Makerspace learning at Proctor Elementary
In this final post of our series on how maker-centered learning can help students develop transferable skills, we take a look at Integrative and Informed Thinking.
During EMMA’s visit to Proctor Elementary School, in Proctor VT, the potential for maker-centered learning to support students’ integrated and informed thinking really came to life. Once again, the Design Thinking process was used to guide the making, providing a structure within which students could build knowledge and systematize their thinking.
Responsible and involved citizenship in Grand Isle
We’re looking at how maker-centered learning and makerspace activities can help support students in developing Vermont’s five transferable skills. We’ve looked at clear and effective communication, self-direction, and creative and practical problem-solving.
In this post, we recount EMMA’s visit to Grand Isle School, where teachers and students used making as part of service learning and provided evidence of responsible and involved citizenship.
Making as evidence of problem-solving
It’s quite easy to see how making often takes students on new journeys, where their imagination provides opportunities to exercise the transferable skill of creative and practical problem solving.
After a visit by EMMA, students at Malletts Bay School, in Colchester VT, were inspired to use their new skills to create an interactive display for their whole school community.
The Maker Movement & Transferable Skills, Part 2
We’re looking at how maker-centered learning provides opportunities for students to develop the Vermont Agency of Education’s five Transferable Skills, starting with Clear and Effective Communication.
Today we continue our series with more examples. Our mobile making lab’s visits brought forth evidence of students taking charge of their learning. Students became more and more self-directed as their capacity and confidence around making grew. This was particularly evident during EMMA’s visits to the so-called “Northeast Kingdom,” the most rural area of Vermont.
Making as evidence of transferable skills around Vermont
During the past year, EMMA has visited schools around Vermont to fuel the conversation about maker-centered learning.
As we reflected on each of EMMA’s visits, we continually noticed that maker centered learning provided evidence of students applying cross-disciplinary transferable skills.
How do we move all new learners to the deep end of the pool?
Photo by Cecilia Denhard. CC 2.0
As I walked through an innovation showcase at SxSw 2015 (one of the the largest convergences of creative and critical thinkers last March) I was struck by the juxtaposition of two tables that were adjacent to each other.
One offered “Creative Circuit kits provide girls with all of the materials to make 10+ arts, crafts, and fashion projects with technology” the other offered “opportunities for students to replicate experiments you perform in your classrooms using an Arduino kit and a sensor kit on a nano-satellite via Nasa’s CubeSat Launch Initiatives.”
As a long time advocate for initiatives that increase the confidence and skills of girls with technology, I appreciate that the “creative circuit kit” might provide a great opportunity to engage girls with technology, but I find myself concerned that it would be easy to gain a false sense of accomplishment if we don’t move beyond ‘bling’.
I find myself wondering what are the steps that connect the excitement from “blink blink” to the curiosity that leaves you wondering “what type of sensor do I need to create an experiment that I can test in space?”