3. I like:
● Developing new learning activities and curriculum.
● Trying and testing new things in my classroom with my
learners (of all ages).
● Hearing and seeing how the learners interact with these
new things.
● Using hands-on, whole body-whole mind learning
activities.
● Controlled chaos . . . where all learners are doing
something during instructional times.
8. ➔ Theoretical Background
➔ Frontloading
➔ First Make
LED Name Badge
LEDs, Circuit Stickers, and Sketchbook
➔ First Reflection: Maker Reflection Board Game
➔ Goals for Next Make
➔ Stages of Maker Education
➔ The Pedagogy, Andragogy, Heutagogy of Maker Education
➔ Second Make:
Toy Take Apart and Making
➔ Documenting Learning
➔ Self Assessment
➔ The Maker Educator LED Poster
➔ Taking It Back: Implementation Strategies
➔ Resources
10. School for Hackers: The do-it-yourself movement revives learning by doing.
When a kid builds a model rocket, or a kite,
or a birdhouse, she not only picks up math,
physics, and chemistry along the way, she
also develops her creativity,
resourcefulness, planning abilities, curiosity,
and engagement with the world around her.
18. https://usergeneratededucation.wordpress.com/2016/03/16/framing-and-frontloading-maker-activities/
Frontloading is making clear the purpose of an activity prior
to actually doing it. The idea is that if participants clearly
understand the purpose or lesson upfront, that lesson will
repeatedly show itself during the action component.
(http://chiji.com/processing.htm)
The practitioner tells or guides participants before the
experience on how what they want them to focus on in the
activity. It is about guided attention before the activity.
(http://www.aee.org/tapg-best-p-matching-facilitation-
strategy)
19. Using Scenarios
You have been hired to
create a new invention
to bring kindness into
the world.
You have been identified as your
school’s teacher leader. Your job
is to test out different maker
activities and help expose-train the
other educators in your school in
the best practices of maker
education
20. Using Essential Questions
How do inventors,
engineers, scientists,
mathematicians, and/or
artists solve problems?
What are the
attributes of having
a maker mindset?
21. Questions to Help with Scaffolding and
Sequencing the Activities
In this next activity you will be ask to do
_______________, what skills did you
learn in (the previous activity) that will
help you do ____________ in this
upcoming activity?
30. Critical reflection is an active, conversive,
dialectical exercise that requires as much
intellectual work as does every other aspect of the
learning process.
https://canvas.instructure.com/courses/612829/pages/heres-what-to-do-on-saturday
31. A recent research study published via Harvard Business Review
concluded that:
● Learning from direct experience can be more
effective if coupled with reflection-that is, the
intentional attempt to synthesize, abstract, and
articulate the key lessons taught by
experience.
http://hbswk.hbs.edu/item/7498.html
32. A recent research study published via Harvard Business Review
concluded that:
● Reflecting on what has been learned makes
experience more productive.
http://hbswk.hbs.edu/item/7498.html
33. A recent research study published via Harvard Business Review
concluded that:
● Reflection builds one’s confidence in the ability
to achieve a goal (i.e., self-efficacy), which in
turn translates into higher rates of learning.
http://hbswk.hbs.edu/item/7498.html
48. Documenting Your Making Process
❏ Take photos, create a video, make sketchnotes of your make.
❏ Upload your media to one or more of the slides.
❏ Add text to discuss:
❏ What did you learn?
❏ What changes do you plan to do with future makes? Consider skills,
knowledge, and attitudes.
https://goo.gl/vY6zAh