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Workshop: Maker Education in a Context


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Presentation slides for my ISTE 2017 maker education workshop.

Published in: Education

Workshop: Maker Education in a Context

  1. Maker Education In Context
  2. @JackieGerstein “I don’t do teaching for a living, I live teaching as my doing . . . and technology has amplified my passion for doing so.” Dr.Jackie Gerstein
  3. I like: ● Developing new learning activities and curriculum. ● Trying and testing new things in my classroom with my learners (of all ages). ● Hearing and seeing how the learners interact with these new things. ● Using hands-on, whole body-whole mind learning activities. ● Controlled chaos . . . where all learners are doing something during instructional times.
  8. ➔ Theoretical Background ➔ Frontloading ➔ First Make LED Name Badge LEDs, Circuit Stickers, and Sketchbook ➔ First Reflection: Maker Reflection Board Game ➔ Goals for Next Make ➔ Stages of Maker Education ➔ The Pedagogy, Andragogy, Heutagogy of Maker Education ➔ Second Make: Toy Take Apart and Making ➔ Documenting Learning ➔ Self Assessment ➔ The Maker Educator LED Poster ➔ Taking It Back: Implementation Strategies ➔ Resources
  9. Theoretical Background
  10. School for Hackers: The do-it-yourself movement revives learning by doing. When a kid builds a model rocket, or a kite, or a birdhouse, she not only picks up math, physics, and chemistry along the way, she also develops her creativity, resourcefulness, planning abilities, curiosity, and engagement with the world around her.
  12. Maker Education and Experiential Education
  13. MAKE STEAM: Giving Maker Education Some Context
  18. Frontloading is making clear the purpose of an activity prior to actually doing it. The idea is that if participants clearly understand the purpose or lesson upfront, that lesson will repeatedly show itself during the action component. ( The practitioner tells or guides participants before the experience on how what they want them to focus on in the activity. It is about guided attention before the activity. ( strategy)
  19. Using Scenarios You have been hired to create a new invention to bring kindness into the world. You have been identified as your school’s teacher leader. Your job is to test out different maker activities and help expose-train the other educators in your school in the best practices of maker education
  20. Using Essential Questions How do inventors, engineers, scientists, mathematicians, and/or artists solve problems? What are the attributes of having a maker mindset?
  21. Questions to Help with Scaffolding and Sequencing the Activities In this next activity you will be ask to do _______________, what skills did you learn in (the previous activity) that will help you do ____________ in this upcoming activity?
  22. Specifying Standards ● 2.4 - design, build, and test a device that produces electricity ● 2.5 - use technological problem-solving skills to design, build, and test a device that transforms electrical energy into another form of energy in order to perform a function (e.g., a device that makes a sound, that moves, that lights up)
  23. er-education-and-social-emotional-development/ Questions to Tap Into Social Emotional Learning
  25. 1st Make: LED Name Badges
  26. 1st Make: LED, Circuit Sticker, Sketchbook
  27. Critical reflection is an active, conversive, dialectical exercise that requires as much intellectual work as does every other aspect of the learning process.
  28. A recent research study published via Harvard Business Review concluded that: ● Learning from direct experience can be more effective if coupled with reflection-that is, the intentional attempt to synthesize, abstract, and articulate the key lessons taught by experience.
  29. A recent research study published via Harvard Business Review concluded that: ● Reflecting on what has been learned makes experience more productive.
  30. A recent research study published via Harvard Business Review concluded that: ● Reflection builds one’s confidence in the ability to achieve a goal (i.e., self-efficacy), which in turn translates into higher rates of learning.
  34. 2nd Make: Toy Hacking & Making
  35. Brainstorming: How might you frontload this activity?
  36. Talk about it. Do a Pair Share
  37. Write about it.
  38. Sketchnote it. Sketchnotes 4 @smartinez Maker Movement Lssons 4 K-12 Education @EdTechTeacher21 #MSUrbanSTEM #chicagomake
  39. Take a photo or create a video or animation about it
  40. Tweet or snapchat or Facebook or Instagram about it. Hashtag: #catc25
  41. Documenting Your Making Process ❏ Take photos, create a video, make sketchnotes of your make. ❏ Upload your media to one or more of the slides. ❏ Add text to discuss: ❏ What did you learn? ❏ What changes do you plan to do with future makes? Consider skills, knowledge, and attitudes.
  42. Putting It Together: Final Reflections and Applications
  43. Resources