Please enable JavaScript.

Coggle requires JavaScript to display documents.

Maker-Centered Learning (Chapter 1 (4 Benefits of Maker-centered learning…

- - - - Agency means feeling empowered to make choices about how to act in the world
        ("I can do it!")
        
        Self-competence: Seeing themselves as contributing members of society, with empathy to recognize the interests of others, and to reach out and help
    - - Important identity building based on the confidence developed through one's maker abilities (building character through competence, confidence, and forming a maker identity)
        
        Makers are curious, playful, risk takers, responsible, persistent, resourceful, optimistic, and share their knowledge
        
        Students overcome their own fears and come to believe that they have "the power to make change both in their own lives and in the world around them
    - - The most important aspect of this is competence building, that empowerment, feeling like you're capable and confident about approaching things
    - - Developing proficiency with tools, techniques, and technologies
      - Developing proficiency in practices such as prototyping, iteration, and tinkering (cornerstone practices of maker-centered learning)
- - - - Choice, Intention, & Action
        
        Scope: The small steps/decisions that take place when people feel a sense of agency
        
        Locus: Where the sense of agency originates and resides
    - - An agentic, dispositional outcome that is worthwhile for many types of students
- - - - 2: Students
        
        Sometimes students really are the experts!
        
        Allows the classroom teacher to play other roles
        
        Teacher can assume the role of documentarian which allows for the teacher to be more in tune with the student's learning
        
        Kids teaching kids is a really powerful tool for confidence-building
        
        By passing their knowledge on to someone else, they really start to own the skill
      - 1: Experts in the community
        
        Learning goes beyond the classroom walls
        
        Encourage students to connect with experts in the local community who can teach them what they need to know
      - 3: Online knowledge sourcing
        
        The internet is a huge teaching resource that offers an array of instructional experience
        
        Includes a vast amount of informational content
        
        Encourages self-directed learning (make choices about what paths to follow and judgements on reliability)
      - 4: Tools & materials
        
        Developing a relationship with tangible materials in order to learn specific techniques and extend the imagination
        
        "Touching a tool and knowing what the tool does, using that tool and seeing what it does, are ways to understand possibility"
        
        Develops a "figure it out" attitude
    - - Co-inspiration: Creating opportunities for students to explicitly burrow and build on each other's ideas
      - Co-critique: Getting students to look closely and carefully at one another's work from the standpoint of a generous, probing, productive mindset
        
        Critiques should be from the perspective of the end user (focused on making the project better, rather than simply pointing out the flaws)
      - Promote an ethics of knowledge sharing by redirecting students' quest for authoritative knowledge away from the classroom teacher and toward other sources of inspiration and information (especially towards other students in the room)
    - - Create an environment that is most conducive to the learning goals
        
        Good work can be done with basic tools, but it is also important to provide young people with access to high-quality equipment
        
        Storage: keep tools visible so that students can make connections
- - - - Noticing that the made aspects of things- how the parts and pieces of things fit together and are adapted to serve certain purposes.
      - Understanding that the world is malleable means that it is possible to envision it changing
    - - Help students see themselves as the makers of their experiences, not just consumers of the 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 worlds
- - - - 3 primary maker capacities: Looking closely, exploring complexity, & finding opportunities
        
        Looking closely: Close, careful, & mindful observation; notice each intricacy, each nuance, each detail.
        
        Students might draw, make lists, or name parts of a particular object- this captivates the habit of slowing down.
        
        Exploring complexity: looking beyond what is immediately observable:
        
        to think about the relationships between the various parts of an object or system, to consider how the object or system is used (& by whom), & to develop a nuanced understanding of how it was made.
        
        Finding opportunity: Seeing the potential for building, tinkering, re/designing, or hacking
        
        Most directly linked to agency because it is about pursuing change in one's world
        
        4 thinking routines to cultivate the 3 maker capacities
        
        Parts, purposes, complexities: Designed to help students slow down and look closely at an object or system
        
        Parts, people, interactions: Looking closely & exploring complexity- can be used on its own, or as a follow-up to parts, purposes, complexities
        
        Think, feel, care: Encourages students to imaginatively envision the roles various stakeholders play within a system
        
        Imagine if...: Encourages students to consider how objects and systems might be designed-or redesigned- in positive ways