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Maker-centered Learning (The need for maker-centered learning (Five…

- - - - students figuring out things on their own
      - ie: inkering
      - students make choices, see the results of those choices and make changes as needed
    - - there are tools and materials
      - there must be plenty of storage
      - need spaces for specific purposes
    - - "self directed, interest driven, peer involved learning" (p. 60)
      - 3 areas (ch. 2)
        
        facilitating student collaboration
        
        students work together by sharing resources, teaching each other, giving each other feedback, helping each other
        
        encouraging co-critique and co-inspiration
        
        students are able to learn with each other and from each other by borrowing and building upon others ideas and giving other feedback and suggestions on their ideas
        
        redirecting authority
        
        students share knowledge with each other, teachers seek out answers to questions they have from the students, students are responsible to teach other students what they have learned
        
        essence of maker centered learning: "students figuring out for themselves" (pg. 74)
    - - Community
        
        students connect with experts in the community to learn a craft or a skill needed to complete their project
      - Students
        
        students can teach fellow students, teachers, parents, and other adults in the community
        
        Their roles as teachers can be varied... give info, help others, and connect what they have learned to others ideas
        
        Why??? sometimes they are the experts. efficient (allows the teacher to help students in other ways...not the sole dispenser of information), builds the student's confidence
      - Internet
        
        students must research, watch demonstrations, they can get advice from others, they have access tot he professional community, and they can get inspirations
        
        when the students uses the internet as a teachers, they acquire self direction skills, learn to make judgements about the information, and they are able to reflect and adjust their investigations as needed throughout the process.
      - tools and materials
        
        students use tools and manipuaitives in their learning by learning how they work and what they do... this encourages imagination
  - - - ex: open spaces, accessible spaces, tool and media-rich spaces
    - - ex: curiosity-driven, experimental learning along with rapid prototyping, an interdisciplinary approach to problem solving, and flexibility
    - - ex: collaboration, distributed teaching and learning, the combination of diverse skills and expertise, and an expectation to share information and ideas
- - - - "having a sense of agency means feeling empowered to make choices about how to act in the world." (pg. 19)
        
        students make something that is meaningful and they take ownership of the process (pg. 22)
        
        agency: "consciously choose to act in ways that are intended to bring about certain effects: (pg. 89)
        
        one intentionally acts a certain way. You have the choice to change your actions.
      - Stuff-Making
        
        students find opportunities to make things that mean something to them, and they take ownership of the making process
        
        taking ownership is just as important as actually creating something.
        
        "The sense of owning the process often extends to the very framing of the problem to be solved through making." (pg. 21)
        
        Example: Jimmy's story with the backpack
        
        he had not only a sense of agency, but also agentic action, which means he had a desire to fix it (sense of agency) and then put that desire into action (agentic action)
      - Community Making
        
        "finding opportunities to make things that are meaningful to one's community and as taking ownership over that process of making either independently or with others" (pg. 22)
        
        students collaborate with others in the making process
        
        students look for opportunities to make something that is needed in the community
    - - builds competence, confidence, forming identities (pg. 26)
      - allows students to be comfortable in the making process
- - - - stamina, students with grit don't give up, they are in it for the long term, they do not give up when challenges arise.
      - Origin of grit (all of these can be cultivated)
        
        Interests (discover and cultivate)
        
        Capacity of doing deliberate practice
        
        Sense of purpose (unselfish purpose)
        
        Hope
    - - Growth Mindset: the ability to learn is not fixed but can change with effort
      - You have to do a hard thing
        
        deliberate practice
        
        you can't quit
        
        you can't quit until you find another hard thing
  - - - Prototype
        
        How to: 1. build right away 2; use simple materials
      - Define
        
        How To: 1. explain what stood out from the empathize stage 2. write problem statement
      - Test
        
        test the prototype
      - Empathize
        
        How to: 1. learn about user 2. watch user in their environment 3. talk to user
      - Ideate
        
        How to: 1. list a quantitiy of ideas 2. be open to all ideas
      - This is not so much a linear process, but a back and forth process
    - - Sensitivity to Design: "being attuned to the designed dimension of objects and systems, with an understanding that the designed world is malleable" (pg. 117)
        
        Students should notice how the parts of an object are put together and how they work together for a specific purpose
        
        encourage students to see objects as something that can be redesigned for another purpose
      - Design: something created for a purpose (pg. 116)
      - Pedagogical Framework
        
        Looking Closely
        
        draw, make lists, label the parts, describe the object with wrods
        
        Exploring Complexity
        
        (pg. 133) Think about the relationship of the parts, think how it is used and who uses the object, understand how it is made
        
        Finding Opportunity
        
        finding opportunities for designing, redesigning, tinkering, building and hacking (pg . 136)
      - Thinking Routines (ch. 5)
        
        Parts, Purposes, Complexities (What are the parts? What is the purpose of the parts? How are the parts complicated, and how do they interact?
        
        Parts, People, Interactions (What are the parts in the system? Who are the people involved in the system? How do the people interact with each other and with the system?)
        
        Think, Feel, Care (empathy step; imagine how the person in the system may think, feel and care about the system and their role in it?)
- - - - lack of training
      - lack of support from admin
      - lack of technology expertise
      - policies that do not allow the time for teacher to explore or experiment with technology
  - - - "know how to apply an interdisciplinary approach to solve a problem or create something new" (Wagner article)
    - - students should be comfortable with failing and recognize it as part of the problem solving process
    - - students are creators not consumers
        
        "the primary goal is to acquire knowledge and develop skills while solving a problem, creating a product, or generating a new understanding" (Wagner article)