Maker Mindset, then MakerSpaces

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Gary Stager and Will Richardson both have similar ideas about MakerSpaces. They’re worried they’ll add to inequality, and that they’ll continue to be used as hangars for equipment and technology, relegated to a few narrow functions, and ultimately not really put to use.

Gary says in one source (not quoted in Will’s article):

The greatest threat to realizing the potential of the maker movement in the schools is the coupling of the words “maker” and “space:’ It turns out that
it is comparatively easier to hang a sign on a room full of stuff than it is to change classroom practice.

The makerspace threatens to repeat the historical accident of the computer lab :The enthusiasm of an early adopter and presence of new technology created a specialized bunker that kids would
visit each fortnight for the next two generations — like a field trip to colonial Williamsburg . We need to avoid any chance that making, like computer integration , will remain a novelty and be left to a “specialist ” while other teachers remain disengaged .

Gary’s article

And then, Will says this…

Much in the way that schools have spent tons of money on iPads and Chromebooks that have changed little in terms of the culture of learning or in the agency and autonomy kids in classrooms have to learn in classrooms, the same danger exists for Makerspaces. As Gary says, making is a “stance.” It’s a way of thinking about learning and schooling, not something that suddenly happens because of new technologies.

Why it’s so difficult for schools to put vision and philosophy ahead of tools and tech escapes me.

Will Richardson’s Blog

Screen Shot 2017-03-16 at 10.09.33 PMToday I listened to a new podcast on Thursday, Meaningful Making.  It’s good.  I like it.  They had a lot of good insights, including the recognition that the Maker community tends to skew white and geeky, and that we need to do more to promote greater diversity in the Maker community — shout out here to @Mr_Hutchinson_ who does remarkable things with very little… (but boy, do these podcast guys need Toastmasters… lots of uhs, and ummms. repeated words, filler statements… I recognize that a podcast is a different format than a radio show, but if you’re going to be a professional or semi-professional speaker, you owe it to your audience not to repeat yourself too much if you expect your audience to give you an hour of their time.)

Yet something one of the participants said gave me pause.  He said that there was a regular problem on the standardized tests that involved folding a net mentally, to see if it made a shape.  Could the students fold a given 2D net of triangles and squares into a 3D shape, and would the resulting net be complete? The teacher used a 3D printer to make a number of ‘manipulables’ — an ugly, not-really-elegant word — for  students to play with in order to see whether or not the given ‘flat nets’ folded into regular shapes.

Oh… you mean….

The people at have been producing these raw nets for at least a decade. They were one of the first things I turned to in the MakerSpace at my school in 2010 — because there were few things cheaper than paper for teaching Maker skills and Maker mindset to children, and when we started we had virtually no money for tools or materials other than what I could beg, borrow, or recycle.

It’s also a ready-made computer activity: “Use graphic design to make a net — a flat design — that when cut out and folded turns into a three-dimensional shape that can be measured.” It’s then less interesting to produce flat ‘manipulables’ that don’t fold into 3D shapes — and the kids who cut out and fold the real thing will find their skill improved when it comes to imagining the folding of 2d images, because their hands will have done it already. — Principle #4, what the Hands Do, the Mind Knows.

I produced one in five minutes in a word processing application and posted it as a screenshot here, but even a rough cut-out of the weird cross do-hickey on this page will produce a 3D cube.  This cube can be assembled inside out, too, creating six surfaces for decoration, or to make dice, or to assemble into structures, or to talk about crystalline structures… After all, that’s what ancient people noticed about crystals a long time ago: that they came in distinct shapes that appeared to be related to standard geometric forms like hexagonal prisms and cubes and octahedrons.

I’ve said elsewhere that Maker teachers need to be focused on the past (Principle #10, Past vs. Future Orientation) so that the students can be future-focused. The Maker teacher thus becomes a library of solutions, if you will, and can give a student guidance about how to put materials or technologies or techniques to use.

But it’s not always helpful if we turn to the flash and the heat and whiz-bang of the 3D printer when one of the key experiences we want students to gain is the knowledge of how to turn a 2D material (like paper) into a 3D object (like a cube or an icosahedron). I recognize that a) every person has their own entry point to Making; and b) people need to learn how the tech works before they can adopt the right mindset around teaching it to others.  That’s fine.

But we should be conscious of not over-investing in the technology for technology’s sake. Paper has the advantage of being scaleable in a way that 3D printing isn’t, yet, for schools.  Paper is a wonderfully diverse material: ephemeral in a way that 3D printer plastic isn’t, mark-able in a way that plastic isn’t, recyclable in ways that 3D printer plastic isn’t, and as dependent on how we mark it, as how we choose to shape it or design it to function.  It also folds, and it can be sewn, and it can serve as template for other projects; and it can teach complex concepts in short order which can then be programmed!

I do believe that this approach takes some of the “discovery” component out of student learning. After all, you’re using an adult’s graphic design skills and an adult’s mental library of past technologies to present students with ideas.  But you’re also putting ideas in student’s minds at the same time that you’re giving them tools and materials practice.  Just in this blog post, I’ve linked to the idea of using paper to:

  • build scientific instruments
  • teach core concepts of solid geometry
  • train the mind to recognize geometric 2D nets as 3D or not-3D objects
  • building books (which a 3D printer can’t really do)
  • fold origami patterns
  • build templates for sewing projects (including clothing)
  • building and coloring planetary globes
  • building cultural objects
  • teaching algorithms for cryptography (and introducing students to the ideas of secret-keeping).

So, guys — great podcast so far, really.  But you’ve spent two weeks talking about how awesome computers and 3D printing are.  Maybe you can remind people that cardboard and paper have important roles to play, too?

CMK ’09: Introductions

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Gary Stager: Welcome! I’ve been in education for 26 years, trying to help teachers understand digital technology, and teach them about the potential in these new tools.  The digital technology teachers. Many powerful educational ideas and powerful pedagogical practices.  I got interested in computers because they made me feel creative and powerfully expressive.  These tools have the power to get kids to play and express themselves in new ways. Lots of toys, books, materials available  to you. There will be much time to experiment and invent and reflect.  We want you to get deeply engaged in project-based development.  It breaks my heart to go into a classroom and see students staring into their laptop screens on Facebook and looking for flash games to play; there’s all sorts of tools and materials around them, but they don’t know how to engage with them, because they haven’t been introduced.  We’ll have dinner tonight at a banquet facility.

Talk to brain scientists: they have tremendous humility about saying, “we don’t really know how the brain works.” Talk to ASCD members; if they’re paid-up, they know exactly how the brain works! (laughter) Why does knowing how the brain works make us better teachers? It’s like knowing how the mechanism works, does that make it easier to justify treating each child as an individual human being?

Science education is really like Bigfoot: everyone knows it exists, but no one has ever seen it.

We tend to have an additive curriculum. We keep adding to what teachers are supposed to do, and leadership requires us to subtract material from that lists.

it’s as if we had a secret meeting, and we decided that we were going to shut children out of all learning processes connected with the technology which surrounds them all their lives.

Habits of Mind: Be able to sniff out BS.  Be able to be curious, creative, persistent. Look at problems from multiple angles.  Swim in the beakers with the molecules. Put yourself into the shoes of an ancient Egyptian.  Cultivate the habits of mind first, and all things follow from that.

Computing vs. Technology; computers were the game-changer. We talk about “the technology” but it’s really the microchip that changed the game. Regardless of how much we lower our standards, the resistance remains constant.  We need to have higher standards and expectations because the resistance will remain constant regardless.

Having a good rolodex is a good thing. Everyone talks about their professional learning network or PLNs these days, but I used to call them my friends.  Now apparently you need an NSF grant to have “friends”.  Where learning occurs is where there’s a community of practice.  There need to be newbies, intermediates, masters (look, apprentice-journeyman-masters), and learning occurs across all three levels, as newbies try things, intermediates try things, masters try things.

There’s a camera in the room so if you feel like being a documentarian, you can do that.

Try to focus. Try to play.  Work with others. Play with others.  Introduce yourself around to everyone, and communicate your ideas to others.  Introductions of some of the faculty: John Stetson, master learner and tinkerer and one of the best teachers I know; Sylvia Martinez, president of Generation YES!; Cynthia Solomon, an old, old friend who was partially responsible for the LOGO programming language, recently working with OLPC; Brian Silverman, a mathematics teacher and someone with a hand in almost every programming language for kids in the last two decades – he’s involved in Scratch, built a computer out of TinkerToys, and built some Turtles (Me: I have no ideas what this means), and is an amateur mathematician [but real math, not that stuff they do in high school; that stuff should be called Ma, so it’s not dignified with too many letters].

Major pieces: Brian Silverman on science, math and computing this morning.  Deborah Meier tomorrow, followed by Lesa Snider on Photoshop CS4 in the afternoon.  Dr. Lella Gandini, talking on the Reggio Emilia education method, on Wednesday.  Dr. Marvin Minsky and Peter Reynolds on Wednesday evening.  Sylvia Martinez on Thursday morning.

[ME: I am a history teacher.  I have a feeling that I’m in way over my head here… a lot of these folks are science teachers, mathematicians, and computer programming teachers… I think I’m either going to learn a lot, or be overwhelmed.  I hope the latter]