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by Shari Tishman, Jennifer O. Ryan, Jessica Ross, Edward P. Clapp
Maker-Centered Learning
Cover
Title Page
Copyright
Acknowledgments
List of Tables and Figures
Foreword
Introduction
What Is a Maker? And What Is Maker-Centered-Learning?
A Road Map to the Journey Ahead
Chapter 1: Exploring the Benefits of Maker-Centered Learning
Learning from Maker Educators and Thought Leaders
Identifying the Real Benefits of Maker-Centered Learning
Recapping the Real Benefits of Maker-Centered Learning
Chapter 2: Teaching and Learning in the Maker-Centered Classroom
Maker-Centered Roots and Connections
Who (and What) Are the Teachers in the Maker-Centered Classroom?
What Does Teaching Look Like in the Maker-Centered Classroom?
What Does Learning Look Like in the Maker-Centered Classroom?
What Does the Maker-Centered Classroom Look Like?
Chapter 3: Developing a Sense of Maker Empowerment
What Is Agency?
Agency and Maker Empowerment
Empowerment and Social Justice
Empowerment in Education
Chapter 4: Developing a Sensitivity to Design
Developing a Sensitivity to Design in a Consumer-Driven World
What Is a Sensitivity to Design?
How Are Students Sensitive (or Not) to Design?
Seeing the Designed World as Malleable
Chapter 5: Maker-Centered Teaching and Learning in Action
A Framework for Maker Empowerment
Tools and Techniques for Supporting Maker-Centered Thinking and Learning
Conclusion
Maker-Centered Learning: Challenges and Puzzles
Looking Ahead: The Future of Maker-Centered Learning
Imagine If …
Afterword
Appendix A: Overview of interview participants
Appendix B: Thinking Routines
Notes
Introduction
Chapter One
Chapter Two
Chapter Three
Chapter Four
Chapter Five
Conclusion
References
Index
About the Authors
Thinking and Learning in the Maker-Centered Classroom
End User License Agreement
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Prev
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Cover
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Next Chapter
Title Page
Table of Contents
Cover
Title Page
Copyright
Acknowledgments
List of Tables and Figures
Foreword
Introduction
What Is a Maker? And What Is Maker-Centered-Learning?
A Road Map to the Journey Ahead
Chapter 1: Exploring the Benefits of Maker-Centered Learning
Learning from Maker Educators and Thought Leaders
Identifying the Real Benefits of Maker-Centered Learning
Recapping the Real Benefits of Maker-Centered Learning
Chapter 2: Teaching and Learning in the Maker-Centered Classroom
Maker-Centered Roots and Connections
Who (and What) Are the Teachers in the Maker-Centered Classroom?
What Does Teaching Look Like in the Maker-Centered Classroom?
What Does Learning Look Like in the Maker-Centered Classroom?
What Does the Maker-Centered Classroom Look Like?
Chapter 3: Developing a Sense of Maker Empowerment
What Is Agency?
Agency and Maker Empowerment
Empowerment and Social Justice
Empowerment in Education
Chapter 4: Developing a Sensitivity to Design
Developing a Sensitivity to Design in a Consumer-Driven World
What Is a Sensitivity to Design?
How Are Students Sensitive (or Not) to Design?
Seeing the Designed World as Malleable
Chapter 5: Maker-Centered Teaching and Learning in Action
A Framework for Maker Empowerment
Tools and Techniques for Supporting Maker-Centered Thinking and Learning
Conclusion
Maker-Centered Learning: Challenges and Puzzles
Looking Ahead: The Future of Maker-Centered Learning
Imagine If …
Afterword
Appendix A: Overview of interview participants
Appendix B: Thinking Routines
Notes
Introduction
Chapter One
Chapter Two
Chapter Three
Chapter Four
Chapter Five
Conclusion
References
Index
About the Authors
Thinking and Learning in the Maker-Centered Classroom
End User License Agreement
List of Tables
Chapter 1
Table 1.1 The primary and secondary benefits associated with maker-centered learning
Chapter 2
Table 2.1 Overview of strategies for designing maker-centered learning experiences and environments
List of Illustrations
Introduction
Figure I.1 Young visitors to the 2014 World Maker Faire engage with an interactive LED exhibit at the New York Hall of Science.
Figure I.2 Young makers constructing a trash collecting net for an environmental science exploration at Park Day School in Oakland, California.
Figure I.3 In a tinkering class at Breakwater School in Portland, Maine, kindergarten students work together to build a geodesic dome.
Chapter 1
Figure 1.1 Students in Tanya Kryukova's physics class at Lighthouse Community Charter School, in Oakland, California explore the physics of speakers.
Figure 1.2 Tatum Omari's first-grade students at North Oakland Community Charter School express how they identify as makers and inventors.
Figure 1.3 Fourth graders engage in a toy take-apart activity, discovering how mechanized toys work while embracing the idea that “nothing is precious.”
Figure 1.4 Students at the Corrales Community Library in New Mexico work with educators from the Parachute Factory to explore the properties of electricity using circuits, conductive thread, and LED lights.
Figure 1.5 A student at King Middle School in Portland, Maine, carefully chooses from a selection of chisels, making sure she uses the right tool for her wind turbine project.
Chapter 2
Figure 2.1 Two young makers support each other as they learn about tools and materials.
Figure 2.2 At the Open Bench Project, a makerspace in Portland, Maine, teachers come in all shapes and sizes. Brought in as a local expert, 13-year-old Aidan is seen here facilitating an Arduino class for King Middle School science and math teachers.
Figure 2.3 Students work with a guest educator on a collaborative wind turbine project.
Figure 2.4 In the Tech Ed room at King Middle School, tools and materials are ready for making and tinkering opportunities.
Figure 2.5 A third grade student asks a friend for help as she explores the properties and stretching capacity of a new material.
Figure 2.6 Lighthouse Community Charter School teacher Amy Dobras facilitates a Grade 7-8 collaborative making project exploring identity, self-worth, and community.
Figure 2.7 After “making the rounds” and observing other groups' wind turbines, students in Gus Goodwin's technology education class discuss ways to incorporate what they have learned into their own model.
Figure 2.8 In its original configuration, the Tinkering Studio in San Francisco's Exploratorium offered rectangular tables for visitors to make things. After observing an unintended teacher-at-the-head-of-the-table mentality, staff refurnished the space with round tables, thereby increasing the potential for distributed learning and teaching.
Figure 2.9 At Brightworks School in San Francisco, California, students' self-designed studio spaces include specific areas for sharing ideas and soliciting feedback. Here, a student seeks design advice from a friend.
Figure 2.10 In Ed Crandall's ninth-grade robotics class students look to each other for technological help and advice.
Figure 2.11 Staff at the Tinkering Studio model their own philosophy by experimenting with exhibition designs.
Figure 2.12 The Innovation Workshop at Park Day School was built after many conversations, surveys, and meetings involving school and broader community constituents.
Figure 2.13 Students working at Park Day School frequently use simple tools, like glue guns, to prototype their ideas with non-precious materials.
Figure 2.14 In many makerspaces, visibility of materials, tools, and projects in process are critical to how kids engage with the making and tinkering process.
Chapter 3
Figure 3.1 Students build confidence and competence when given an opportunity to work with carpentry tools.
Figure 3.2 In a partnership between Emerson Elementary School and Park Day School, students build T-Stools to bring back for classroom use.
Figure 3.3 To convert the truck they acquired from gasoline to electric power, Roberto, Cesar, and Tomas had to make many modifications. Here, Cesar helps make room for the electric motor.
Figure 3.4 Students at Marymount School of New York take the initiative to do some online research to figure out how to import music from their iTunes into an Arduino-based device they are building.
Figure 3.5 Students look closely at environmental systems to design devices for taking trash out of the water as part of a larger unit on the effect of pollution in local waterways.
Chapter 4
Figure 4.1 Students engage in some close looking at a screw as part of the Children's Innovation Project learning in Pittsburgh Public Schools.
Figure 4.2 Students at the Harvard Graduate School of Education consider the designed properties and inner workings of an old Smith-Corona typewriter.
Figure 4.3 Engaged in a making activity, a student from Emerson Elementary School pauses to examine the properties of the materials he's working with.
Chapter 5
Figure 5.1 The Agency
by
Design pedagogical framework for developing a sensitivity to design foregrounds three interrelated maker capacities: looking closely, exploring complexity, and finding opportunity.
Figure 5.2 Students in Thi Bui's technology class at Oakland International High School look closely at a computer by taking it apart.
Figure 5.3 To better understand scientific principles behind light and electricity, a third-grade student in Renee Miller's class breaks down a light bulb into its individual elements.
Figure 5.4 Students in Alex Kane's fifth-grade class redesign their classroom workspace, starting with the furniture, after analyzing the benefits of student movement on the brain and overall health.
Figure 5.5 The proposed design for a maker campus at Oakland International High School.
Figure 5.6 A student in the woodworking shop looking closely while setting up the work space.
Figure 5.7 Kindergarten students in Carla Aiello's class map out the parts, people, and interactions associated with the system of making an apple pie.
Figure 5.8 Students at Propel McKeesport School in Pittsburgh begin to engage with the Agency
by
Design maker capacities by documenting the parts, purposes, and complexities of their balloon car prototypes.
Conclusion
Figure C.1 A young student fully engages all three maker capacities while working through a carpentry project.
Figure C.2 Exploration and experimentation in the maker-centered classroom can be made more accessible and equitable through the careful planning and facilitation of maker educators.
Figure C.3 A whimsical redesign created from the messy and evolving process of repurposing materials.
Guide
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