Louise Morgan: making

Since my last post over two years ago, I have been working to develop curriculum for my class. For the past 4 semesters, I have refined what I do in my classroom, and over the next few months I plan to share how I teach my units in the Makerspace.

My class is unique in that it is called "computer science", but I teach it in a Makerspace and cover a wide range of topics that not only involve computer science, but also engineering, design, and making. I start the semester off with several team-building challenges. These challenges allow me to observe the students working with different partners and groups. From there we dive in to our first unit: Cardboard Creation Challenge. We then transition into 3D Modeling and Printing, Circuits, Scratch/MakeyMakey, and finally Python/Raspberry Pi. Each lesson that I will share has a framework which our school has developed for all classes. It is based on the Engage2Learn framework:

Framework:

Pre-Assessment

Team/Launch

Hook/Challenge Brief
Form Groups/Team Role
Establish Norms/Develop Conflict Resolution

Plan

Analyze Project Requirements
Analyze Rubrics and set goals based on pre-assessment

Research/work

Plan and research
Identify knows/need to knows

Create/Crit

Final project is created
Adjustments and refinements made based on peer feedback

Share project with authentic audience
Students self-assess their work via Maker's Statement.

I share the Slides (below) with students via Google Classroom. On this project, I give the students the option of working with a partner or alone, but everyone must receive feedback from their classmates during the "create" process.

Teacher Prep:

Create a timeline

Create pre-assessment, progress check, final assessment

Gather materials:

Cardboard (ask kids to bring it from home)
tape (duct, package, masking, washi)
Hot glue guns/hot glue sticks
Box cutters, canary knives, Klever Kutters , Zip Snip or whatever you are comfortable with your kids using
Gloves to protect hands from cuts and burns (this is a non-negotiable in my class)
craft supplies (Popsicle sticks, dowels, corks, plastic containers and lids, etc...)
Make a paper copy of the "Cardboard Techniques" slide and cut. Place in a container for the students to randomly draw. If you have more than 12 students, make enough for each student - it's ok to have duplicates.

Pre-Assessment

Before the cube pre-assessment, I spend time familiarizing the students with where all of the materials are located in the classroom, how to use the tools safely, and clearly define clean-up expectations. I don't give them a lot of instructions on how to work with the cardboard, because this part of the project gives them the opportunity to assess their skill-level. I spend more time on techniques during the next phase when they work on the Technique Resource Board.

Plan/Research/Work

It is important for the students to have time for planning and thinking, but it is also important to have a sense of urgency so that they can be done by the final due date. Some will hurry and finish in a day or two, while others will work more slowly. Be prepared to challenge the early finishers by sending them to receive feedback from other students, make improvements, or add to their project. For the students who may not have enough time to finish, encourage them to seek feedback and suggestions on how to refine and edit thoughtfully so that they have a finished product by the due date.

During the Share phase, students write a Maker's Statement reflecting on their process, creativity, and collaboration. They use the rubric to self-assess their project. This final phase also involves sharing in front of an audience. In addition to the class, invite other teachers, parents, and community members. After the presentations, the projects are displayed with name plates for the whole school to see.

This project is the basis for all of our other units. Learning how to use cardboard gives the students risk-free medium to explore, create, fail, and succeed. As we move on to circuits and physical computing students will understand that with cardboard, the possibilities are endless!

Cardboard Creation Challenge Slides - You are welcome to copy these slides and modify as necessary, but please give credit to the creators.

Student Cardboard Projects -You are welcome to use these photos, but please give credit to the creator.

Resources:

Michael Buist - Knox Gifted Academy, Chandler, AZ

Twitter: @buistbunch

How to Work with Cardboard: Ikatbag

Faucet and Funnel Thinking
David Cosand - Resound Blog

Aaron Maurer

Twitter: @coffeechugbooks

11 Ways to Connect & Cut Cardboard

www.Engage2learn.org

The first in a series which chronicles the evolution of The STEAM Makerspace.

Background

The 2015-16 school year has been a year of change and growth for me. Moving from my 2nd grade classroom to a brand new STEAM Middle School has proved to be both exciting and challenging. As the Integration Technologist, my job includes duties such as: Chromebook repairs, instructional technology, and media specialist. Early on, my principal shared his vision of our makerspace which would eventually include all of the popular makerspace gizmos and gadgets, as well as, several 3D printers. But...I am getting ahead of myself. We started the school year in an unused wing of a high school. My "area" was a desk under a stairwell and my budget was $0. I knew that we would be moving to our permanent location after our winter break and that I would eventually be given a budget, but in the meantime, I was determined to get the makerspace up and running so it would be part of our evolving school culture.

A desk in a stairwell....so many possibilities...

Getting started

Did I mention that I started with $0 budget? Good thing I am "The Frugal Teacher" and after years of being a 2nd grade teacher/home crafter, I was able to raid my garage for art supplies and paper. My dad made me a few shelves and $10 at Dollar Tree helped with the storage issue. The school was receiving daily shipments of supplies, books, etc... so we had an overabundance of cardboard. We also relied on donations. Our school is divided into houses (think Harry Potter), so I set up a house challenge and points were given as donations came in. We received tools, plastic lace, craft supplies, and old electronics.

Build it and they will come?

Not really. The students did not know the function of a makerspace. They came from traditional schools and had not experienced this type of space. They looked with curiosity as they walked through on their way to class or lunch, but they weren't sure what to make of it. Eventually, students found their way to the area during class time to work and collaborate. Some would shyly ask to use the craft supplies for a poster or a project. Some found their way during intervention time (i.e. study hall). I also had a small group of teacher's aids during 5th period who would tinker and try out the newest additions. By mid-September, I was getting a regular crowd. My desk and a folding table became our workspace for crafts like origami, wonder looms, and plastic lace lanyards. Students also started tinkering with the cardboard and old electronics. Teachers would send kids for cardboard and other supplies so they could create models or products for class projects.

By October, the STEAM Makerspace had become a hub for gathering and creating, but with limited resources, I had to figure out a way to sustain the interest. The World Clock Challenge fit the bill for drumming up more interest in the makerspace and for using up the excessive amounts of cardboard we had accumulated.