The Makered Mindset
“The central thesis is that students
should engage in tinkering and
making because they are powerful
ways to learn”
Sylvia Libow Martinez
Makerspaces in the School Library
Learning Commons and the uTEC
Maker Model
David Loertscher, Leslie Preddy, Bill Derry
• Making has been part of education but it is
now gaining momentum as it becomes more
focused, dedicated and intentional. It fosters
blending creativity, inquiry and kinesthetics.
Visualizes the developmental stages of creativity from individual and groups as
they develop from passively using a system or process to the ultimate phase of
creativity and invention
The act of making progresses along a continuum from being a user of
something created by others to the act of creating something that is
innovative.
At all levels learners are developing
skills and dispositions that contribute
to success.
• Personal Expertise
• Cooperative Group Work
• Collaborative Intelligence
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Using
Enjoys engaging in activity
Uses tools or programs as inventor intended
Recreating what other have already created
• Tinkering
• User begins to tinker with the original idea or purpose
• Has enough confidence build upon the using stage to
question the “how” and “why”
Experimenting
“It all becomes not only a passion but also an organized process of
experiences and experimentation.”
• Seriously abandon what has been created by
others
• Working beyond curiosity to a purposeful design of
something new
• Begins to contribute to a topic’s knowledge base
• Trial and error
• Hard work and dedication to a project vision takes
over
• Modifies to test pre-existing theories
• Repurposing what is known into new
understandings
Creating
Einstein said “imagination is more important than knowledge”
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Success, independent thinking, action
Results
Innovation
Novel product or design
Begin to think about impact, benefit,
entrepreneurial possibilities
• “..The growth of creative thinking and
independence is difficult to thoroughly define
in a manner that fits all because we are
unique, our learning paths distinct, and
success for the individual varies greatly.”
•
Loertscher, David V., Leslie Preddy, and Bill Derry. "Makerspaces in the School Library Learning Commons and
the uTEC Maker Model," Teacher Librarian, vol. 41, #2, December, 2013, p. 48-51.
• Maker empowerment: a sensitivity to the
designed dimension of objects and systems,
along with the inclination and capacity to
shape one’s world through building,
tinkering,re/designing or hacking.
Pg 5
•
MAKER-CENTERED LEARNING AND THE DEVELOPMENT OF SELF:PRELIMINARY
FINDINGS OF THE AGENCY BY DESIGN PROJECT A WHITE PAPER PRESENTED BY
AGENCY BY DESIGNPROJECT ZERO, HARVARD GRADUATE SCHOOL OF
EDUCATION
My invention that made peace
with lions
• “Implementing maker education is less
about space than it is about mindset. A
core component of making is empowering
students to create something meaningful
and to see the impact of their work in the
world around them.”
•
Supporting Maker Education District-Wide - Silveria Parker (Edutopia)
• Making invites a cultural and curricular shift
within schools and districts, and it requires the
time to develop a rationale for why making
matters.
•
Supporting Maker Education District-Wide - Silveria Parker (Edutopia)
#sd57makers
• Leanne Berry – Heritage Elem & Pineview Elem
• Michelle Labonte- Quinson Elem
• Maria Weisgarber – Heather Park Elem
• Jessica Bonin – Spruceland Elem
• Joseph Jeffery – Polaris Montessori