ITEC 7430

Alina Odom ITEC 7430 Instructional Design
Report III
1. Problem Analysis:
1.1 What is your system of interest?
A system is a set of procedures according to which something is done. With growing
trends in makerspaces, teachers need to be educated on how to incorporate these spaces
into their classrooms. My system of interest is teaching others how to incorporate
makerspaces into their classroom.
1.2 What are the sub-systems?
There are four sub-systems of this system. They consist of:
● teacher interest
Teachers must be willing to learn about what a makerspace is and how to incorporate
this space into their instruction and classroom.
● schedule adjustment
Time must be given to students for them to be able to create and explore. This time
will have to be integrated into daily class schedules.
● space
There needs to be a space dedicated to housing materials for making and creating.
This space can be a designated area, a mobile space, or a space in a certain location
of the school (e.g. the media center).
● Resources
Available resources for students to use in their making are a must in incorporating
makerspaces. Students may need resources such as technology tools, internet use, or
hands on materials for building and creating.
1.3 What symptoms drew your attention to this system of interest?
With the growing trend in schools becoming STEM certified, the term “makerspace” is
one that keeps reoccurring with new ideas for the classroom. Makerspaces are being
added into school media centers, but teachers are beginning to incorporate them into their
classrooms as well. The symptoms that brought my attention to this system of interest
are current trends in STEM programs in school, and also current trends in makerspaces in
school media centers.

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1.4 Mager and Pipe Gap Analysis
Mager and Pipe Gap Analysis:
Step 1: What is the
performance problem?
Incorporating maker
spaces into the regular
classroom.
Step 2: Is it
important/needs to be
addressed?
In order to ensure students
have time to invent and
explore solutions to
problems, makerspaces
need to be part of their
classroom education.
Step 3: Is it a skill
deficiency?
Yes. Teachers are
accustomed to planned
teaching and organized
learning activities to foster
teaching. Allowing “free
play” to create and explore
is not common practice in
traditional classrooms.
Step 4: Is the optimal
punishing to the
individual?
Helping teachers learn how
to incorporate makerspaces
into their regular classroom
provides rewarding and
engaging opportunities for
students.
Step 5: Is not achieving
the optimal rewarding?
No, if the optimal is not
achieved then the
meaningful learning did
not occur.
Step 6: Does the optimal
really matter to them?
Teacher interest is a sub-
system of the problem
analysis.
Step 7: Are there obstacles to achieving the optimal?
The obstacles to achieving the optimal include teacher interest, available space for
creating and storage in the regular classroom, and funding for resources and materials
for creating and exploring.
2 Needs Assessment:
The needs of teachers who need help incorporating makerspaces into their classroom varies.
Some schools have incorporated makerspaces into their media centers or STEM labs. Other
schools have not. Some teachers may have some background knowledge of what a makerspace
is, and other may not have even heard the term “makerspace” before.

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2.1 Optimals:
The optimal situation for a teacher who wants to incorporate a makerspace into their
classroom is that they know what a makerspace is, have a flexible daily schedule and
have the resources available to implement this space into their schedule.
2.1.1 What would be the optimal or desired state of the performance?
In an ideal situation, all teachers would have a classroom with a place that is used to store
and provide space designated to creating and inventing. All teachers would foster the
maker movement and inspire creativity by providing flexible opportunities to learn. This
would best serve learners of today and allow children to think and create in their own
ways.
2.1.2 How would you collect that information and data?
The data collection would consist of an online survey taken from teachers in the
elementary school setting. Various teachers from Brooklet Elementary school would
need be surveyed. Collections would be taken from regular education classroom teachers
as well as special education and elective classroom teachers. The data from the survey
would be compiled and placed into charts to show the school’s overall interest level in
incorporating makerspaces into classroom settings.
2.2 Actuals:
The maker movement is spreading across schools systems as the information is being
shared. Makerspaces are more commonly found in school media centers and STEM labs.
Although teachers are aware of these spaces, the idea to use them in their classroom may
not occur to them. Teachers may feel as if time to make and create should be left to
elective teachers (such as the STEM lab teacher) or should only be used for certain
science experiments.
2.2.1 What information and data would you collect?
An online questionnaire with multiple choice questions about knowledge of a makerspace
and how makerspaces are used in their regular classroom will be developed and
administered to classroom teachers.

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2.2.2 How would you collect that information and data?
The data from the questionnaire will be collected and sorted into the following groups:
teachers who do not use makerspaces in their classroom, teachers who do use
makerspaces in their classroom, teachers who sometimes use makerspaces in their
classroom, and teachers who do not know the definition of a makerspace. Another part
of the questionnaire would include questions about the teacher’s attitudes toward using
maker spaces in their teaching. This data would provide information about the interest
levels of the teachers and the use of makerspaces.
2.3 What are the discrepancies between the current (actual) and desired (optimal) state?
Discrepancies exist in the implementation of makerspaces into school classrooms. This
type of teaching may not be viewed as beneficial to the traditional teacher. This type of
teaching is more student led than and the teacher serves as a facilitator. This new way of
teaching and learning is getting more popular, but it is still new and unfamiliar to many.
2.4 What priorities can you assign to the identified discrepancies or goals?
Teachers need a good model for incorporating makerspaces into their classroom and a
supportive administration. If a media specialist or a co-teacher is using the makerspace
to foster learning and students are obtaining the knowledge they need to be successful in
school, other teachers will be more apt to incorporate the spaces as well. Teachers need
to be willing to take risks in offering an open ended learning environment. First, offer a
time during an elective period of the day for exploring and creating. Then, offer a
designated amount of time for creating and inventing in the regular classroom. Next,
begin increasing the time and/or offering time during various subject matter.
2.5 Prepare a goal statement.
All teachers will be informed about how to incorporate makerspaces into their classroom
learning environment.
3 Instructional Analysis:
3.1 Goal Analysis
3.1.1 What is the domain classification and type of learning (or type and level of learned
capability) for your problem?

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The domain of this problem is attitude because teachers will have to choose if they are
willing to make a change in their way of teaching. They will have the choice of whether or
not they will incorporate makerspaces into their classroom.
3.1.2 Conduct a goal analysis for your problem.
3.2 Subordinate Skills Analysis
3.2.1 Choose an appropriate analysis method and provide an example of a subordinate
skills analysis associated with the instruction that you will provide.
“Attitudes are usually described as the tendency to make particular choices or decisions”
(Dick, Cary, & Carey, 2015, p. 45). The attitudinal goal analysis seems most appropriate
for this problem. Teachers can be well informed about how to incorporate a makerspace
into their regular classroom, but ultimately they have to decide whether or not they will
use them. After seeing the makerspaces being used in other classroom and media center
settings, hopefully attitudes will be in favor of using the makerspace in the regular
classroom as well.
Use maker spaces in
the regular classroom. A
Choose to incorporate
the use of maker spaces
in the classroom.
Use makerspaces in
the regular classroom.
A
Choose to incorporate
the use of makerspaces
in the classroom.

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3.2.2 Show which skills are entry level skills
To successfully incorporate a makerspace into a classroom, a teacher much have basic
knowledge of the makerspace. It would be good for a teacher to see a makerspace being
used in a classroom or library setting. This observation could help a teacher’s attitude
toward incorporating a makerspace into their classroom.
Begin using a
makerspace
during
certain
subjects of
teaching.
2
Begin using a
makerspace
across
subject areas.
3
Identify the
use of a
makerspace
in a
classroom
setting.
1
Attend
training on
using
makerspaces.
1.1
Observe
other
classroom
teachers
using
makerspaces.
1.2
Entry skills line
Teachers have
basic knowledge
of a makerspace.

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4. Learner and Context Analysis:
4.1 What is the target population?
The problem with teachers incorporating makerspaces into their classroom is that the
knowledge is not widespread. Makerspaces are new to education. Some schools are
gaining STEM programs and making goals to become more innovative. Not all schools
are participating in these new trends yet and the teachers at those schools may not even
know that makerspaces exist. Any teacher who teaches a class of students can
participate in this analysis.
4.2 Describe how you would determine the characteristics of the target population.
The target population for this analysis would be limited to classroom teachers. The
teachers can be regular education, special education, or elective classroom teachers.
Although makerspaces can be used at any level of education, the target population for
this analysis will be elementary level classroom teachers. A survey will be conducted to
determine the teacher’s entry skills, prior knowledge about makerspaces, and attitude
toward trying a new method of teaching.
4.3 Describe how you would determine the physical and organizational environment.
The physical environment would need to be one that includes materials and space for
making. Once the target population is surveyed to determine who is ready to receive the
next level of instruction, the teachers who wish to participate will be trained in a
designated area. There will be tools for making provided and sample lessons
demonstrated. The organizational environment would include the support teachers will
receive as they try a new way of teaching. Monthly sessions will be held to demonstrate
ideas and sample lessons on how to use makerspaces in their teaching. Different teachers
may be asked to demonstrate lessons used in various classroom settings. Feedback from
other teachers will be offered during these sessions.

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Performance Context Analysis
Information Categories Data Sources Performance Site
Characteristics
1. Managerial/supervisory
support
observations Once a month teachers will
be asked to participate in
professional development.
Teachers will be
demonstrating lessons used
in their classroom
makerspaces during the
sessions. Teachers can also
use this time to share any
ideas. The school
administrators will ask
teachers to present as they
observe the use of
makerspaces in classrooms.
2. Physical aspects of site observations Facilities: two classrooms
will be used for each
professional development
session
Resources: presenters will
provide any resources
needed for operating the
sessions
Equipment: presenters will
provide any needed
equipment or hold the
sessions in the appropriate
room where equipment is
available
Timing: two 20 minute
sessions
3. Social aspects of site observations Supervision: school

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administrators will attend
the sessions
Interaction: The teachers
will interact with the
presenters. Participation is
key in learning how to
establish a makerspace.
4. Relevance of skills to
workplace
observations Meet identified needs: The
sessions should meet the
needs of the learners. As
teachers begin to use the
ideas from the professional
development in their own
classrooms, they can share
any ideas in future
sessions.
Learner Analysis:
Information Categories Data Sources Learner Characteristics
Abilities (prior knowledge) survey Most have some prior
knowledge of makerspaces
Attitudes toward content survey All are willing to learn
more about makerspaces.
Educational ability level survey All know about
makerspaces. Some have
more experience than
others.
Attitude toward training survey All are willing to learn
more about makerspaces.
General group
characteristics
a. Male/females
b. 10 teachers surveyed
c. Motivated teachers
Survey
Current co-workers
See survey results below
Survey Results:

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A survey was conducted and given to one teacher from each of the following areas:
kindergarten (k), first grade (1), second grade (2), third grade (3), fourth grade (4), fifth
grade (5), special education (sp), gifted education (g), STEM lab coordinator (sl), media
specialist (ms). Ten teachers were surveyed in all.
Question:
1. Are you
familiar with
makerspaces
yes
3,4,5,sl
somewhat
k,1,2,sp,ms,g
no
2. Are you
willing to use
a makerspace
in your
classroom?
yes
3,sl
need to know
more
k,1,2
sometimes
4,5,sp,ms,g
no
3. How often
will a
makerspace
be used?
daily weekly
sl
monthly as needed
k,1,2,3,4,5,sp,ms,
g
4. How
would you
build your
makerspace?
portable
sl,ms
permanent place
in classroom
make a space
when needed
k,1,2,3,4,5,sp,
g
5. Do you
have access
to a
makerspace
in your
school?
yes
sl
no
k,1,2,3,4,5,sp,ms,
g
6. Would you
like to learn
more about
makerspaces
?
yes
k,1,2,3,4,5,
sp,sl,ms,g
no
5. Objectives:
5.1 State the Terminal Objective (TO) for your instructional plan.

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“For every unit of instruction that has a goal, there is a terminal objective” (Dick, Cary,
& Carey, 2015, p. 125). The goal is for teachers to know how to use makerspaces in their
classroom. Therefore the terminal objective is: Upon being given information about
makerspaces and participating in hands on training, teachers will begin to use
makerspaces in their classroom.
5.2 Prepare three (3) Subordinate Objectives (SO). For each SO, specify its domain and
specify what you consider to be its level in the taxonomy of that domain. Specify the
author of the taxonomy you have used.
5.2.1 Prepare one SO in the cognitive domain.
When asked orally (CN) to indicate how a makerspace will be used in their classroom,
name (B) examples of situations in which makerspaces will be used. The learner should
name one example for each subject taught (CR).
This subordinate objective is part of the cognitive domain and aligns with Gagne’s
taxonomy of cognitive domain for verbal information skills.
5.2.2 Prepare one SO in the affective domain.
Teachers will have a group activity in which they will participate (CN) by working with a
group (B) to learn how to use a makerspace in their classroom (CR).
This subordinate objective aligns with Gagne’s taxonomy of affective domain for attitude
skills.
5.2.3 Prepare one SO in the psychomotor domain.
Given training sessions in which makerspace lessons are simulated (CN), the learner will
conduct a lesson (B) using a makerspace and allow time for students to create in at least
one subject area (CR).
This subordinate objective aligns with Gagne’s taxonomy of psychomotor domain for
psychomotor skills.
6. Assessments:
Assessment is defined as the ability of someone or something. Assessment gives the
teacher feedback on the learner. Assessment lets the teacher know if they have been able
to transfer knowledge to the learner.

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6.1 Select one SO; describe the manner by which you would assess whether or not the
learner has achieved that objective.
Given training sessions in which makerspace lessons are simulated, the learner will
conduct a lesson using a makerspace and allow time for students to create in at least one
subject area.
In order to determine whether or not the learner has achieved this objective, an
observation would need to occur. The observation would be conducted to check and see
if the teacher is in fact using a makerspace in their classroom and to offer any feedback or
suggestions on things that went well during the lesson and things that may need
improving. Please see the following rubric:
Using a makerspace in teaching
The learner will conduct a lesson using a makerspace and allowing time for
students to create in at least one subject area.
meets satisfactory needs improvement
Plans for a
makerspace
activity
a makerspace is
used
3 pts
a makerspace is an
option or a choice
for students to use
2 pts
a makerspace is
discussed but not
used in the lesson
1pt
Allows time for
making/creating
adequate time
allowed
3 pts
minimal time
allowed
2 pts
not enough time
allowed
1 pt
Makerspace used
across subject area
used in a subject
other than science
3 pts
used during a
science lesson
2 pts
used during
STEM lab
1 pt
6.2 What types of assessment instruments will your instruction have? Why?
The assessment instruments will consist of observations and the use of performance
rubrics (one example is included above). The teachers will also be encouraged to seek
help from colleagues as they work through this learning process together. During
professional development, there will be time for collaboration and discussion. All of
these combined will help teachers to work through any problems and obtain
encouragement from seeing and hearing success from other teachers.
6.3 Write items that assess the SOs in 5.2 above. Include an answer key or rubric.

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6.3.1 Write one item in the cognitive domain.
When asked orally (CN) to indicate how a makerspace will be used in their
classroom, name (B) examples of situations in which makerspaces will be used.
The learner should name one example for each subject taught (CR).
Gives an example of how a makerspace can be used in each subject area.
meets satisfactory needs
improvement
Gives an example
for a makerspace
activity in each
subject area
Gives an example
for use of a
makerspace in
each subject
taught.
3 pts
Gives an example
for use of a
makerspace in
most subjects
taught.
2 pts
Gives an example
for use of a
makerspace in
one subject
taught.
1pt
6.3.2 Write one item in the affective domain.
Teachers will have a group activity in which they will participate (CN) by
working with a group (B) to learn how to use a makerspace in their classroom
(CR).
meets satisfactory needs
improvement
Teacher
participates in a
group activity to
learn how to use
a makerspace.
Works with a
leads a group in a
makerspace
activity.
3 pts
Works with a
group to explore
the use of a
makerspace.
2 pts
Observes a
group using a
makerspace.
1pt
6.3.3 Write one item in the psychomotor domain.
Given training sessions in which makerspace lessons are simulated (CN), the
learner will conduct a lesson (B) using a makerspace and allowing time for
students to create in at least one subject area (CR).
Using a makerspace in teaching

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The learner will conduct a lesson using a makerspace and allowing time for
students to create in at least one subject area.
meets satisfactory needs improvement
Plans for a
makerspace
activity
a makerspace is
used
3 pts
a makerspace is an
option or a choice
for students to use
2 pts
a makerspace is
discussed but not
used in the lesson
1pt
7. Instructional Strategy:
7.1 For the TO, specify and exemplify an appropriate pre-instructional activity or
activities.
Professional development would be provided at monthly faculty meetings. Different
teachers will be asked to plan and demonstrate a lesson that incorporates the use of a
makerspace. The attention of the learners will be gained during these sessions once they
see this new method of teaching. During these sessions, the teachers will be informed on
what it takes to incorporate makerspaces into their teaching. Discussion will also take
place during these sessions also so that teachers can ask questions and contribute ideas in
how to incorporate makerspaces.
7.2 For s SO associated with that TO, specify and exemplify an appropriate presentation
strategy or strategies.
When asked orally (CN) to indicate how a makerspace will be used in their classroom,
name (B) examples of situations in which makerspaces will be used. The learner should
name one example for each subject taught (CR).
The training session for this SO would begin with a demonstration of a sample lesson of a
time for making during a math lesson. A math lesson will be purposefully chosen to help
the learners begin thinking outside of the “science box” when the term makerspace is
being used. A kindergarten teacher will demonstrate a lesson on three diminution shapes.
Upon teaching about the different sides and vertices that a cube contains, the students
will be given toothpicks and mini marshmallows and will be given time to make a model
of a cube. This lesson will demonstrate how a space is used for making during a
classroom lesson.

Report III
7.3 For the same SO, specify and exemplify and appropriate practice activity or
activities.
After this demonstration is complete, teachers will be given time to discuss with other
teachers sitting at their table. They will be asked to discuss other standards and ideas for
giving students time to make and create as a means for learning different standards. A
sharing session will conclude the training session. Each table will be asked to verbally
share at least one idea for incorporating a makerspace into their classroom. A recorder
will be typing the ideas to begin a list that will be shared with all teachers upon
completion of the session.
7.4 For the TO, specify and exemplify an appropriate evaluation follow-through activity
or activities.
In order to ensure that teachers begin using a makerspace in their classroom, a google
drive folder will be created for all teachers to enter lesson plans or lesson ideas for the
school to share. Each time a makerspace is used in a classroom setting, the teacher will
be encouraged to share their lesson plan in the google folder for other teachers to see.
The goal will be to have one makerspace activity entered each grading period to start
with hopes to increase this number as teachers become more comfortable about using
makerspaces.
8. Instructional Materials:
8.1 For the TO, specify and defend your choice of appropriate pre-instructional
materials.
As a means to help teachers master the process of implementing a makerspace into their
classroom, a questionnaire will be administered to understand what the teacher knows (if
anything) about makerspaces and their use. The results of this questionnaire will be used
to determine if teachers need to learn the definition of a makerspace, how to use a
makerspace, or how to use a makerspace across their curriculum. The questionnaire is
open ended so that the teachers can be grouped according to their knowledge of a
makerspace.

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Makerspaces Questionnaire
Directions: Please answer the questions below.
1. What is a makerspace? ______________________________________________
__________________________________________________________________
__________________________________________________________________
2. Describe how a makerspace is used during your instruction. _________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. Describe how to use a makerspace in your classroom. _______________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

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8.2 Select one SO; specify and defend your choice of an appropriate presentation
materials.
Teachers will have a group activity in which they will participate (CN) by working with a
group (B) to learn how to use a makerspace in their classroom (CR).
The presentation of this SO would begin with a video clip defining a makerspace.
https://www.youtube.com/watch?v=UCM83CoBAzE
After reviewing the definition of a makerspace, another video clip will be viewed about
how to use a makerspace in the classroom setting. Paper will also be distributed for
teachers to take notes of new information learned and/or ideas for making that can be
used in their classroom.
https://www.youtube.com/watch?v=sppcI0pZKo0
Ideas would then be shared and teachers will be given time to make any notes.
8.3 For the same SO, specify and defend your choice of an appropriate practice
materials.
After the discussion and idea sharing of makerspaces and their use in various classroom
lessons, a demonstration would be conducted using materials called “STEM Bins”. The

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STEM Bins are pre-made boxes that contain materials and ideas for making. Although
these bins are not the only way makerspaces are utilized, the bins provide a simple hands
on example of a makerspace. Please view the link below to see what is included in the
STEM bins.
https://files.acrobat.com/a/preview/74aae923-31fa-48bd-98ff-65c756b378bb
Each table of teachers will receive a STEM bin with materials and building cards
included. The teachers will be given time to make and create using their materials. After
a few minutes of making, questions to spark discussion will begin. The questions will be
tied to what is being created and how this relates to curriculum in various grade levels in
which the teachers work. This practice activity allows teachers to get an idea of how
makerspaces can be easily included in a classroom setting.
8.4 For the TO, specify and defend your choice of an appropriate follow-through
materials.
Teachers will be given time and materials to assemble STEM Bins for use in their
classroom. Ideas will be be reviewed again from notes and from discussion about how
the STEM bins can be incorporated for certain standards of instruction. Additional ideas
from the lists made on teacher notes will be reviewed and shared again. This will allow
teachers to have several relative examples for uses of makerspaces in their classrooms.
They will also be leaving the professional development with materials that are ready for
implementation. New ideas that teachers may have thought about during the making
session can also be shared during this time.
9. Formative Evaluation :
Teachers will be asked to invite an administrator to come and observe during a time
planned for using a makerspace in their classroom. The video in the presentation
explains how students need plenty of time for making, so this observation can occur
during part of the time when a makerspace is being used. A makerspace is intended to be
integrated into the learning process so that students can use hands-on methods of learning
to explore. Makerspaces are meant to foster creativity and invention. Teachers will be
assessed by the administrator using the following checklist. The administrator will take
notes and offer any suggestions or ideas for further implementation of makerspaces.

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Teacher observation checklist:
makerspace is being used yes no
makerspace aligns with
standard of instruction
yes no
students are engaged yes no
students are given an
appropriate amount of time
yes no
Observation notes:
Suggestions:
10. Revision :
Education is constantly changing and instructional strategies are also constantly
changing. Makerspaces are sometimes thought to be a new name given to an old
strategy. However, makerspaces today include more innovative vocabulary and tools.
As education continues to change, makerspaces should change too. Materials included in
makerspaces should be meaningful and relevant to current teaching standards. Also, with
an endless amount of information provided via the internet and social media, new ideas
for makerspaces will constantly come about. Follow-up sessions on makerspaces need to
take place. According to Dick and Carey (2010), “revisions are changes made to the
content or substance of the materials to make them more accurate or more effective as a
learning tool, and changes related to the procedures used in using your materials.”
Materials will need to be updated regularly for future professional development sessions.
New teachers will need to receive professional development on makerspaces also. As

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teachers become makerspace experts, they can begin offering professional development
sessions on the implementation of makerspaces to coworkers. If a teacher is still having
trouble implementing a makerspace into their classroom, one on one professional
development would be offered. The teacher who is struggling can also be given time to
observe in another teacher’s classroom. A makerspace sharing folder could be created in
which all teachers have access for sharing ideas (old and new) and also the folder could
serve as a great resource for teachers who need fresh ideas.

ITEC 7430

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ITEC 7430