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Maker-Centered Learning :pencil2: - Coggle Diagram
Maker-Centered Learning :pencil2:
What are the benefits?
Primary student
Developing agency
"I-can-do-it" attitude
Stuff making
Community making
Building character
Self-making
"Tinkerer's Disposition"
General thinking dispositions
Secondary student
Discipline-specific knowledge and skills
Maker-specific knowledge and skills
STEM knowledge
Mainstream media
Knowledge of STEM subjects
Contributions to future economic success
What do the environments look like?
Types
Maker Fairs
Classroom
Extracurricular Clubs
Qualities
Influential
Empowerment
Teamwork
Encouraging
Responsibility
Caring
Materials and organization
Storage and visibility
Flexible space
Reserve all created materials
Tools appropriate for goals
Inexpensive tools for prototyping
High quality tools for final work
Develops craftsmanship
Promotes high quality work
Who are the makers?
Students
Dispensers of knowledge
Share knowledge with peers
Using research methods
Publishing results
Facilitators
Making choices
Ongoing self-direction
Finding solutions
Using feedback to inform choices
Exercising agency
Figuring it out
Manipulating parts and materials
Accessing information
Finding someone to teach them what they want to do
Cycles of trial and error
Iterating and prototyping
Finding and following step by step instructions
Peer mentors
Co-inspiration
Co-critique
Connectors
Sharing creations with others
Relating their own creations to others' innovations
Teachers
Guiding
Facilitating group work
Help schedule time management
Provide goals
Outline guidelines
Establish diversity
Provide scaffolding and background knowledge
Organize classroom to be conducive to maker learning
Appropriate seating
Group tables
Organized materials
Safety precautions
Provide technologies and materials
Community members
Modeling
Examples of makers
Offer outside opportunities
Connect students to real-life experiences
How do makers think?
Maker empowerment
Dispositional outcome
Ability
Inclination
Sensitivity to design
Attuned to designed dimensions of objects and systems
Understanding the designed world is malleable
Looking closely
Finding opportunity
Exploring complexity
Thinking routines
Parts, Purposes, Complexities
What are its various pieces or components?
What are the purposes for each of the parts?
How is it complicated in its parts and purposes, the relationship between the two, or in other ways?
Parts, People, Interactions
What are the parts of the system?
Who are the people connected to the system
How do the people in the system interact with each other and with the parts of the system?
How does in change in one element of the system affect the various parts and people connected to the system?
Think, Feel, Care
How does the person within a system understand it and their role within it?
What is this person's emotional response to the system and to their position within it?
What are this person's values, priorities, or motivations with regard to the system?
What is important to this person?
Imagine If
In what ways could an object or system be made more effective?
In what ways could an object or system be made more efficient?
In what ways could an object or system be made more ethical?
In what ways could an object or system be made more beautiful?