This is the last in a six-part series titled Making in Schools.
When I talk with other educators about our work at the Creativity Lab, they say, “Great! What do we do to get started?”
Often they want to do it all — fully integrate making into their class, start an elective or club, set up a school makerspace. I encourage them to pick one small thing they can do — do one making project, start a club, find an area of their classroom to use as a makerspace. Taking on too much at once is overwhelming and soon gets dropped, becoming another one of those things you tried once. But starting small and building from there allows making to take hold and become what you do.
This is the third in a six-part series titled Making in Schools.
“Better learning will not come from finding better ways for the teacher to instruct, but from giving the learner better opportunities to construct.” — Seymour Papert
If student agency and empowerment is at the core of maker-centered learning, then the role of the teacher is to create an environment that supports students to construct their own meaning. To do this, teachers need to cultivate our own inquiry stance to support student-centered learning.
An inquiry stance is our underlying approach to teaching; it favors questions over directions, student voice over teacher voice, and process over outcome. It’s about thoughtful structure, intentionally choosing where students explore openly, and where there are limits and scaffolds. This doesn’t mean, however, that students have complete autonomy as the teacher sits back and watches.
This is the second in a six-part series titled Making in Schools.
The core of what attracts us to maker-centered learning at Lighthouse is that it develops student agency and ownership of learning. The Agency by Design (AbD) framework, which we discussed in our last post, “What Is Making?” guides our work with learners in becoming more aware of the design of the world around us by taking a closer look at objects and systems.
As students become more aware of the design of the world around them, they begin to see themselves as people who can affect that design and are also empowered to actually do the work — to tinker, hack, and improve design. This newfound awareness isn’t limited to objects, but can move into the core curriculum as well, through discussion of the design of governmental systems, cell structure, or a poem.