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Maker-Center learning (Chapter 4 and 5 (Sensitivity to design leads to…
Maker-Center learning
Chapter 4 and 5
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finding opportunities is about seeing the potential for building, tinkering, redesigning, or hacking
Sensitivity to design is being aware of the design works. How the parts and pieces of an object work together. It also means that one can imagine the parts being changed to work in different ways. They can change into another object.
Sensitivity to design leads to maker empowerment because it requires one to look closely at an object, exploring complexity, and finding opportunities. When one looks closely at an object they observe and learn how things are made and how they function.
They then dive deeper and think about the importance of each part or piece and how they work together. This allows students to form an imagination and creative thinking. They become confident in their creativity and begin to explore and design on their own.
Chapter 2 :
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The teachers in a maker-center classroom are the students. They are the ones who work together and learn new things to teach each other
Teaching in a maker-center classroom looks like a lot of collaboration. The students are working together and the teacher is walking around. The students are doing most of the talking and thinking while the teacher is there to guide their thinking.
Learning in a maker-center classroom is students tinkering. They are just playing around and seeing how things work. There are no manuals or rules. This goes on a lot during our science experiments.
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A maker-center classroom has the available tools and materials for students to play around with. It is in a spot that is visible to all students and easy to access and move around in. There is plenty of space to work.
CHAPTER 1
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Projects based learning is considered a form of peer based learning because students work together to create something new.
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Chapter 3
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Agency is the action of doing something until it is understood. It relates to maker empowerment in the sense that students are learning to be makers in their own way by trial and error. They work and work and learn what they are good at and gain confidence in themselves
Introduction :
Maker Empowerment: A stance in which students understand selves as individuals of resourcefulness who can muster the where withal to change their world
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More engaging
design thinking
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Create empathy: the students think of how they work best. What kind of environment suits them and helps them concentrate and feel relaxed as they learn and create.
Ideate: This is where students brainstorm their ideas on how they would want the classrooms to look like to fit their needs to help them learn.
Prototype: Students will then sketch, measure their classrooms and build a small model of their classroom.
Test, Build, Tell the story: They made it come true. They had people bring in furturinte and the students rearranged it to their liking. They had a limited budget so they had to use things at the school, ask for donations and write to the admin to get funds.
digital story telling.
Instructional uses for teachers: Teachers use it to engage students when they are presenting a new topic. It gets them engaged and exploring new ideas about the topic. Teacher-created digital stories may also be used to enhance
Instructional uses for students: This allows students to learn more about the topic on their own. They can create their own stories and do more in depth research on a topic to learn. They are engaged in the lesson because it is hands- on and they are working with multiple resources
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