Please enable JavaScript.

Coggle requires JavaScript to display documents.

Maker-Centered Learning (Week 3 (Duckworth �The Having of Wonderful Ideas�…

- - - - Believing one believes they can improve their abilities
      - People with a growth-mindset have more grit
    - - Read a lot (enjoy it)
      - Get quizzed (parent, computer, etc.)
      - Deliberate active practice (working on things that are difficult)
        
        The quantity of deliberate practice was a better indicator of success in finals
        
        Grit is the predictor of how much deliberate practice gets done
        
        Kids also found that this was the least enjoyable type of practice (bummer!)
    - - Habits need to be developed
    - - Interest
      - Capacity to do deliberate practice
        
        The quality of practice is more important than quantity
      - sense of purpose
        
        beyond the self-outlook
      - Hope
        
        Hope to keep going (growth-mindset)
    - - Hard to accept that others are better than you and stay motivated
      - Hard thing rule
        
        Everyone in the family has to pick a hard thing
        
        Can't quit in the middle
        
        Can't quit until you have a new hard thing.
    - - Too much grit can make a person irrational. They stick with something and keep trying over and over again even when there is little to no hope for success.
      - It's difficult to measure
      - We don't know much about how to cultivate grit.
    - - The belief that our abilities and talents are fixed traits...something we are born with and we either have it or we don't.
      - Reason people have fixed-mindset
        
        We want to believe genius is effortless: If we believe when we look at a talented person that what they can do is a gift, then we can relax and not try to compete
  - - - Discipline-Specific Knowledge
        
        Content related skills (Math, Science, English, History, etc.)
      - Maker-Specific Knowledge
        
        learn about special tools and techniques for creating something
        
        Learning specific practices such as prototyping, iteration, and tinkering
    - - Develop Agency
        
        Can-Do attitude
        
        Feeling empowered to make choices about how to take action when making things
        
        students need to take ownership of the process to develop agency
        
        build a sense of responsibility to those around them
        
        Two Types of Creating
        
        Stuff Making
        
        Making things for oneself
        
        Solving a personal problem through creation
        
        Community Making
        
        making things that are meaningful to others
      - Build Character
        
        competence
        
        Confidence
        
        A Maker-Identity
        
        Patience
        
        Learn to collaborate and listen to the ideas of others
- - - - Teach students to work together as opposed to ranking/grading them according to individual scores
    - - Students need to know how to apply knowledge from a variety of subjects to solve a problem.
    - - "Fail early and fail often" mentality
    - - Students learn by creating something new or solving a problem. They acquire knowledge "as-needed" to complete the task.
    - - Teachers often rely too heavily on grades and other rewards. Student choice and challenging problems, often yield better intrinsic motivation.
  - - - Develop routines and a culture that encourages flexible thinking. Asking questions and making mistakes are normal.
      - Teach skills and attitudes of creativity and use them throughout the curriculum
        
        Brainstorming
        
        Study creative thinkers
        
        SCAMPER (Substitute, Combine, Adapt, Modify, Put to another use, Eliminate, Reverse)
      - Teach the creative methods within the disciplines
    - - We need innovative thinkers to solve problems in a world that is changing rapidly. Problems that have never before been seen.
- - - - The idea that knowledge is constructed via the interaction between learners� conceptual schema, frameworks, and their experiences in the world to which those schema are applied.
    - - Learning happens best when learners work directly with manipulable media to build things that are sharable with others
  - - - Students explore and problem solve on their own, learning important discipline-specific skills
      - Collaboration is critical
      - Use of technology is fluent
      - Students create a tangible product.
    - - Project Based: Students always begin with a driving question/problem Maker-Centered: Students sometimes start with a driving question, but sometimes start with tinkering and then questions arise through that process.
      - Maker-centered learning is less centered on discipline-specific knowledge. It isn�t always the focal point as in Project-based learning
      - Project-based learning has more structure, a set criteria. Maker centered learning has this sometimes, but is every changing as the making process evolves.
      - Project-based learning is driven by questions that invite students to explore discipline-specific content. Maker-centered learning is driven by these types of questions sometimes, but other times, students make stuff just because it�s fun, even if it has no discipline-specific goals in mind.
  - - - Students teach each other.
      - This helps to encourage students to become experts
      - It also helps free teachers and avoids the bottlenecking that occurs when teachers are the only ones that answer questions
      - Helps build confidence
    - - Often, project will require the expertise of people outside the school
      - Models what it means to be a maker
    - - Students access the internet for information
      - Encourages self-directed learning
  - - - Getting students into groups
      - Helping students find time to work together
      - Providing goals and guidelines
      - Setting up limited physical materials can help teach students how to care for one another instead of arguing.
    - - Co-inspiration
        
        creating opportunities for students to borrow and build on each other�s ideas
        
        teachers need to plan time for sharing ideas
      - Co-critique
        
        creating opportunities for students to give each other informative and productive feedback
        
        teachers should encourage students to be kind, specific and useful with their critiques
        
        One way to start critique is to have students make observations withholding all judgmental (opinion) comments, both positive and negative.
        
        Austin�s Butterfly example
        
        Critique should be specific
        
        Critique should be positive, not mean spirited
        
        It�s important to plan time for critique and revisions
    - - Knowledge can be accessed from many sources, not just the teacher
        
        Other students, internet, outside experts
      - Students can be taught to ask the teacher last
  - - - Tinkering
      - Trial and error
      - Finding information online
      - Students work collaboratively
  - - - These tools can be as simple as glue guns and cardboard or as innovative as need be
      - Lots of non-precious materials should be available so students don�t fret about damaging expensive things through their trial and error
      - Get high quality tools whenever feasible
    - - Never throw away old materials�you may need them again
      - Keep materials and tools in view as much as possible
      - Have materials in bins that are sorted by what is needed for a particular project.
      - Label where commonly used materials go
    - - Specific spaces
        
        Separate spaces for specific types of work
        
        EX) Messy Space and Clean Space
      - Flexible spaces
        
        Multi-use space
  - - - ideas that spring from a student�s own curiosity and therefore has more meaning to the student.
      - They can be simple or silly, right or wrong, but all ideas spark creative thinking
    - - We start to discourage ideas when those ideas become inappropriate or wrong
        
        We should nurture as many wonderful ideas as we can
    - - Accept children�s wonderful ideas
      - Provide a setting that suggests wonderful ideas to children
    - - Teacher education is critical
        
        Teachers must learn in the way that the children will be learning in class
        
        Teachers need to work with one or two children at a time
        
        Teachers need to watch demonstrations of children learning this way
        
        Teachers will need to support each other
- - - - He didn�t ask someone to fix it for him, he asked someone for help to fix it himself. Jimmy has a maker�s attitude.
    - - Actions must be deliberate, not automated
      - Having agency doesn�t necessarily mean you must TAKE action. The keyword being SENSE of agency
        
        Sometimes taking action isn�t the logical thing to do.
      - A sense of agency isn�t effected by the scope of change
        
        Choices can be small or large, as long as there is a willingness to make them.
    - - The complex web of interrelated actions of interrelated individuals to make agency
      - Making is about sharing ideas, tools, and expertise
      - Community involvement
    - - Three parts
        
        Sensitivity to the designed dimension of objects and systems
        
        Simply noticing things
        
        This is the biggest hindrance
        
        TedTalk Examples: First Secret of Design is NOTICING
        
        We shouldn�t accept things the way they are simply because it�s always been that way
        
        NOTICING problems is difficult once you�ve become accustomed to them
        
        Think like a child
        
        Children notice more problems because they haven�t gotten used to them yet
        
        Cheap, readily available objects might also contribute a lack of sensitivity or desire to make.
        
        Inclination
        
        Willingness to do something
        
        Capacity
        
        Ability to act or having the skills to do so.
      - Empowerment is tendency or disposition. It�s not about a single action or goal.
      - Understanding yourself as resourceful and able to make change
      - It is not a set of technical skills
      - Being unempowered is accepting things for the way they are because you feel unable to make change.
      - Social Justice (or injustice) - Some groups are less likely to feel empowered or are more negatively affected by world events.
      - Education - The goal of education has always been to empower young people.
  - - - Example: students in Kindergarten class examined a screw for 25 minutes and never got bored of it.
        
        This helps instill curiosity
      - Why are we not sensitive?
        
        Little time to really look at and ponder how things work
        
        Inaccessible mechanics.
        
        It�s difficult and discouraged to take apart and look at how things work like laptops and phones.
        
        Apples Macbooks described as virtually unrepairable because of it�s sleek design and parts that are soldered or glued together.
        
        We live in a throwaway culture
        
        �If you can�t open it, you don�t own it, it owns you!�
        
        Attention to sensitivity doesn�t get addressed normally in schools, because we provide students opportunities to engage in design. They don�t have to come up with ideas on their own.
      - Just asking people to be alert can do a lot to cultivate a sensitivity
      - Designed objects were easier for students to notice than systems.
    - - Being comfortable changing how things work or their purpose.
      - Tatum�s soccer shoes example
      - Oroza�s Technological Disobedience
        
        Used unexpected materials in Cuba to manufacture needed, but not readily available products
        
        EXAMPLES
        
        Baby toys made from milk cans and dried beans
        
        TV antennas made from aluminum food trays
        
        Electric lighters made from pens and light bulbs
      - We need students to see themselves as makers of their experiences rather than just consumers of objects and systems already in place.
- - - - Taking the time to carefully observe things
      - Examples:
        
        Opening up a computer to examine the parts
        
        Students spent almost a year examining pencils
    - - Takes more time than looking closely
      - Involves understanding more than what is immediately observable
        
        How it was made
        
        Sometimes it involves taking the object apart to see what�s inside
        
        How do its parts work together
        
        Why it exists
    - - Seeing the potential for tinkering or re-designing
      - This is most directly linked to agency because it leads to action
  - - - Short patterns of intellectual behavior that are highly transferable
      - Examples
        
        Parts, Purposes, and Complexities (for objects)
        
        Encourages meaningful observations about an object
        
        Parts, People, Interactions (for systems)
        
        Encourages meaningful observations about an object
        
        Think, Feel, Care
        
        Encourages students to consider diverse perspectives
        
        Imagine If
        
        Encourages students to explore new possibilities for an object or system
  - - - Ex) 3D printed firearms, explosives, lock picks, etc.
    - - Types of making typically favor middle-class boys and overlook interests of others
    - - Initial training gets educators excited, but keeping the momentum going is difficult
      - Educators must feel maker-empowered as well