-D printing offers tremendous opportunities\u003c/a> for students to explore objects and concepts that might be difficult to experience in school. The printer can help students visualize mathematical graphs and models or touch replicas of historic artifacts. Low-cost online design tools and cheaper machines are helping to make 3-D printing accessible to schools, while project-based pedagogy is making it popular.\u003c/p>\n\u003cp>\u003cstrong>Adaptive Learning:\u003c/strong> Adaptive learning refers to software that adjusts to students’ learning needs as they use the product. Increasingly, this kind of software is being used to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/12/some-benefits-and-drawbacks-of-blended-learning/\" target=\"_blank\">allow each student to move at his or her own pace\u003c/a>. The idea is tremendously appealing to some education leaders, while others worry that relying on software to recognize student needs will actually diminish the personalized attention from an educator that each student deserves.\u003c/p>\n\u003cp>While the authors of the NMC Horizon report feel adaptive learning could soon be a game changer, they caution that the software may not be sophisticated enough yet to meet educators' dreams. Instead, the authors posit its best use may be to analyze macro-level data on the effectiveness of curriculum and instruction.\u003c/p>\n\u003cp>\u003cstrong>Badges and Wearables:\u003c/strong> On the long-term horizon, experts see digital badges and wearable technology as important technology developments in four to five years. Badges are already being used to recognize competence in a skill in digital spaces like Khan Academy. Increasingly, schools are looking to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/25/how-mozillas-open-badges-may-work-in-the-real-world/\" target=\"_blank\">badges as a way to validate informal learning\u003c/a> for both students and teachers. While not yet pervasive, badges could offer a more comprehensive way to certify learning opportunities, inside and outside of school.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>NMC Horizon reports have highlighted wearable technology in the past, pointing to learning opportunities in virtual reality experiences and the potential for biometric devices to teach about nutrition and exercise. Now, educators around the world are beginning to use wearable technology to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/17/how-virtual-reality-meets-real-life-learning-with-mobile-games/\" target=\"_blank\">push limits and offer creative outlets\u003c/a>, but use is not widespread. Experts note one place that wearable technology could have a particularly large impact is on disabled students.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In a fast-moving field like education technology, it’s worth taking a moment to take stock of new developments, persistent trends and the challenges to effective tech implementation in real classrooms. The \u003ca href=\"http://go.nmc.org/2015-k12\" target=\"_blank\">NMC Horizon 2015 K-12\u003c/a> report offers a snapshot of where ed tech stands now and where it is likely to go in the next five years, according to 56 education and technology experts from 22 countries.\u003c/p>\n\u003cp>\u003cstrong>TRENDS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Deeper Learning: \u003c/strong>The expert panel identified several long-term trends that will greatly influence the adoption of technology in classrooms over the next five years and beyond. They see worldwide educators focusing on “\u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/03/report-finds-deeper-learning-model-improves-outcomes-for-all-students/\">deeper learning\u003c/a>” outcomes that try to connect what happens in the classroom to experts and experiences beyond school as an important trend.\u003c/p>\n\u003cp>Teachers at the cutting edge of this work are asking students to use technology to access and synthesize information in the service of finding solutions to multifaceted, complex problems they might encounter in the real world. The popularity of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/02/what-project-based-learning-is-and-isnt/\">project-based learning\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/19/5-ways-to-inspire-students-through-global-collaboration/\">global collaboration\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/13/how-integrating-arts-into-other-subjects-makes-learning-come-alive/\">integrated learning experiences\u003c/a> is driving this trend and powerful tech use as an extension of it.\u003c/p>\n\u003cp>\u003cstrong>Rethinking Traditions:\u003c/strong> Educators are also rethinking how school has traditionally worked, questioning everything from school schedules, to how individual disciplines are taught and how success and creativity are \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/06/beyond-standardized-tests-existing-tools-for-measuring-student-progress/\">measured\u003c/a>. This macro trend to shake up typical ways of schooling is opening new opportunities for technology to play an even bigger role in education. \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/23/tossing-out-teaching-by-subject-as-part-of-a-modern-high-school-education/\">Finland\u003c/a> took a big step toward reimagining school when it did away with many traditional subjects in favor of interdisciplinary classes that more accurately reflect a world in which disciplines influence one another. Some U.S districts have also tried to reimagine how school would look with movements toward \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/16/going-all-in-how-to-make-competency-based-learning-work/\">competency-based models\u003c/a> that don’t rely on time in class as the constant variable.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Collaborations:\u003c/strong> In the next three to four years, experts see collaborative social learning and a move to transition students from consumers to creators as big trends in education technology. Educators have long known learning is a social process -- when teachers and students create meaning together, often the results are much more effective. The \u003ca href=\"http://www.nmc.org/publication/nmc-horizon-report-2015-k-12-edition/\">NMC Horizon report\u003c/a> highlights four principles of collaborative learning: “placing the learner at the center, emphasizing interaction and doing, working in groups, and developing solutions to real-world problems.” Working in this way necessarily pushes students to create solutions, rather than passively consume content, lectures and lessons handed out by teachers. Access to mobile technology especially has helped students feel comfortable in the role of digital creator.\u003c/p>\n\u003cp>\u003cstrong>Blended Learning:\u003c/strong> Blended learning, or the use of technology alongside in-person instruction from a teacher, has been included in the NMC Horizons report before. Now, experts see it as a short-term trend that is quickly becoming common in many classrooms and is driving many efforts to integrate technology. STEAM programs, in which teachers \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/13/how-integrating-arts-into-other-subjects-makes-learning-come-alive/\" target=\"_blank\">integrate the arts and humanities into teaching about science, technology, engineering and math\u003c/a>, is also a short-term trend driving technology.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Authentic Learning:\u003c/strong> As with any changing industry, there are many problems standing in the way of effective technology implementation. Some problems are already being solved in creative ways by educators setting an example of the way forward, while others are more difficult and haven’t yet been solved. One challenge that persists in mainstream education is how to create truly \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/03/what-meaningful-reflection-on-student-work-can-do-for-learning/\">authentic learning\u003c/a> opportunities within the bureaucracy of schools. As with other education buzzwords, many schools believe they are providing authentic learning, but they don’t offer the apprenticeships, vocational training and portfolio-based assessments that often characterize work that carries larger life lessons.\u003c/p>\n\u003cp>\u003cimg class=\" size-medium wp-image-40973 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-800x620.png\" alt=\"2015 K-12 Report Topics Graphic\" width=\"800\" height=\"620\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-800x620.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-400x310.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-1180x915.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-960x745.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic.png 1390w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cstrong>Professional Development:\u003c/strong> Another challenge being met in some places is how to incorporate technology into teacher-training programs. When teachers don’t use technology in their classrooms, it’s often because they don’t feel comfortable with it or don’t see how it enhances their teaching. \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/13/are-teachers-of-tomorrow-prepared-to-use-innovative-tech/\" target=\"_blank\">Exposure during teacher training would help seed good practices\u003c/a> early and ingrain digital literacy as an important skill for students to learn. As things stand now, many teachers receive professional development around technology platforms that often turn over or are replaced by something else. The report notes, “This challenge is exacerbated by the fact that digital literacy is less about tools and more about thinking, and thus skills and standards based on tools and platforms have proven to be somewhat ephemeral.”\u003c/p>\n\u003cp>\u003cstrong>Personalized Learning & Teacher's Role:\u003c/strong> Two of the much more difficult challenges facing tech integration are effective strategies for personalizing learning and reevaluating the role of teachers in education. These two challenges go hand-in-hand, as they require a complete re-engineering of the school experience, rather than tinkering around the edges of traditional school. Many school leaders believe that by using technology and adaptive software to allow students to move at different paces, they are offering “personalized learning.” But the experts behind this report caution that, “this approach may be indicative of personalized learning solutions being sold to schools as a mass commodity that helps them raise standardized test scores, ultimately missing the goal of making learning a more meaningful experience.”\u003c/p>\n\u003cp>The value in “personalized learning” lies in \u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\" target=\"_blank\">student autonomy and individualized instruction and support\u003c/a>, not in the control and compliance model required to achieve high test scores. If this more radical and child-centered definition of “personalized” is to be achieved, the role teachers play also need reimagining. With online interactions facilitating collaboration for both students and teachers, and learning taking place at all times of the day online and off, a lot is being asked of teachers. Their guidance is no longer confined to school hours.\u003c/p>\n\u003cp>The report points out that teachers are no longer information distributors, but their new role has not always been well defined or supported by education leaders and policymakers:\u003c/p>\n\u003cblockquote>\u003cp>“In ideal situations, the teacher’s role is becoming that of a mentor, visiting with groups and individual learners during class to help guide them, while allowing them to have more of a say in their own learning. However, these types of interactions and the enabling use of technology are not always inherent or sufficiently integrated in pre-service training.”\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Scalability:\u003c/strong> The really thorny challenges -- those that are “complex to define, let alone address\" -- provide food for thought. Experts identified \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/08/steve-hargadon-escaping-the-education-matrix/\" target=\"_blank\">scaling innovative technologies and approaches\u003c/a> as one intractable dilemma. Educators are familiar with the frustration of trying to break through rules and bureaucracy to experiment with innovative ideas. While inspiring teaching is happening all over the world, in many cases it does so in pockets, due to the tireless work of a dedicated educator, and not as part of mainstream education.\u003c/p>\n\u003cp>A similarly tricky problem lies in how to teach students the complex thinking skills that will be required to nimbly move through future challenges. One way educators are trying to cultivate these skills is through \u003ca href=\"http://ww2.kqed.org/mindshift/2015/06/25/what-schools-hope-to-achieve-by-making-computer-science-widespread/\" target=\"_blank\">computer science and coding\u003c/a>. However, coding alone won’t solve all the problems of the world, and as long as traditional school remains siloed into discrete subject areas, it will be difficult to allow students opportunities to tackle truly complex problems.\u003c/p>\n\u003cp>\u003cstrong>DEVELOPMENTS IN ED TECH\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>BYOD/Maker Movement:\u003c/strong> In just one or two years, experts predict \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\" target=\"_blank\">Bring Your Own Device\u003c/a> policies and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/04/how-to-turn-your-school-into-a-maker-haven/\" target=\"_blank\">makerspaces will be commonplace in schools\u003c/a>. A \u003ca href=\"http://www.cosn.org/focus-areas/it-management/it-leadership-survey\" target=\"_blank\">2014 Consortium for School Networking (CoSN) survey\u003c/a> found that 81 percent of surveyed schools either had a BYOD policy or planned to implement one. These policies reflect the reality of students’ lives and can also cut down on school technology costs. Similarly, the popular Maker Movement and increasing emphasis on hands-on learning has propelled school makerspaces into the limelight. School leaders see these spaces as a way for students to take initiative: designing, prototyping and building their ideas from start to finish.\u003c/p>\n\u003cp>\u003cstrong>3-D Printing:\u003c/strong> The report notes that in the next two to three years, 3-D printing and adaptive learning technologies will have become mainstream school technologies. Experts believe \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/23/time-to-start-making-free-design-programs-for-3d-printers/\" target=\"_blank\">3-D printing offers tremendous opportunities\u003c/a> for students to explore objects and concepts that might be difficult to experience in school. The printer can help students visualize mathematical graphs and models or touch replicas of historic artifacts. Low-cost online design tools and cheaper machines are helping to make 3-D printing accessible to schools, while project-based pedagogy is making it popular.\u003c/p>\n\u003cp>\u003cstrong>Adaptive Learning:\u003c/strong> Adaptive learning refers to software that adjusts to students’ learning needs as they use the product. Increasingly, this kind of software is being used to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/12/some-benefits-and-drawbacks-of-blended-learning/\" target=\"_blank\">allow each student to move at his or her own pace\u003c/a>. The idea is tremendously appealing to some education leaders, while others worry that relying on software to recognize student needs will actually diminish the personalized attention from an educator that each student deserves.\u003c/p>\n\u003cp>While the authors of the NMC Horizon report feel adaptive learning could soon be a game changer, they caution that the software may not be sophisticated enough yet to meet educators' dreams. Instead, the authors posit its best use may be to analyze macro-level data on the effectiveness of curriculum and instruction.\u003c/p>\n\u003cp>\u003cstrong>Badges and Wearables:\u003c/strong> On the long-term horizon, experts see digital badges and wearable technology as important technology developments in four to five years. Badges are already being used to recognize competence in a skill in digital spaces like Khan Academy. Increasingly, schools are looking to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/25/how-mozillas-open-badges-may-work-in-the-real-world/\" target=\"_blank\">badges as a way to validate informal learning\u003c/a> for both students and teachers. While not yet pervasive, badges could offer a more comprehensive way to certify learning opportunities, inside and outside of school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>NMC Horizon reports have highlighted wearable technology in the past, pointing to learning opportunities in virtual reality experiences and the potential for biometric devices to teach about nutrition and exercise. Now, educators around the world are beginning to use wearable technology to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/17/how-virtual-reality-meets-real-life-learning-with-mobile-games/\" target=\"_blank\">push limits and offer creative outlets\u003c/a>, but use is not widespread. Experts note one place that wearable technology could have a particularly large impact is on disabled students.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "A Maker Space That Helps Kids Create During Long Hospital Stays",
"title": "A Maker Space That Helps Kids Create During Long Hospital Stays",
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"content": "\u003cfigure id=\"attachment_39232\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/a-maker-space-that-helps-kids-learn-during-long-hospital-stays/emily-neblett/\" rel=\"attachment wp-att-39232\">\u003cimg class=\"size-full wp-image-39232\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/02/Emily-Neblett.gif\" alt=\"Emily Neblett stands next to a mobile maker space at at Monroe Caroll Jr. Children's Hospital at Vanderbilt University. Noah Nelson/Youth Radio\" width=\"640\" height=\"960\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Emily Neblett stands next to a mobile maker space at at Monroe Caroll Jr. Children's Hospital at Vanderbilt University. Noah Nelson/Youth Radio\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Noah Nelson, \u003ca href=\"https://youthradio.org/\">Youth Radio\u003c/a> \u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">For students, the benefit of tinkering with tools and developing hands-on creative projects is that they get concrete lessons in what can otherwise feel like remote theoretical topics, especially in STEM (science, technology, engineering and math). While maker-based approaches are no longer new inside educational settings, an unexpected maker space is now being piloted at a children’s hospital, where patients can routinely experience long hospital stays, often in isolation.\u003c/p>\n\u003cp>“Many patients who have chronic illnesses are not allowed to leave their room, due to safety reasons and cross-contamination issues,” said Gokul Krishnan. “That’s why we bring the mobile maker space into the patient’s room.” He’s a Ph.D. student at Vanderbilt University’s Peabody College of Education who created the mobile maker space project to help patients learn STEM skills. He’s testing the project at Monroe Carell Jr. Children's Hospital at Vanderbilt University in Nashville, Tennessee.\u003c/p>\n\u003cp>The maker space is a rolling metal cart, filled with the equipment and materials needed for small-scale engineering projects. Cubbyholes full of wires and circuit boards are lined by lights that can cycle through the rainbow. A sleek 3-D printer is the heart of the cart, which is topped by a tablet computer on a swivel arm. The tablet is there for communicating with Krishnan and fellow patients.\u003c/p>\n\u003cp>\u003cstrong>Learning in the Hospital Room\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Emily Neblett, 17, is one such patient who’s in and out of the hospital a lot. She has cystic fibrosis, which means that she has to come in every so often for what she calls her “two-week tuneup.” During that time, for medical reasons, she is pretty much isolated in her room.\u003c/p>\n\u003cp>“There’s not really much to see from around the hospital from the room,” said Emily. “It’s just sick kids and nurses and doctors. That’s really it.”\u003c/p>\n\u003cp>Walking around the hallways of the hospital confirms Emily’s take. It is quiet, save for the murmur of medical students making their rounds, the beep of machinery and the occasional sound of a cartoon leaking out from behind a door. Some of those doors have warning signs that say the room should not be entered without protective gear, to shield the patient inside from infection.\u003c/p>\n\u003cp>Emily first encountered an early version of the mobile maker space while visiting her cousin — who also has cystic fibrosis — in the hospital. That’s when she ran into Krishnan, who talked her into giving the cart a try.\u003c/p>\n\u003cp>“My little cousin and I started working on it together, and we made a design and everything.”\u003c/p>\n\u003cfigure id=\"attachment_39233\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/a-maker-space-that-helps-kids-learn-during-long-hospital-stays/mobile-maker-space-bins/\" rel=\"attachment wp-att-39233\">\u003cimg class=\"size-full wp-image-39233\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/02/Mobile-Maker-Space-Bins.gif\" alt=\"A 3D printer and space bins offer creative possibilities for kids with long hospital stays. Noah Nelson/Youth Radio\" width=\"640\" height=\"960\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A 3D printer and space bins offer creative possibilities for kids with long hospital stays. Noah Nelson/Youth Radio\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Creating Solutions to Real Problems\u003c/strong>\u003c/p>\n\u003cp>What sets the program that Krishnan has devised apart from an “arts and crafts” approach to hands-on learning is that he encourages the patients to identify real problems that they have in the hospital and come up with creative engineering solutions for them. For Emily, that need was a sense of control over her environment.\u003c/p>\n\u003cp>“I decided to make the doorbell just because my nurses would never knock. And it would drive me insane just having somebody walk in. So I put a sign on my door that said: Ring My Doorbell.”\u003c/p>\n\u003cp>[contextly_sidebar id=\"ZmJKflP7WWvOkuUkU2b3JrskCLLEWph8\"]\u003c/p>\n\u003cp>That doorbell was a modest affair: a tissue-paper box outfitted with wires and switches. Simple as it was, though, it worked, and gave Emily something to be proud of — and something to focus on other than the two weeks that would otherwise crawl by.\u003c/p>\n\u003cp>The mobile maker space project started when Krishnan met Brandon Bradley in September 2013. Brandon was 17 at the time and in the hospital getting treatment for leukemia.\u003c/p>\n\u003cp>“The first project he gave me was a shoebox full of just random stuff,” Brandon said of Krishnan. “I think it was string, wire ... random stuff, and he told me to make something out of it. I wound up making the Nurse Night Light that would just light up the toilet and trash areas. So, if the nurses came in at night and opened up the door and flipped the lights on, it wouldn’t wake up the child that was asleep.”\u003c/p>\n\u003cp>Krishnan credits Brandon as a co-founder of the project, now named Project M@CH, which started a serious trial this winter at the Nashville hospital. One cart has become two, and pre-med students are being trained to expand the project further. Krishnan’s next step is to publish findings from his pilot program, in hopes that it will expand beyond the halls of the Vanderbilt Children’s Hospital.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cem>\u003cimg class=\"alignleft wp-image-36186 size-thumbnail\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/logo-e1402352439180-140x65.jpg\" alt=\"logo\" width=\"140\" height=\"65\">\u003c/em>\u003c/p>\n\u003cp>\u003cem>This piece was produced by \u003ca href=\"https://youthradio.org/\" target=\"_blank\">Youth Radio\u003c/a>.\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "Many young patients resort to tv to pass the time during long hospital stays. A mobile maker project aims to ignite creativity, while helping kids solve problems they face during their visits. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_39232\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/a-maker-space-that-helps-kids-learn-during-long-hospital-stays/emily-neblett/\" rel=\"attachment wp-att-39232\">\u003cimg class=\"size-full wp-image-39232\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/02/Emily-Neblett.gif\" alt=\"Emily Neblett stands next to a mobile maker space at at Monroe Caroll Jr. Children's Hospital at Vanderbilt University. Noah Nelson/Youth Radio\" width=\"640\" height=\"960\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Emily Neblett stands next to a mobile maker space at at Monroe Caroll Jr. Children's Hospital at Vanderbilt University. Noah Nelson/Youth Radio\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Noah Nelson, \u003ca href=\"https://youthradio.org/\">Youth Radio\u003c/a> \u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">For students, the benefit of tinkering with tools and developing hands-on creative projects is that they get concrete lessons in what can otherwise feel like remote theoretical topics, especially in STEM (science, technology, engineering and math). While maker-based approaches are no longer new inside educational settings, an unexpected maker space is now being piloted at a children’s hospital, where patients can routinely experience long hospital stays, often in isolation.\u003c/p>\n\u003cp>“Many patients who have chronic illnesses are not allowed to leave their room, due to safety reasons and cross-contamination issues,” said Gokul Krishnan. “That’s why we bring the mobile maker space into the patient’s room.” He’s a Ph.D. student at Vanderbilt University’s Peabody College of Education who created the mobile maker space project to help patients learn STEM skills. He’s testing the project at Monroe Carell Jr. Children's Hospital at Vanderbilt University in Nashville, Tennessee.\u003c/p>\n\u003cp>The maker space is a rolling metal cart, filled with the equipment and materials needed for small-scale engineering projects. Cubbyholes full of wires and circuit boards are lined by lights that can cycle through the rainbow. A sleek 3-D printer is the heart of the cart, which is topped by a tablet computer on a swivel arm. The tablet is there for communicating with Krishnan and fellow patients.\u003c/p>\n\u003cp>\u003cstrong>Learning in the Hospital Room\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Emily Neblett, 17, is one such patient who’s in and out of the hospital a lot. She has cystic fibrosis, which means that she has to come in every so often for what she calls her “two-week tuneup.” During that time, for medical reasons, she is pretty much isolated in her room.\u003c/p>\n\u003cp>“There’s not really much to see from around the hospital from the room,” said Emily. “It’s just sick kids and nurses and doctors. That’s really it.”\u003c/p>\n\u003cp>Walking around the hallways of the hospital confirms Emily’s take. It is quiet, save for the murmur of medical students making their rounds, the beep of machinery and the occasional sound of a cartoon leaking out from behind a door. Some of those doors have warning signs that say the room should not be entered without protective gear, to shield the patient inside from infection.\u003c/p>\n\u003cp>Emily first encountered an early version of the mobile maker space while visiting her cousin — who also has cystic fibrosis — in the hospital. That’s when she ran into Krishnan, who talked her into giving the cart a try.\u003c/p>\n\u003cp>“My little cousin and I started working on it together, and we made a design and everything.”\u003c/p>\n\u003cfigure id=\"attachment_39233\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/a-maker-space-that-helps-kids-learn-during-long-hospital-stays/mobile-maker-space-bins/\" rel=\"attachment wp-att-39233\">\u003cimg class=\"size-full wp-image-39233\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/02/Mobile-Maker-Space-Bins.gif\" alt=\"A 3D printer and space bins offer creative possibilities for kids with long hospital stays. Noah Nelson/Youth Radio\" width=\"640\" height=\"960\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A 3D printer and space bins offer creative possibilities for kids with long hospital stays. Noah Nelson/Youth Radio\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Creating Solutions to Real Problems\u003c/strong>\u003c/p>\n\u003cp>What sets the program that Krishnan has devised apart from an “arts and crafts” approach to hands-on learning is that he encourages the patients to identify real problems that they have in the hospital and come up with creative engineering solutions for them. For Emily, that need was a sense of control over her environment.\u003c/p>\n\u003cp>“I decided to make the doorbell just because my nurses would never knock. And it would drive me insane just having somebody walk in. So I put a sign on my door that said: Ring My Doorbell.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>That doorbell was a modest affair: a tissue-paper box outfitted with wires and switches. Simple as it was, though, it worked, and gave Emily something to be proud of — and something to focus on other than the two weeks that would otherwise crawl by.\u003c/p>\n\u003cp>The mobile maker space project started when Krishnan met Brandon Bradley in September 2013. Brandon was 17 at the time and in the hospital getting treatment for leukemia.\u003c/p>\n\u003cp>“The first project he gave me was a shoebox full of just random stuff,” Brandon said of Krishnan. “I think it was string, wire ... random stuff, and he told me to make something out of it. I wound up making the Nurse Night Light that would just light up the toilet and trash areas. So, if the nurses came in at night and opened up the door and flipped the lights on, it wouldn’t wake up the child that was asleep.”\u003c/p>\n\u003cp>Krishnan credits Brandon as a co-founder of the project, now named Project M@CH, which started a serious trial this winter at the Nashville hospital. One cart has become two, and pre-med students are being trained to expand the project further. Krishnan’s next step is to publish findings from his pilot program, in hopes that it will expand beyond the halls of the Vanderbilt Children’s Hospital.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cem>\u003cimg class=\"alignleft wp-image-36186 size-thumbnail\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/logo-e1402352439180-140x65.jpg\" alt=\"logo\" width=\"140\" height=\"65\">\u003c/em>\u003c/p>\n\u003cp>\u003cem>This piece was produced by \u003ca href=\"https://youthradio.org/\" target=\"_blank\">Youth Radio\u003c/a>.\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Getting Excited About Engineering with Super-Awesome Sylvia",
"title": "Getting Excited About Engineering with Super-Awesome Sylvia",
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"content": "\u003cfigure id=\"attachment_38697\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Sylvia-and-Arduinos.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Sylvia-and-Arduinos.gif\" alt=\"Super-Awesome Sylvia and her friendly robots. \" width=\"640\" height=\"960\" class=\"size-full wp-image-38697\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Super-Awesome Sylvia and her friendly robots.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>The following excerpt is from \"\u003ca href=\"http://www.amazon.com/Sylvias-Super-Awesome-Project-Book-Super-Simple/dp/0989151166\">Sylvia’s Super-Awesome Project Book (Volume 2): Super-Simple Arduino\u003c/a>\" by \u003ca href=\"http://superawesomebook.com/sylvia/\">\"Super Awesome\" Sylvia Todd\u003c/a>. \u003c/em>\u003c/p>\n\u003cp>\u003cstrong>What's an Arduino??\u003c/strong>\u003c/p>\n\u003cp>The Arduino is an awesome programmable prototyping platform. It’s a little computer that acts like a brain for robots, sensors, or other machines that connect to the real world. It’s pretty inexpensive, too! For less than the cost of a tank of gas, you can get yourself this little blue open-source brain board and start creating something incredible. With just a little bit of code (that you don’t even have to write), it can do almost any crazy thing you want.\u003c/p>\n\u003cfigure id=\"attachment_38700\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Arduino-2.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Arduino-2-300x222.png\" alt=\"Courtesy of Sylvia Todd\" width=\"300\" height=\"222\" class=\"size-medium wp-image-38700\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Courtesy of Sylvia Todd\u003c/figcaption>\u003c/figure>\n\u003cp>Not to mention, Arduino boards now come in all shapes and sizes (some of them are shown above) with tons more processing power, and a variety of inputs and outputs. Only the blue Arduino boards are officially called “Arduino”, offshoot boards like the RedBoard above are called Arduino-compatible. They can do everything an official blue Arduino can do, but look different and are made by someone else. For our experiments, we recommend the Arduino Uno or the Redboard, which are easy to get and simple to use.\u003c/p>\n\u003cp>When you get an Arduino, it’s not always clear what you should do. I’ve heard of some people who get one, and then just leave it on the shelf — what a waste! With just a quick search online, you can find literally thousands of incredibly creative Arduino-based projects, like walking robots, musical instruments, or even video games.\u003cbr>\nThanks to the awesome Arduino community, most projects can be built at home with the parts listed and open-source code you simply copy-and-paste. Once your invention is working, you can change the code, add functionality, and make the machine your own.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Sylvia's Super-Awesome Maker Show on YouTube\u003c/strong> \u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=3xCY2K9kQz4&w=560&h=315]\u003c/p>\n\u003cp>\u003cstrong>Understanding Code\u003c/strong>\u003c/p>\n\u003cp>When you want to tell a computer what to do, you quickly learn that it doesn’t speak your language. That’s why a bunch of smart peeps came up with programming languages that computers can understand. Arduino uses a pretty old but very good language called “C”. Every Arduino program is a list of instructions written in the C language that tells the Arduino to do something exactly same way, every time the program runs. It’s mostly English, with a bit of syntax to make it more standard. It can be a little hard to read at first, but just pick out stuff you know, and the rest will start making sense.\u003c/p>\n\u003cp>The Arduino may be small, but it’s very fast. It can do things faster than a millionth of a second, and we’re going to use that to our advantage for this project. Once your simple strobe is assembled, you need to teach it to work by programming it. We do so by writing a program (or changing someone else’s program). Today, lots of people call their computer programs, “code,” and the programming process, “coding.”\u003c/p>\n\u003cp>Every Arduino sketch has at least two functions: setup and loop. The setup function is triggered ONLY when the Arduino starts up. Then, the loop function runs and when it’s done, it runs again, forever! Using just these two functions, you can make the Arduino do almost anything you want.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\"Super Awesome\" Sylvia Todd has been making and tinkering since she was 7 years old. She hosts her DIY web show \"\u003ca href=\"http://sylviashow.com/\">Sylvia's Super-Awesome Maker Show\u003c/a>\" with the help of her father James Todd. She has demonstrated her projects to President Obama at the \u003ca href=\"http://www.nytimes.com/2013/04/24/science/sylvia-todd-science-star-tinkers-with-the-idea-of-growing-up.html?pagewanted=1\">White House\u003c/a> and at Maker Faires around the country. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38697\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Sylvia-and-Arduinos.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Sylvia-and-Arduinos.gif\" alt=\"Super-Awesome Sylvia and her friendly robots. \" width=\"640\" height=\"960\" class=\"size-full wp-image-38697\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Super-Awesome Sylvia and her friendly robots.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>The following excerpt is from \"\u003ca href=\"http://www.amazon.com/Sylvias-Super-Awesome-Project-Book-Super-Simple/dp/0989151166\">Sylvia’s Super-Awesome Project Book (Volume 2): Super-Simple Arduino\u003c/a>\" by \u003ca href=\"http://superawesomebook.com/sylvia/\">\"Super Awesome\" Sylvia Todd\u003c/a>. \u003c/em>\u003c/p>\n\u003cp>\u003cstrong>What's an Arduino??\u003c/strong>\u003c/p>\n\u003cp>The Arduino is an awesome programmable prototyping platform. It’s a little computer that acts like a brain for robots, sensors, or other machines that connect to the real world. It’s pretty inexpensive, too! For less than the cost of a tank of gas, you can get yourself this little blue open-source brain board and start creating something incredible. With just a little bit of code (that you don’t even have to write), it can do almost any crazy thing you want.\u003c/p>\n\u003cfigure id=\"attachment_38700\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Arduino-2.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Arduino-2-300x222.png\" alt=\"Courtesy of Sylvia Todd\" width=\"300\" height=\"222\" class=\"size-medium wp-image-38700\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Courtesy of Sylvia Todd\u003c/figcaption>\u003c/figure>\n\u003cp>Not to mention, Arduino boards now come in all shapes and sizes (some of them are shown above) with tons more processing power, and a variety of inputs and outputs. Only the blue Arduino boards are officially called “Arduino”, offshoot boards like the RedBoard above are called Arduino-compatible. They can do everything an official blue Arduino can do, but look different and are made by someone else. For our experiments, we recommend the Arduino Uno or the Redboard, which are easy to get and simple to use.\u003c/p>\n\u003cp>When you get an Arduino, it’s not always clear what you should do. I’ve heard of some people who get one, and then just leave it on the shelf — what a waste! With just a quick search online, you can find literally thousands of incredibly creative Arduino-based projects, like walking robots, musical instruments, or even video games.\u003cbr>\nThanks to the awesome Arduino community, most projects can be built at home with the parts listed and open-source code you simply copy-and-paste. Once your invention is working, you can change the code, add functionality, and make the machine your own.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Sylvia's Super-Awesome Maker Show on YouTube\u003c/strong> \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/3xCY2K9kQz4'\n title='//www.youtube.com/embed/3xCY2K9kQz4'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Understanding Code\u003c/strong>\u003c/p>\n\u003cp>When you want to tell a computer what to do, you quickly learn that it doesn’t speak your language. That’s why a bunch of smart peeps came up with programming languages that computers can understand. Arduino uses a pretty old but very good language called “C”. Every Arduino program is a list of instructions written in the C language that tells the Arduino to do something exactly same way, every time the program runs. It’s mostly English, with a bit of syntax to make it more standard. It can be a little hard to read at first, but just pick out stuff you know, and the rest will start making sense.\u003c/p>\n\u003cp>The Arduino may be small, but it’s very fast. It can do things faster than a millionth of a second, and we’re going to use that to our advantage for this project. Once your simple strobe is assembled, you need to teach it to work by programming it. We do so by writing a program (or changing someone else’s program). Today, lots of people call their computer programs, “code,” and the programming process, “coding.”\u003c/p>\n\u003cp>Every Arduino sketch has at least two functions: setup and loop. The setup function is triggered ONLY when the Arduino starts up. Then, the loop function runs and when it’s done, it runs again, forever! Using just these two functions, you can make the Arduino do almost anything you want.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\"Super Awesome\" Sylvia Todd has been making and tinkering since she was 7 years old. She hosts her DIY web show \"\u003ca href=\"http://sylviashow.com/\">Sylvia's Super-Awesome Maker Show\u003c/a>\" with the help of her father James Todd. She has demonstrated her projects to President Obama at the \u003ca href=\"http://www.nytimes.com/2013/04/24/science/sylvia-todd-science-star-tinkers-with-the-idea-of-growing-up.html?pagewanted=1\">White House\u003c/a> and at Maker Faires around the country. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_38645\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/dcosand/4328886363\">\u003cimg class=\"wp-image-38645 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/4328886363_99bb6cae82_o-e1417821558283-640x393.jpg\" alt=\"4328886363_99bb6cae82_o\" width=\"640\" height=\"393\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">David Cosand/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap serif\">Can the act of making or designing something help kids feel like they have agency over the objects and systems in their lives? That’s the main question a group of researchers at \u003ca href=\"http://www.pz.harvard.edu/\" target=\"_blank\">Project Zero\u003c/a>, a research group out of the Harvard Graduate School of Education, are tackling alongside classroom-based teachers in Oakland, California. In an evolving process, researchers are \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains/\" target=\"_blank\">testing out activities they’ve designed \u003c/a>to help students to look more closely, explain more deeply and take on opportunities to change things they see around them.\u003c/p>\n\u003cp>The program is called \u003ca href=\"http://www.pz.gse.harvard.edu/agency_by_design.php\" target=\"_blank\">Agency By Design \u003c/a>and it relies on nimble, malleable activities Project Zero researchers call “thinking routines” that slow down the pace of the classroom to make space for deep observation and wonderment. That happens by talking and discussing objects or systems in the everyday world to help kids develop words to describe their thinking. It’s more a framework than a specific step-by-step process. The Oakland educators experimenting with thinking routines teach a range of ages across public, private and charter schools. They each adapted the exercises to fit their purposes.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'I'm moving them in a direction to question things around them and be really curious about the world around them.'\u003c/aside>\n\u003cp>\"The main focus we’re looking at is an idea about how students might gain an alertness to their designed world, the designed objects and systems in their world,” said Jessica Ross, a senior practitioner specialist at Project Zero. “If you have multiple opportunities to engage with the designed world and notice the complexities of the design, will those repeated activities allow you to see that you might change that design?” Ross queried.\u003c/p>\n\u003cp>One big emphasis in the project so far has been on looking deeply at even the simplest of objects. In a thinking routine called “parts, purpose, complexity” students are asked to carefully observe the individual parts that make up an object. When each part has been thoroughly explored they start discussing and wondering about the purpose of each part. Then they think about how even a simple object can be complicated when broken down into its component parts.\u003c/p>\n\u003cp>A public school kindergarten teacher at Emerson Elementary found that this thinking routine needed to be broken down further for her young students. She first thought she’d try the “parts, purpose, and complexity” routine to toy cars. “What we found was that students didn’t have the language for them to go really deep,” said Carla Aiello, “so we started looking at a pencil because it’s an everyday object they use all the time and that they have language for.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Because students were looking at something completely ordinary, they were able to describe very specifically what they were noticing, dissect its simple parts and talk about how those parts work together. Students even designed their own pencils and looked at mechanical pencils as a design innovation. “That could lead into thinking about not just objects, but systems, and are they working for you, and if not why, and what would you do differently,” Aiello said.\u003c/p>\n\u003cp>Now, Aiello says she sees students approaching all their work in a different way. A thinking routine called “see, think, wonder” has opened up her students’ ability to question. In the routine students look closely at something, take note of their thinking and then ask questions about what they can't see.\u003c/p>\n\u003cp>After introducing this thinking routine, Aiello moved onto a science unit on snails where she didn’t intend to introduce any Agency By Design material. But her students approached the snails with a depth of observation she’d never seen them use before. They started talking about the parts of snail, what they do, how they work together. She and the kids charted what they noticed visually (making thinking visible), which helped each child see how his or her classmates were thinking and helped spark new ideas that pushed their thinking a little deeper. They ended up talking about what they could design to make life easier for the snail, including the ideal habitat and conditions for it to live.\u003c/p>\n\u003cp>[contextly_sidebar id=\"26zSmLGBXNKxa1PfONamX6yUJFdjBlPj\"]\u003c/p>\n\u003cp>“I’m moving them in a direction to question things around them and be really curious about the world around them,” Aiello said. She sees the routines building critical thinking skills and reigniting wonder in her students, something she hardly saw before, even in kindergarteners. The open-ended quality to wondering, and lack of a right or wrong answer, has also inspired her students to start wondering about more the stories they read in class. That was a new experience for many of them, who don’t often read at home and aren’t accustomed to questioning stories they’re told.\u003c/p>\n\u003cp>“It’s already changing how I approach science, and even art; I definitely think more about how to get students to question and problem solve,” Aiello said. She thinks it has been helpful as she tries to teach the Common Core too. “They’re going to have to defend their thinking and so practicing this kind of thinking is going to set them up for the real critical thinking they’ll do later.”\u003c/p>\n\u003cp>The routines have also given kids who struggle with academics like handwriting, math or English Language Arts to show their creativity and success in school. “[Some] really excelled at looking closely and defending why they were creating something a certain way, and had really thought through why they were doing something,” Aiello said.\u003c/p>\n\u003cp>\u003cstrong>APPLYING THE METHOD TO HIGH SCHOOL\u003c/strong>\u003c/p>\n\u003cp>When Brooke Toczylowski, a high school art teacher at Oakland International High School first heard about Agency By Design, she wasn’t sure its focus on Maker Education fit the art classroom. She thought of it as something technical, for engineers and programmers. “My thinking has shifted,” she said because the project emphasizes the crossover between designing and making.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'We sparked this idea at our school that you can alter and change space and that space is an important element of how we experience education.'\u003c/aside>\n\u003cp>In many ways Toczylowski was already practicing skills like close looking and iteration in her classroom because art has always required prototyping, changing course and incorporating critique. But she sees Agency By Design as a great way to bridge the gap between the arts integration work she does and the subject area teaching of many of her colleagues.\u003c/p>\n\u003cp>“Teachers are designers; they design lessons every single day,” Toczylowski said. “They are trying to meet the needs of their students all the time. It’s a natural fit for teachers, their brains work that way.” So giving her colleagues actual tools like “parts, purpose and complexity” or “see, think, wonder” has been a helpful to all the teachers at her school who are beginning to build those models into their subject areas.\u003c/p>\n\u003cp>Oakland International teachers have found the thinking routines especially helpful because all of their students are English Language Learners who have been in the country for a short time. Scaffolding language is a part of every teacher’s job, even in art, and giving kids thinking routines that they can do again and again, while developing their language skills is a natural fit.\u003c/p>\n\u003cp>“It’s just a great way of looking at the world in general, it’s a great way to build curiosity,” Toczylowski said. She’s found that the routines work well with her under-privileged students of color, so she uses them, but she’s troubled at how little diversity there is in the Maker-ed and design thinking movements. She’d like to see these kinds of professional development opportunities offered to more Title I teachers, to help inspire the kind of creative teaching that can ignite learning in all kids.\u003c/p>\n\u003cp>At the end of last year, Toczylowski worked with a small group of students for three weeks every day, all day on a design project. They redesigned and built new tables for the art room. “They’re these gorgeous wooden tables that students designed and built,” she said. Student conducted interviews to determine what needed changing, and ended up building tables of various heights built in storage space for binders and drawers for materials. They even repurposed some old district materials. At the end of the three weeks Toczylowski said they were much more comfortable with the idea of themselves as designers and builders.\u003c/p>\n\u003cp>In an after school design group Toczylowski and a group of students even took on a library redesign. They moved a wall, carved out a reading space, moved the mailboxes to somewhere more private and reconceptualized how the space could be used. “We sparked this idea at our school that you can alter and change space and that space is an important element of how we experience education,” Toczylowski said.\u003c/p>\n\u003cp>They ran into bureaucratic problems along the way, which led to a deeper realization about the way schools operate. “The structure of school is not necessarily set up for deep, hands on, mucky learning,” Toczylowski said.\u003c/p>\n\u003cp>\u003cstrong>A COMMUNITY OF LEARNERS\u003c/strong>\u003c/p>\n\u003cp>While the research and in-class experimentation with design thinking oriented routines has been eye opening to many teachers, even shifting how they think about their practice, one of Agency By Design’s biggest strengths has been to provide teachers with a community to come together and share ideas. Even better, Project Zero researchers valued teacher’s input, tweaking activities based on their feedback.\u003c/p>\n\u003cp>“These kinds of projects invest in teacher's personal learning, which has major impact in the classroom,” Toczylowski said. “An engaged, happy, curious teacher is going to inspire his or her students in that same way.” She especially grateful for the local focus of the project, which was funded by the \u003ca href=\"http://www.abundance.org/arts-education/agency-by-design/\" target=\"_blank\">Abundance Foundation\u003c/a>, an Oakland group that requested the research take place in schools in a specific neighborhood. “What’s really exciting is that it has built this network, which never happens,” Toczylowski said. “Some of us are within blocks of each other and we’re coming together to do research and try things.”\u003c/p>\n\u003cp>Project Zero researchers also recognize that to change classroom practice the research must first make sense and resonate with the teacher. “With any of this kind of work you have to think about the teachers who are exploring this and having time to think about this,” Ross said. Thinking routines that spend a good amount of time just looking at an object might not automatically appeal to a harried teacher trying to get through a busy year.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We expect teachers to be professionals, to know their learners and know the content they are introducing alongside it,” Ross said. That professional courtesy and the deep discussions around pedagogy and practice are why many teachers enjoyed participating in the program even though it took significant extra time and energy. For their part, researchers are tremendously grateful to teachers for helping them hone their research questions. The research hasn’t yet produced any definitive results, but now they know better where and how to look.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38645\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/dcosand/4328886363\">\u003cimg class=\"wp-image-38645 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/4328886363_99bb6cae82_o-e1417821558283-640x393.jpg\" alt=\"4328886363_99bb6cae82_o\" width=\"640\" height=\"393\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">David Cosand/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap serif\">Can the act of making or designing something help kids feel like they have agency over the objects and systems in their lives? That’s the main question a group of researchers at \u003ca href=\"http://www.pz.harvard.edu/\" target=\"_blank\">Project Zero\u003c/a>, a research group out of the Harvard Graduate School of Education, are tackling alongside classroom-based teachers in Oakland, California. In an evolving process, researchers are \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains/\" target=\"_blank\">testing out activities they’ve designed \u003c/a>to help students to look more closely, explain more deeply and take on opportunities to change things they see around them.\u003c/p>\n\u003cp>The program is called \u003ca href=\"http://www.pz.gse.harvard.edu/agency_by_design.php\" target=\"_blank\">Agency By Design \u003c/a>and it relies on nimble, malleable activities Project Zero researchers call “thinking routines” that slow down the pace of the classroom to make space for deep observation and wonderment. That happens by talking and discussing objects or systems in the everyday world to help kids develop words to describe their thinking. It’s more a framework than a specific step-by-step process. The Oakland educators experimenting with thinking routines teach a range of ages across public, private and charter schools. They each adapted the exercises to fit their purposes.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'I'm moving them in a direction to question things around them and be really curious about the world around them.'\u003c/aside>\n\u003cp>\"The main focus we’re looking at is an idea about how students might gain an alertness to their designed world, the designed objects and systems in their world,” said Jessica Ross, a senior practitioner specialist at Project Zero. “If you have multiple opportunities to engage with the designed world and notice the complexities of the design, will those repeated activities allow you to see that you might change that design?” Ross queried.\u003c/p>\n\u003cp>One big emphasis in the project so far has been on looking deeply at even the simplest of objects. In a thinking routine called “parts, purpose, complexity” students are asked to carefully observe the individual parts that make up an object. When each part has been thoroughly explored they start discussing and wondering about the purpose of each part. Then they think about how even a simple object can be complicated when broken down into its component parts.\u003c/p>\n\u003cp>A public school kindergarten teacher at Emerson Elementary found that this thinking routine needed to be broken down further for her young students. She first thought she’d try the “parts, purpose, and complexity” routine to toy cars. “What we found was that students didn’t have the language for them to go really deep,” said Carla Aiello, “so we started looking at a pencil because it’s an everyday object they use all the time and that they have language for.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Because students were looking at something completely ordinary, they were able to describe very specifically what they were noticing, dissect its simple parts and talk about how those parts work together. Students even designed their own pencils and looked at mechanical pencils as a design innovation. “That could lead into thinking about not just objects, but systems, and are they working for you, and if not why, and what would you do differently,” Aiello said.\u003c/p>\n\u003cp>Now, Aiello says she sees students approaching all their work in a different way. A thinking routine called “see, think, wonder” has opened up her students’ ability to question. In the routine students look closely at something, take note of their thinking and then ask questions about what they can't see.\u003c/p>\n\u003cp>After introducing this thinking routine, Aiello moved onto a science unit on snails where she didn’t intend to introduce any Agency By Design material. But her students approached the snails with a depth of observation she’d never seen them use before. They started talking about the parts of snail, what they do, how they work together. She and the kids charted what they noticed visually (making thinking visible), which helped each child see how his or her classmates were thinking and helped spark new ideas that pushed their thinking a little deeper. They ended up talking about what they could design to make life easier for the snail, including the ideal habitat and conditions for it to live.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“I’m moving them in a direction to question things around them and be really curious about the world around them,” Aiello said. She sees the routines building critical thinking skills and reigniting wonder in her students, something she hardly saw before, even in kindergarteners. The open-ended quality to wondering, and lack of a right or wrong answer, has also inspired her students to start wondering about more the stories they read in class. That was a new experience for many of them, who don’t often read at home and aren’t accustomed to questioning stories they’re told.\u003c/p>\n\u003cp>“It’s already changing how I approach science, and even art; I definitely think more about how to get students to question and problem solve,” Aiello said. She thinks it has been helpful as she tries to teach the Common Core too. “They’re going to have to defend their thinking and so practicing this kind of thinking is going to set them up for the real critical thinking they’ll do later.”\u003c/p>\n\u003cp>The routines have also given kids who struggle with academics like handwriting, math or English Language Arts to show their creativity and success in school. “[Some] really excelled at looking closely and defending why they were creating something a certain way, and had really thought through why they were doing something,” Aiello said.\u003c/p>\n\u003cp>\u003cstrong>APPLYING THE METHOD TO HIGH SCHOOL\u003c/strong>\u003c/p>\n\u003cp>When Brooke Toczylowski, a high school art teacher at Oakland International High School first heard about Agency By Design, she wasn’t sure its focus on Maker Education fit the art classroom. She thought of it as something technical, for engineers and programmers. “My thinking has shifted,” she said because the project emphasizes the crossover between designing and making.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'We sparked this idea at our school that you can alter and change space and that space is an important element of how we experience education.'\u003c/aside>\n\u003cp>In many ways Toczylowski was already practicing skills like close looking and iteration in her classroom because art has always required prototyping, changing course and incorporating critique. But she sees Agency By Design as a great way to bridge the gap between the arts integration work she does and the subject area teaching of many of her colleagues.\u003c/p>\n\u003cp>“Teachers are designers; they design lessons every single day,” Toczylowski said. “They are trying to meet the needs of their students all the time. It’s a natural fit for teachers, their brains work that way.” So giving her colleagues actual tools like “parts, purpose and complexity” or “see, think, wonder” has been a helpful to all the teachers at her school who are beginning to build those models into their subject areas.\u003c/p>\n\u003cp>Oakland International teachers have found the thinking routines especially helpful because all of their students are English Language Learners who have been in the country for a short time. Scaffolding language is a part of every teacher’s job, even in art, and giving kids thinking routines that they can do again and again, while developing their language skills is a natural fit.\u003c/p>\n\u003cp>“It’s just a great way of looking at the world in general, it’s a great way to build curiosity,” Toczylowski said. She’s found that the routines work well with her under-privileged students of color, so she uses them, but she’s troubled at how little diversity there is in the Maker-ed and design thinking movements. She’d like to see these kinds of professional development opportunities offered to more Title I teachers, to help inspire the kind of creative teaching that can ignite learning in all kids.\u003c/p>\n\u003cp>At the end of last year, Toczylowski worked with a small group of students for three weeks every day, all day on a design project. They redesigned and built new tables for the art room. “They’re these gorgeous wooden tables that students designed and built,” she said. Student conducted interviews to determine what needed changing, and ended up building tables of various heights built in storage space for binders and drawers for materials. They even repurposed some old district materials. At the end of the three weeks Toczylowski said they were much more comfortable with the idea of themselves as designers and builders.\u003c/p>\n\u003cp>In an after school design group Toczylowski and a group of students even took on a library redesign. They moved a wall, carved out a reading space, moved the mailboxes to somewhere more private and reconceptualized how the space could be used. “We sparked this idea at our school that you can alter and change space and that space is an important element of how we experience education,” Toczylowski said.\u003c/p>\n\u003cp>They ran into bureaucratic problems along the way, which led to a deeper realization about the way schools operate. “The structure of school is not necessarily set up for deep, hands on, mucky learning,” Toczylowski said.\u003c/p>\n\u003cp>\u003cstrong>A COMMUNITY OF LEARNERS\u003c/strong>\u003c/p>\n\u003cp>While the research and in-class experimentation with design thinking oriented routines has been eye opening to many teachers, even shifting how they think about their practice, one of Agency By Design’s biggest strengths has been to provide teachers with a community to come together and share ideas. Even better, Project Zero researchers valued teacher’s input, tweaking activities based on their feedback.\u003c/p>\n\u003cp>“These kinds of projects invest in teacher's personal learning, which has major impact in the classroom,” Toczylowski said. “An engaged, happy, curious teacher is going to inspire his or her students in that same way.” She especially grateful for the local focus of the project, which was funded by the \u003ca href=\"http://www.abundance.org/arts-education/agency-by-design/\" target=\"_blank\">Abundance Foundation\u003c/a>, an Oakland group that requested the research take place in schools in a specific neighborhood. “What’s really exciting is that it has built this network, which never happens,” Toczylowski said. “Some of us are within blocks of each other and we’re coming together to do research and try things.”\u003c/p>\n\u003cp>Project Zero researchers also recognize that to change classroom practice the research must first make sense and resonate with the teacher. “With any of this kind of work you have to think about the teachers who are exploring this and having time to think about this,” Ross said. Thinking routines that spend a good amount of time just looking at an object might not automatically appeal to a harried teacher trying to get through a busy year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We expect teachers to be professionals, to know their learners and know the content they are introducing alongside it,” Ross said. That professional courtesy and the deep discussions around pedagogy and practice are why many teachers enjoyed participating in the program even though it took significant extra time and energy. For their part, researchers are tremendously grateful to teachers for helping them hone their research questions. The research hasn’t yet produced any definitive results, but now they know better where and how to look.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"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",
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"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>",
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"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>",
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"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>",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. 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>",
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"order": 12
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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},
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"pri-the-world": {
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"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
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