Please enable JavaScript.
Coggle requires JavaScript to display documents.
IRED Notes, What You Can Use In Classroom, Nature, image, Book Notes :,…
-
-
-
-
-
The textbook lists 8 attributes that AnnMarie Thomas identified as being important to cultivate in young makers. What are they?
- Makers are curious. They are explorers. They pursue projects that they personally find interesting.
- Makers are playful. They often work on projects that show a sense of whimsy.
- Makers are willing to take on risk. They aren't afraid to try things that haven't been done before.
- Makers take on responsability. They enjoy taking on projects that can help others.
- Makers are persistent. They don’t give up easily.
- Makers are resourceful. They look for materials and inspiration in unlikely places.
- Makers share- their knowledge, their tools, and their support.
- Makers are optimistic. They believe that they can make a difference in the world.
List and describe, per the textbook, the primary and secondary outcomes of maker-centered learning.Primary Outcomes has to do with helping people develop an I-can-do-it attitude.
- Students need to view themselves in a positive way.
- Self esteem is important
The Secondary Outcomes of maker-centered learning are more capacity-based in nature.
- Include discipline-specific knowledge and skills, such as those involved in STEM and other school subjects, and maker-specific knowledge and skills related to tools, technologies, and practices.
People
- John Dewey: Hands-on or an experiential approach. He said “Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking, or the intentional noting of connections; learning naturally results.
- Jean Piaget: Father of Constructivism. Argued that knowledge is constructed via the interaction between learners’ conceptual schema, or frameworks, and their experiences in the world to which those schema are applied.
- Seymour Parpert: Contructionism was developed by him. He was a mathematician and educator. He believes learning happens best when learners work directly with manipulable media- from LEGO bricks to computer code- to build things that are shareable with others.
- Lev Vygotsky: Believed that all learning is social. Zone of proximal development: The distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers.
Describe how choice, intention, and action result in agency?
- At the most basic level, agency has to do with choice, intention, and action and can be defined as our species’ capacity to make intentional choices about how to act in the world.
- Linking agency to choice narrows down the kinds of actions that can be agentic to actions that are both conscious and intentional.
- Acting with a sense of agency means that you are aware of what you are doing- that you have an intention to act the way that you do and that you are aware that you could make a choice to act otherwise.
- Another complicated feature of the concept of agency has to do with the relationship between intention and action.
- ** Having adopted an intention and an action plan, one cannot simply sit back and wait for the appropriate performances to appear. . . Agency thus involves not only the deliberative ability to make choices and action plans, but also the ability to construct appropriate courses of action and to motivate and regulate their execution
Define Maker Empowerment (pg 98)
- A sensitivity to the designed dimension of objects and systems, along with the inclination and capacity to shape one’s world through building, tinkering, re/designing, or hacking.
What is sensitivity to design?
Being attuned to the design dimension of objects and systems, with an understanding that the design world is malleable.
Why do you think helping children see that the world is malleable is an important goal?
The designed world is malleable. Everything has the potential to be designed. Children need to see that they can design anything but it puts a lot of effort. Children need to make and do.
Parts, purposes, and complexities
