#EdsurgeChat Archive
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Tuesday June 7, 2016
Welcome to ! Tonight we will be discussing What’s Next for Maker Education- from the guide Maker Guide: https://t.co/uFyiPbxSLJ
Tonight we brought in many experts including guide supporter and the team at
The face behind the handle tonight is , I will be asking the questions
A former teacher & edtech leader, I run 's Global Education Programs & love making & makerspaces.
We will use a Q1, Q2… format for Questions during . Please use the A1, A2… format for answers.
Make sure to add to all of your tweets tonight for this chat. Your voice matters!
Please introduce yourself and share your experiences with making
Welcome to ! Tonight we will be discussing What’s Next for Maker Education- from the guide Maker Guide: https://t.co/wl4uRNvTZI
The face behind the EdSurge handle tonight is Molly_Levitt, I will be asking the questions
Tonight we brought in many experts including guide supporter tacytrow and the team at AdobeEdu
Make sure to add to all of your tweets tonight for this chat. Your voice matters!
We will use a Q1, Q2… format for Questions during . Please use the A1, A2… format for answers.
Please introduce yourself and share your experiences with making
Laura from Classkick here - my only experience with making so far has been observing great teachers and creative students!
Molly former teacher & community manager at EdSurge - did PBL in my classroom yrs ago, excited to see making grow
Sarah from north Texas. I don't have a lot of experience with maker spaces, so I'm eager to learn tonight!
Julie Willcott, Science and STEM educator, Maine. Lover of all things MakerSpace. Making is such powerful learning.
Teaching to read practice and playhttp://dld.bz/dRwdn
Danny from Oakland. Part of the team from that is participating tonight!
Didn't realize that existed! Going to check it out now!
My name is Molly. I teach 2nd grade. While I have no maker experience, I'm DYING to get started.
GoldieBlox is a tool for young makers, working to get more girls hooked on !
Q1 coming up in 1 minute…
I teach third grade and have no idea what maker is, but I'm very interested!
Woo another 2nd grade teacher Molly!
I am and I am a supporter if hands on learning and experimentation.
Hi, Rachelle from Pittsburgh, Span & Fr T, also Hummingbird robots happy to join in!
Ossa Fisher, CMO of joining tonight. Excited about the intersection of tech & maker spaces - so many possibilities!
Howdy from . I'm especially fond of , music, &, things better for other people, & skateboarding
Q1: What are the benefits and/or disadvantages of ‘making’ over more traditional models?
Hi! Lauren an Edu Strategist for who loves empowering kiddos to be curious, take risks, and fail forward
A1: Hands-on making encourages creativity. Students design, experiment & invent.They are creators not just passive learners
Excited to have you exploring this with us!
A1: It enables educators to create opportunities for students to learn soft skills such as collaboration & grit.
Mark- Fort Collins, CO director of innovation and design FabLearn fellow -I love digital fab, fablabs, makerspace
A1: Maker education naturally bridges the arts, engineering, tech and science.
I'm Jessica and work at , nonprofit which supports educators with making and maker education! Excited 4 the convo
Hi there - elem administrator from Toronto :)
A1: Making increases a student’s motivation by creating a ‘why’ around what they are learning.
A1 Ss can learn without parameters given to them. Ss want to learn because it's their choice and they are in charge.
We're a nonprofit org providing educators w/ training, resources, & a community of support around maker education!
Bernard. EDT Prof / AVP of Academics. Does making a grilled cheese count?
A1: Making fosters the creative potential already instilled in our Ss providing them ways to make their thinking visible.
A1: Maker education lets students demonstrate success, explore passion and cross traditional academic barriers.
A1: Making naturally engages and motivates students. Making is personal to each student and thus creates major buy-in.
. Totally! Growing up I used to think creativity was just for art class, now I couldn't work a job w/out it
Is maker similar to PBL???
A1: Makerspaces give kids great opportunities (and safe spaces) to fail - but in great, learning ways! https://t.co/guFgaDHgx2
A1. Making allows for hands-on learning, for multiple "correct" solutions, and for designing/testing/redesigning aka learning.
students can hold their learning in their hands.
A1 More hands on, creativity, Ss can try new things, explore,prob solve,crit think, design & be active/engagd
. Very similar! Good question for the group on the differences
A1: Hands-on 'making' encourages creative thinking and problem-solving, while providing immediate gratification
A1: Pros: no right or wrong in making; process equally as important as outcome; individuality rewarded https://t.co/grN8FlZJlJ
Q1: What are the benefits and/or disadvantages of ‘making’ over more traditional models?
A1: hi, steph from CA & the team. is learner-cntrd, relevant, applied, process, allows for youth voice.
We've got , & participating on behalf of our org in tonight's
In 30+yrs of edu experience, I've also been fond of story telling, writing+theater+ movement (dance, athletics) forms of making
A1: puts the Ss at the center of the learning and offers them the creativity agency to , create, reflect, etc.
A1: The free-play, sandbox experience of 'making' allows students to find out the how and why for themselves!
Hello , Ben HS administrator from Michigan
A1: It enables educators to create more opportunities for students to learn soft skills such as collaboration & grit.
A1 Opportunity to nurture agency, students learn to ID problems and create solutions, nurture curiosity & love of learning
Agreed! It can be perceptions and how we define and foster the role of creativity in the edu landscape https://t.co/46puxfqxtt
. Totally! Growing up I used to think creativity was just for art class, now I couldn't work a job w/out it
We've got , , , & participating on behalf of our org in tonight's
A1: Interest driven, builds creativity & problem solving skills, encourages collaboration
A1.2 Making allows students to work on real world problems and to work across content areas for richer learning.
A1- Making engages Ss who think & show what they know in their own way. I was (and am) a makerthinker
A1: part of the answer is -- what part of traditional edu allows for youth to own their learning? is all abt agency.
A1 -It helps students understand the process the mindset, not just what the right answer is.
A1: learning is not fixed. Learning emerges with every new thing students create.
A1 A valuable life skill is completing tasks amid ambiguity and little to no clearly provided goals or instructions
Agency = motivation. Any adult worker would agree! https://t.co/VpRmFUtiFN
A1: part of the answer is -- what part of traditional edu allows for youth to own their learning? is all abt agency.
A1: flexiblity: not a single pedagogy, although great tends to be more student-centered+inquiry/problem/project-based
Yes! Giving Ss chances to develop 21st Century skills is so impt.! This is where Maker & PBL intersect! :-)
RE: Q1) What are the benefits and/or disadvantages of ‘making’ over more traditional models? https://t.co/UxMw0tPdqh
A1. Making allows for hands-on learning, for multiple "correct" solutions, and for designing/testing/redesigning aka learning.
A1 Student centered, relevant learning. Teach how you would want to learn.
A1: Disadvantage/opportunity, it is harder to assess "learning"
A1: Show Ss that mistakes are a huge part of the learning process
A1: Impossible to overstate the enthusiasm and self-esteem value of Ss having actually created something tangible.
. Yes!! But are traditional assessments keeping up with modern realities?
I think you just need to be more flexible in how you assess.
A1: provides a freedom to explore + and variety of entry points that may not be present in other models
Yes! Developing problem finders and future ready skills https://t.co/w6cJFlVOGv
A1 Opportunity to nurture agency, students learn to ID problems and create solutions, nurture curiosity & love of learning
I love the real-world, relevant aspects of maker ed. https://t.co/mA6RmiVxBO
A1.2 Making allows students to work on real world problems and to work across content areas for richer learning.
Q2 coming up in 1 minute…
A1: = many entry points and oppts for meaningful learning experiences
Whatever you love to make! Creative & productive interests tend to lead to others, & connections with others
A1. gives Ss opp to work at their own pace, to the level of depth & breadth they can handle, based on topic interest.
A1 Much of what it nurtures doesn't show up on the testing tails that too often wag the schooling dog
Curious how you would define entry points
The Maker movement is also the sharing movement. Students should be documenting their learning on YouTube as tutorials.
This is the crux of the matter, isn’t it? https://t.co/J1HQWyAuRG
. Yes!! But are traditional assessments keeping up with modern realities?
Q2: How do students’ and teachers’ perceptions of themselves and learning change through making?
A1 Hello from a Nashville edtech follower!The traditional approach feels safer for the teacher/facilitator.
And all the lessons along the way that go into "making something real" like working with others, checking work
Hi! Janet from ON, Canada. I'm starting a new initiative in Sept. Tks to a Provincial Grant!
https://t.co/qnRnlXJ4mt
Q2: How do students’ and teachers’ perceptions of themselves and learning change through making?
A1 Many educators are not used to this sort of messy and interest-driven learning
Great point! Modern assessments are NEEDED!
A2: Making requires persistence & students can develop a growth mindset around learning.
A2: Making requires persistence & students can develop a growth mindset around learning.
A2 Through PBL this year, I saw Ss who didn't share in other times of the day come out of their shell and gain confidence.
A2: Everyone is a learner in a maker space and benefits from seeing what others are doing.
Hello Sean, Tech Integrator, Maine.. Tuning in late to
Because it comes in so many forms, can get more, different students excited about learning.
A2: I think as a teacher you are forced to let go a bit. The more you let go, the more you actually begin to see the benefit
A2 Students - agency, agency, agency - The little engine that could IRL.
MT: RE: Q1) What are the benefits and/or disadvantages of ‘making’ over more traditional models? https://t.co/iaW07i2qKF …
A1. Making allows for hands-on learning, for multiple "correct" solutions, and for designing/testing/redesigning aka learning.
A2 Ts also see they don't have to be directly involved in every situation in the classroom for learning to occur.
Exactly, Failing Forward too is such a key part in being modeled by both Ts and Ss
A1: Making is the essential progression of life, tradition changes too often to prepare students.
A2: In Makerspaces students can act as leaders, valued collaborators, designers & even teachers.
A1) assessment can be hard. Also teaching different things at one time (instead of lock in step) can be a teaching challenge
A1: it's all about youth agency https://t.co/G2AHS9uOHl
A1: part of the answer is -- what part of traditional edu allows for youth to own their learning? is all abt agency.
RE: Q2: How do students’ and teachers’ perceptions of themselves and learning change through making? https://t.co/Cyyyi6ZfBu
A2: Making requires persistence & students can develop a growth mindset around learning.
A2Teachers need to be flexible with their grading to allow for creativity of students meeting the "open expectations" like PBL
A2 Students believe that they are in charge of their learning, also accountable for it.
Its true, figure out how to say “I’m not sure” hard but key
A2:Making can be scary 4 teachers;feels like you teach sci when you are not trained, but it's also an aha moment when it works
A2: Since is relatively new and still evolving, Ts become learners alongside the students.
A2: When Ss & Ts make memories are created. We remember the challenges, making and learning, not the lectures.
A2: Success can be had by all, not just those Ss that know how to “do “ school. Micro successes can transform perception in Ss.
Totally! and that's such an empowering experience on both ends!
I love the inclusive nature of ! Every student can find an entry point to be successful. https://t.co/G4MZcEC0XL
A2: Everyone is a learner in a maker space and benefits from seeing what others are doing.
if you are doing it right, it becomes more relevant & part of their own narrative
A2 Sounds like CREATIVITY and FLEXIBILITY in a head on collision =making
A2 Ts & Ss can learn more frm each other, variety of projects, Ss lead, Ts facilitate, less structured
A2. Making can help teachers and students develop confidence in problem solving - an important real life skill.
Having been in the classroom & now in the startup space it feels way closer to reality. Would b great for all tchrs to see that
A2: Multitude of experiences = a multitude of conclusions. Everyone learns that there's more than just one "right" answer
A2: From K-5 Teacher: “I understand Ss on a different level when they r making, designing, planning, sharing, giving feedback.”
Q1 coming up in 1 minute…
Q2 coming up in 1 minute…
Q1: What are the benefits and/or disadvantages of ‘making’ over more traditional models?
Q2: How do students’ and teachers’ perceptions of themselves and learning change through making?
A2 the grade becomes the 2nd objective. The process of learning becomes the main goal and motivates ss
A2: Ss & teachers start to exist in the real world! They are problem-solvers, realize that they can contribute
Yes! Great point... https://t.co/wJHDhgTMH5
A2: Multitude of experiences = a multitude of conclusions. Everyone learns that there's more than just one "right" answer
Making is definitely a mindset.
A2: And agency, agency, agency!
Agreed! How do we define mastery and as a system what do we value when thinking future readiness https://t.co/dNZOLfb4ri
This is the crux of the matter, isn’t it? https://t.co/J1HQWyAuRG
. Yes!! But are traditional assessments keeping up with modern realities?
yes he did! Watching soccer and tweeting in .
is now trending in USA, ranking 38
Are there disadvantages for students/teachers?
A2: Needs to be a balance. If all we do is create it becomes a very ego-centric world. Need 2 read, understand, react, discuss
Its amazing what value and can bring to the learning process https://t.co/66csNXYtRt
A2 Students - agency, agency, agency - The little engine that could IRL.
A2 Love watching students discover that they have 10000 teachers. Teacher is anyone or anything that can help you learn.
and failing becomes a celebrated normal instead of a penalized 'give up and I quit' moment.
Love! The world is their teacher https://t.co/rUqMqjR6Nt
A2 Love watching students discover that they have 10000 teachers. Teacher is anyone or anything that can help you learn.
A2: One teachers I know says, " has made me more willing to stand back & allow Ss to explore independently.
A2: To me, a strong sense of self & empathy developed through making is everything. "I love this, & I love that you love that!"
A2: learning becomes abt asking ?s, sharing, creativity, not just abt facts/knowledge. Those skills come to life
Q3 coming up in 1 minute…
A2) Both learn to fail, persevere, and grow through . https://t.co/AJMaABZeBk
Q2: How do students’ and teachers’ perceptions of themselves and learning change through making?
YES! YES! YES! Foster mindsets! https://t.co/6g1acyRjnX
and failing becomes a celebrated normal instead of a penalized 'give up and I quit' moment.
A2: Planning, perseverance, how to learn from failure, collaboration, leadership, ownership, sharing.
Q3: How open ended should making be? Can we call it making if you give the students instructions?
yes, but being a student with the ss really helps them see a new norm 'I don't know but let's learn it together'
Hmm lack of 'structure' can be overwhelming for some Ss. Ts have trouble 'letting go'(see a theme here) https://t.co/MvDOWe7QLR
Are there disadvantages for students/teachers?
A2: Another Teacher says, "“I feel like has given me permission to have a more active and student-directed classroom”
A3: Open is critical. The process of exploration & trial and error drive and motivate deeper learning. What support do Ss need?
A3: Are some students looking for those instructions? Can we help by scaffolding them from instructions to non?
LOVE this!!! https://t.co/FWBXH2f5CL
A2: Another Teacher says, "“I feel like has given me permission to have a more active and student-directed classroom”
A3 I'm not sure there is an absolute should here. Many models & possibilities.
Great point, it's almost like the more you hold on, the less it works
https://t.co/6Px1WCx33s
Q3: How open ended should making be? Can we call it making if you give the students instructions?
A3: Innovation & Problem Solving are open, thus wide is the answer to making.
A3: As open ended as works for your community! It's about creating space for Ss to and in new ways
can be about creating for others, bringing in social good into the design process.
with continuous reflection by Ss I agree.
A3: Creativity is inherently personal so in general the less structured the better, but depends on age/ability.
A3 Absolutely no parameters might not be best, but Ts should be open to where the projects take the Ss and let them follow
Maybe not disadvantages but challenges! For Ts: time, space, money/materials, and support and/or buy-in.
A3 My conundrum. Worried that my disengaged gr 11s won't get started at 1st w/o instructions. Am I interfering?
They may not be right for everyone, but instructions are sometimes the push someone needs to find their own way
A3: is as open-ended as you're comfy with! There is a spectrum of entry pts, and that is to be respected.
If you've watched Most Likely to Succeed, the Mom is scared about kids not learning facts. How does community play a role?
. True perhaps in the term, though much is deeply rooted in historic constructivism & constructionism.
A3 You have to set some limits due to space and material availability, but as student needs change, so should the space.
A3: Give one or two sets of directions as a starting point. Let them explain if they start to tangent to something else
A3: I think there can be a happy medium. Guidelines are okay, step-by-step instructions are not. https://t.co/HTYZJ4npXS
A3: We think so! We always include instructions & sample builds, but some kids just throw them away and dive right in
Educators need support in taking risks - PD, room to fail - and to see the impact.
A3) Instructions-No. Guidance, support, question-yes. Need to be a great facilitator in a https://t.co/eUoX7ZDXZq
Q3: How open ended should making be? Can we call it making if you give the students instructions?
A3. Making should be open-ended. Newbies may need challenges, though, to get started.
also, focus on what helps students. Make it easy for educators to try something new.
. True! Though I tend to think of instructions supporting the tchr in their journey vs the stu https://t.co/tezd5aKyEb
They may not be right for everyone, but instructions are sometimes the push someone needs to find their own way
A3: instructions aren't bad, but allow voice, choice. Scaffold, guide, facilitate, ask = key roles of educators anyway!
I like this approach! The explanation can be so revealing, I think!
A2: Ss seeing themselves as creators, contributors, problem-solvers. Developing empathy & sense of self.
A3: Ss are not use to open ended learning, this is a skill that needs to be developed from day one.
You're absolutely right. I guess I should say the 21st Century version.
A3: agreed! If the process is important and it is set by step then what learning is occurring? https://t.co/GnR6lO7WGq
A3: I think there can be a happy medium. Guidelines are okay, step-by-step instructions are not. https://t.co/HTYZJ4npXS
It may come down to the tools being used vs the learning process that can play a role in how "open"
Exactly. Making adapts as the maker adapts.
Often very true. Focus on language and how instructions are presented is crucial
Ss need a coach to step in @ the right time, tchrs need the safety of the classroom working - instructions feel tchr centered
A3: Asking the right questions is teacher’s biggest role in open ended learning
be there to offer support. "Show them where to look, but not what to see"
A2: impact of on educators shouldn't be overlooked! https://t.co/0zEy88NZVd
A2: Another Teacher says, "“I feel like has given me permission to have a more active and student-directed classroom”
A3: I let the students lead the way. I am here to ask questions and offer the guidance THEY need after they have their ideas
Which is good.This would be an eg. of ! You need the 'recipe'? here it is! You don't? Go For it!
Making is about all of us learning.
I think the key word is "coach". Asking the right questions to guide Ss into the most learning
Agreed! I think transforms T from educational authority to learning partner.
Agreed! You even need to be careful w/praise. It can often guide the Ss to YOUR view of right https://t.co/iW1jSSzqRx
A3: I let the students lead the way. I am here to ask questions and offer the guidance THEY need after they have their ideas
A3: Scaffolding is important. Many students report struggling without structure. So as open ended as they can handle.
Q4 coming up in 1 minute…
love that recipe analogy. Empower some kids to learn through failure
Yes! if the soup I made last night was any indication, I need to tinker a bit more :)
MT: RE: Q2: How do students’ and teachers’ perceptions of themselves and learning change through making? …
MT: chriscolleydog also, focus on what helps students. Make it easy for educators to try something new. …
MT: chriscolleydog Educators need support in taking risks - PD, room to fail - and to see the impact. https://t.co/WCIZdLptXn …
Educators need support in taking risks - PD, room to fail - and to see the impact.
Q4: How does making affect the opportunity/gender gap in education?
A3 Can give some guidance/overvw, but leave open for Ss to explore, fail, try again, create, grow, risk
A4: Great maker programs have many access points, balance engineering & arts, build on group interests & tackle local needs
A3:Yes, variety is key. I vastly prefer open-ended, some like more structure to start. Should never *only* be structured, IMHO.
come join us conversation about
Ss are used to being told what to do, the shift of voice and choice, making is unfamiliar to them. https://t.co/IOzz6hUj83
A3: Scaffolding is important. Many students report struggling without structure. So as open ended as they can handle.
Yes! Facilitation is huge! And one of the most challenging things within the important T-S relationship https://t.co/cgfe35MHk3
A3: Asking the right questions is teacher’s biggest role in open ended learning
Tune into the hashtag to give your thoughts! https://t.co/WTHQMMJ0Tn
Q4: How does making affect the opportunity/gender gap in education?
A4 I think making is decreasing the gender gap, taking away the "Science is for boys" idea
Yes! Mistakes are good! You learn more from trial & error than just getting it right the 1st time
I a stir-fry 2night w/o a recipe. It was delish! But I used experience/knowledge from B4. My entry point was experienced
A4: should be working to eliminate this gap. Making is for EVERYONE no matter gender, race, culture, language, etc.
A4 Making gives all Ss a voice, and a chance to succeed at something new. It's not about how well you do on a test anymore
A4: All students gain by developing curiosity and problem-solving skills – plus the practical use of math, science & tech
I agree! Often times, my students struggle with getting started and they are thirsty for directions. Less is more.
A4 (1/2) I do fear the making is still not breaking the opportunity gap.
A4: Making is giving women access to historically male-coded work. Building, inventing, creating – today, it's for everyone
A4: Done well, maker spaces and fab labs reach youth in new ways and let them develop confidence and skill - across categories
A4: This is an area in which can grow + develop. Oppts. for access and diversity exist need to be built into programs
A4: this is our responsibility. = hi-tech, lo-tech, no-tech. let's work together to ensure that there is no gap.
Q3 coming up in 1 minute…
A4: This is an area in which can grow + develop. Oppts. for access and diversity need to be built into programs
Q3: How open ended should making be? Can we call it making if you give the students instructions?
there are multiple ways to look at & solve a problem. Each S schema will guide them.
Q4 coming up in 1 minute…
Q4: How does making affect the opportunity/gender gap in education?
A4. Making can address gender/opportunity gaps with planning & care. Can be new, previously unrealized opportunities 4 all.
A4: Making is still more often seen in high income communities but as maker materials become accessible this can change.
A3: must be built into the landscape & not an afterthought we must design spaces w/ equity always in mind
A3: as open-ended as makes sense for you/your Ss! https://t.co/xSyyqEUWec
A3: is as open-ended as you're comfy with! There is a spectrum of entry pts, and that is to be respected.
That's a genuine concern of ours too. We need teachers & students everywhere to get their hands on our toys
A4 Hopefully it is helping to provide opps for all Ss, everyone can create,
Having taught in low SES comms, safety & structure matter & risks are big. It's not just creating a space, but creating safety
A4: Making allows an opportunity for all Ss to experience success. Opportunity when used correctly help Ss understand content
A4: must be built into the landscape & not an afterthought. we must design spaces w/ equity always in mind
That being said, the rewards are much higher when you can create the right space
We need to foster mindsets away from the shiny things and more about the outcomes and processes https://t.co/15p94lO1wL
A4: Making is still more often seen in high income communities but as maker materials become accessible this can change.
A4 Making is Differentiation in Action. Everyone at his/her own pace. Doing something s/he wants to do = equity
A4: must be considered & built into experiences from the start https://t.co/PNpGapLrvc
A4: must be built into the landscape & not an afterthought. we must design spaces w/ equity always in mind
Q5 coming up in 1 minute…
It's not just about putting a makerspace in a school, its about creating a school culture that is safe for risk
Participating as w/ my colleagues , & in tonight's
Q5:How do you assess making? Can it fit with the current model of how we are assessing students?
& this is a systemic problem, not just in And, really society hasn't caught up yet, IMHO
A1: is about mining the wisdom in the room rather than simply relying on the teacher”
A4: can provide expanded access to meaningful learning, but won't automatically. That takes careful planning
We have been dancing around this all night https://t.co/0Ur3QBp72F
Q5:How do you assess making? Can it fit with the current model of how we are assessing students?
A5: Assessing student making is a challenge if we just stick to traditional ways of measuring student success. We need new ways
True, and the opportunity to think differently often goes to the high achievers, the rest receive direct instruction.
A5: Strong maker assessments tools evaluate process, learning and as well as product.
A4: Ss should never hear that what they love to do is "not making." Equity depends on honoring, growing, supporting interests
A5. To assess making includes valuing work in progress and not just problems solved.
A5: Assessing making will always be a challenge if we just stick to the traditional way of assessing students.
Q5: assess the process not the product. They can talk about what went wrong or what they want to try next.
A4: this is also why must be part of // push boundaries of ALL school! Not everyone has access to informal spaces
a5 we use the 3 question model. What did you do? What did you learn? What questions do you have?
A5 Can making be assessed by Ts using Rubrics or is that putting too many constraints on the students?
A5: I'd imagine assessing making will involve a comb of assessing process and product.
A5 Maybe a rubric would work, but what are the limits of 1, 2, 3, or 4? Is 4 being able to teach someone else what you learned?
A2: “Roadblocks w design issues that were met w conceding defeat, placing blame on others r now looked at as opps 4 improvement”
Evaluating process is an assessment of learning. The end product is just a side effect of persistence.
The prob is when you bring it to a state/nat level. Can you standardize that? I fear for if you can https://t.co/Fq49FqEkl7
a5 we use the 3 question model. What did you do? What did you learn? What questions do you have?
The thing to do is to have an open ended assessment with maker. Anymore is PBL.
A5 I've been using a rubric that assesses 'maker mindset' 'creative confidence' 'design cycle' and communication.
A5 My initiative is being delivered in an English Course. The assmt is going to be easy, I think. 1/2
A.5 It reminds me of the written computer literacy tests from two decades ago. Assessment will catch up.
So what is the answer? :)
the end product should be completely ignored most of the time. It is about the learning journey
A5:"Making" is authentic fostering skill sets that support future readiness. Can that really be put in an "I choose C" format?
A5: resounding no. what are tests really testing? formative, performance-based assessment & !
A5 See Ss progress, can they tell you why, how, what they did, explain process/idea/probs,
A5 2/2 I know it's not orthodox, but I had to work within enforced parameters to start with. My long term vision morphs
I think standardizing PBL is in direct opposition to each concept.
I have 5 schools using it. The answers fit most rubrics out there
A5: With you need to assess thought process and intent. Execution is only part of the process.
A3 Students have voice, students have a choice but there is always a teacher. Give them the tools and see what they create
A5: If anyone knows how to assess and quantify that "AH HA!" moment, let us know. We're still trying to figure it out!
How? I'd love to know more. Not knowing anything specific about the rubric, this seems dangerously subjective...
Are we assessing the making...or the learning, the innovation, the critical and creative thinking? https://t.co/joiMO7uuXP
Q5:How do you assess making? Can it fit with the current model of how we are assessing students?
If students know they are being assessed will they be willing to fail during the process? https://t.co/WWlnqA3376
A5 Can making be assessed by Ts using Rubrics or is that putting too many constraints on the students?
Though at a national level you fear quality of ed at a standard, good tching practices or not, in some ways that does matter
Im still working on that too! https://t.co/eE6PHEc1Px
A5: If anyone knows how to assess and quantify that "AH HA!" moment, let us know. We're still trying to figure it out!
A5: also, hive-mind: there's serious wisdom & ingenuity among us, let's figure out . models! examples!
A5 Einstein-If You Judge a Fish by Its Ability to Climb a Tree, It Will Live Its Whole Life Believing that It is Stupid: "...
Q5 Have Ss write about their experience what they learned what they still wonder about. T feedback throughout Ss making process
One of my favorite quotes! https://t.co/BXhwbqwfhB
A5 Einstein-If You Judge a Fish by Its Ability to Climb a Tree, It Will Live Its Whole Life Believing that It is Stupid: "...
A4: We are *all* born makers. Tragically, opportunities to express, develop child-creative superpowers are massively unequal.
The magic of making can be learning from the unexpected. Hard to assess
They do in my experience - if response to failure is part of the rubric.
Reflection! https://t.co/tIkaQwOwmC
Q5:How do you assess making? Can it fit with the current model of how we are assessing students?
A5: Making makes thinking visible - I love that! It makes assessment of process more accessible.
Great insight, Is it about assessing the product/outcome or the process https://t.co/DBnpGMIXZB
If students know they are being assessed will they be willing to fail during the process? https://t.co/WWlnqA3376
A5 Can making be assessed by Ts using Rubrics or is that putting too many constraints on the students?
Q6 coming up in 1 minute…
The same could be said for expressing creativity, Steve.
https://t.co/leIG5tEJLd
A4: We are *all* born makers. Tragically, opportunities to express, develop child-creative superpowers are massively unequal.
A5 I don't know that I want it to be assessed. My kids went above and beyond during because it was grade-free
": A1: is about mining the wisdom in the room rather than simply relying on the teacher” " Great point.
미러🚻초이스 달달연애 미쵸 미소 펀펀 선릉풀싸롱 얍🌋
I couldn't agree more. https://t.co/mjcPYcp0w8
The magic of making can be learning from the unexpected. Hard to assess
Q6: Makerspaces - good way for students to focus on making or hindering making from proliferating into the general classroom?
I think doesn't have to be either/or. It can be "both/and" & b an impactful learning journey
I think you need a loose assessment. Ask them what they learned
A6: It depends. Making needs space, tools, time & room to experiment. That can be hard to find in a traditional classroom.
A6: Creating a specific space around making can make it feel like an art/music class separate from the traditional classroom.
A6: Making encourages innovation, collaboration & creativity &, if integrated, can positively transform a school.
https://t.co/y4CqKnn0qR
Q6: Makerspaces - good way for students to focus on making or hindering making from proliferating into the general classroom?
A5 We used for weekly reflection and to communicate learning to me and their parents. I felt that was enough
and im sure some of the most amazing outcomes and thinking occurred. https://t.co/xUmFxoZNG6
A5 I don't know that I want it to be assessed. My kids went above and beyond during because it was grade-free
A6: I think it is important for the teachers to collaborate to integrate the CONCEPTS and PRACTICES into the classrooms as well
https://t.co/LCGLCw0ABw
Q6: Makerspaces - good way for students to focus on making or hindering making from proliferating into the general classroom?
A6: Great making programs let students explore passions, produce & “learn by doing” – a welcome change to trad schooling
A5: Current models of assessment are incredibly damaging, killing love of learning, & deeply harming the edu profession.
A6: Maker spaces should be analog as well as digital, and it they're not open to the classes, there is no sustainability.
A6. Makerspaces can be a physical space, integrated into classes, or "on a cart". IMO anywhere, anytime is needed.
Yes Fail is only a first attempt in learning. It is how they recover from and sail second attempt in learning.
Q5:How do you assess making? Can it fit with the current model of how we are assessing students?
Q5 coming up in 1 minute…
Q6 coming up in 1 minute…
Q6: Makerspaces - good way for students to focus on making or hindering making from proliferating into the general classroom?
I agree. But my point is that i want students to explain to me why it didn't work. Tells me more
A6- brings up a good pt abt making not being a trend - bringing it to ALL areas of the curriculum can solve that
A6: proliferate! Hurry! = can be the general classroom, remade to be Ss-cntrd. What are we waiting for?
A6: I'm torn. Incorporating into the classroom seems most organic, but having a space would include/give access to everyone.
Is making generally geared more towards upper elementary through high school?
Shoot, missed out on ! Next time...
Agreed. That is assessment of resilience, grit, flexible thinking. Perseverance. The good stuff. https://t.co/g9eXYmtUXW
The magic of making can be learning from the unexpected. Hard to assess
A5 my concern is that a Makerspace will create a view that making can only happen there. This is a tough issue.
A6 limiting because most spaces barely fit a whole class. We need more mobile and room based models
A6 Spread the maker mindset througout the day! We write, read, and problem solve in all areas, so why not make as well?
I know! & I love the feel/vibe of a makerspace. But won't it then feel like woodshop? https://t.co/zOhbttkIxM
A6: I'm torn. Incorporating into the classroom seems most organic, but having a space would include/give access to everyone.
I think it depends on who's running the space.
what's a ? It's an early childhood classroom.
I kind of want them to fail sometimes. Getting something right the first time doesn't teach anything
Valuing the product w/ the process is empowering. Even more so when the product is not expected
A6: Making is a great way to open opportunities for Ss to learn in "unconventional" way. Must have Ts buy in for it to work
A.6 The maker space is a practical way of allowing more students to share limited resources in a dedicated space.
A6: Every classroom a makerspace! Dedicated makerspaces are only 1 model, can serve entire schools, are not required to make.
A5) I'm on the integration side. Until making becomes a method instead of a place it will stay on the sidelines of school
MY vision is classroom 1st, then expand to everyone. We're commandeering space everywhere! https://t.co/qPK9TKjnA5
A6: I'm torn. Incorporating into the classroom seems most organic, but having a space would include/give access to everyone.
A6: It's a community effort! PGH: Providing the Blueprint for Citywide https://t.co/hk2Dsxowsv https://t.co/9elwy9nUHZ
Q6: Makerspaces - good way for students to focus on making or hindering making from proliferating into the general classroom?
Also remember that embraces all content areas. Not just Stem, steam, stream, or whatever
The chat is almost over, before you go share any resources that might be relevant to folks in this chat.
whatever the latest fad term is :)
Great chat tonight! never disappoints!
Thank you so much for great conversation tonight! Thanks to for moderating & for sponsoring
We’ll be here the 1st & 3rd Tues each month. We’ll be back on 6/21 for
Whatever route you go with integration you must have a plan. Solid leadership backing and teacher buy in for it to work.
Great chatting with you all!!
I have 2 toddlers in preschool & I see them daily. Already embedded in the fabric of early childhood.
I think it is streamingbananas
it's not about the space, it's about the making.
A6) I use a kitchen to cook. I use my garage to build. But I learn everywhere. Its traditional classrooms need to change.
Great point! When do we push that way from kids? :(
