Maker-Centered Learning (Teaching and Learning in Maker-Centered…
The Benefits of Maker-Centered Learning
Learning from Maker Educators and Thought Learners
working closely with a family member or friend
figuring out the solution to a difficult solution
engaging in a real world problem
meaningful to oneself or one's community
Identifying the Real Benefits of Maker-Centered Learning
Developing Agency and Building Character
develop I-can-do-it attitude
empowered to make choices about how to act in the real world
Secondary Outcomes of Maker-Centered Learning
cultivating discipline specific knowledge
cultivating maker-specific knowledge and skills
tools and technologies
processes and practices
Teaching and Learning in Maker-Centered Classrooms
Roots and Connections
figuring things out on one's own
learning by doing
Who Are the Teachers in Maker-Centered Classrooms?
teachers in the community
students as teachers
tools and materials as teachers
What Does Teaching Look Like in the Maker-Centered Classroom?
facilitating student collaboration
promoting an ethics of knowledge sharing
What Does Learning Look Like in the Maker-Centered Classroom?
seeking skills and knowledge on their own
sharing skills and knowledge with others
What Does the Maker Centered Classroom Look Like?
tools and materials
storage and visibility
specific and flexible spaces
Developing a Sense of Maker Empowerment
What is Agency?
Agency and Maker Empowerment
Empowerment and Social Justice
work of youth empowerment organizations
creativity of youth development organization
Empowerment in Education
the capacity to do something
the motivation to do it
the sensitivity to appropriate occasions to do it
Developing a Sensitivity to Design
Developing a Sensitivity to Design in a Consumer Driven World
the hidden mechanics of stuff
living in the throes of a throwaway culture
What is a Sensitivity to Design?
being attuned to the designed dimension of objects and systems
noticing the made aspect of things
understanding that the design world is malleable
understanding it is possible to change the envision of the design
How Are Students Sensitive (or Not) to Design?
be alert to things that they might not otherwise notice
discern systems and explore them as designs
Seeing the Designed World as Malleble
to see themselves as the makers of their experiences, not just consumers of objects and systems they interact with on a daily basis
to feel they have the capacity and the right to tinker with the designed dimensions of their world.
Maker-Centered Learning in Action
A Framework for Maker Empowerment
Tools and Techniques for Supporting Maker-Centered Learning and Thinking
dispositional development and thinking routines
developing thinking routines to support a sensitivity to design