Makerspaces

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Makerspaces

How would you program for and assess student learning using a model like the one you are researching?

Maker Spaces can often be cross-curricular where there are connections to multiple subjects. For example: there are many science units that involve some form of math, it is useful to create a makerspace that allows students to explore, such as when students are learning Substances/Mixtures and allowing them to explore the different ratios (math) to learn about concentration and dilution of substances.

Science and Technology go hand in hand with Maker Spaces and would be easy to assess their learning by not only viewing their final product but also seeing their progress/process, as well as their initial ideas

Creativity really allows students to want to learn and when you can make Science or any topic hands on it allows for so much more learning and knowledge to be acquired

There are so many available resources to create a space for a particular Maker Spaces; it is important to know what the learning goals and expectations are in order to assess a certain aspect of their learning

It is beneficial for the students and teacher to co-create the expectations/rubrics in order for student success to occur

Is it engaging for students and their learning?

The more makerspaces that the students work on, the more advanced types of makerspaces they can "create/produce." Learning that is done at the appropriate level between simple and challenging is when students are the most engaged.

When students feel that their participation is valued, they become more engaged and involved. This links very well to maker spaces, either when it is more of an individual task and when it is a group activity. People strive to achieve something, especially when they are invested in it, therefore as students are learning through the maker-space, they are continually engaging in their own learning and achievement.

Not only can makerspaces be for educational goals it can be enganging in that, students are able to investigate their creative interests through them

Would be more engaging for students to make and create something rather than learning straight from a textbook

Students would be engaged since they will be collaborating with one another and gather to get creative with DIY projects, invent new ones, and share ideas

What are Maker Spaces?

Collaborative learning environments where people come together to share materials and learn new skills

Place where people learn to use tools and materials and can develop creative projects

How does this fit into curriculum? Does it?

Depending on what the learning goal is for the particular makerspace, the teacher and class can work together to create a space where they are actively learning what is in the expectations that fit with the curriculum

Maker-spaces often fit into curriculum because there are parts of makerspaces that need instructional time for specific skills and knowledge

If you are in a school where the teacher librarian is all for maker-spaces it is important to have meaningful context and purpose for learning that is connected to the library's vision and strategic plans. Often times, when a TL is coming up with ideas for library time they find a meaningful connection to the curriculum at hand. For example, the TL that I co-teach with thought it was important to teach the students the importance of plagiarism and copyright and allowed the students to learn through devices and computer resources.

Makerspaces connects with the system of STEAM

Most learning happens in makerspaces because most people learn by doing with that being said, they often fit very well in most parts of the curriculum. Students will learn by doing, sharing and reflecting upon their makerspaces.

Main topic

How Does it fit in with the learning commons?

It is important to create a learning commons that benefits the students through a makerspace by allowing for people to assist you when needed. There are many experienced individuals with specific expertise, sometimes that may be the Teach librarian or a fellow teacher, don't be afraid to ask for assistance when it comes to creating a proper environment for a particular makerspace.

In the article "Creating Makerspaces in Schools" there are a few suggestions on how to bring a makerspace into the school which would be a learning common. Some options could be 1) creating an ad hoc space by transforming existing spaces into afterschool makerspaces, by using storage containers 2) integrating aspects of design thinking and playfulness into the curriculum, giving time in the day or during a unit for exploration time 3) if for example in a highschool level there have been makerspaces that were created for electives/special classes 4) funding technology, tools and materials to be used in their makerspaces

Makerspaces can be in a fixed space as well as Mobile/community embedded

Makerspaces nurtures perr-to-peer learning; is also develops a culture for creating. It allows for people to connect with community partners and community learning initiatives

Inquiry based learning can occur through Maker Spaces, student's become more autonomous in their own learning

Observations and planning, initial student engagement, development of student ownership, and leveling up to intermediate tools.

When it comes to fitting in with learning commons, I think an important step in creating or allowing for access to a certain maker-space, is to correctly identify the needs of the particular community at hand