Makerspace

EDCI 572-Makerspace

Listening to guest speakers, Sandra Becker and Natalie Major on Makerspaces made me think that many of us are using or have used these types of activities and not known we were cultivating a “Maker mindset”.

We often attribute makerspaces to thinking of students messing around with Lego or taping cardboard together to create who knows what. However, we need to think beyond what we understand as the traditional components of education.

Makerspace encourages critical thinking and empowers students to extend their thinking and creativity to solve a problem or dilemma by creating a service or product. So, I had to debunk what I originally thought I knew about maker space and explore all possibilities. After hearing the presentation that Sandra and Natalie gave us in class I thought I should explore further to get a better understanding of what a makerspace actually is and how it promotes both design thinking and critical thinking.

What is a makerspace…actually?

A space dedicated to creative thinking and designed for creating and building of an actual product. It focuses on solving a problem that is actually impacting someone. When thinking about design thinking it could be more about creating a product or providing a service to solve a personal dilemma. Makerspace is an empowering space for students to design and create a product from their own thinking.

It is a way of thinking about a space so that you can provide differentiation of materials that can be made within each space. It allows for all students to be successful and find unique ways to express and demonstrate their level of understanding and learning. Makerspace isn’t just about what students can make to extend their thinking but actually involves the physical environment that invites investigation, inquiry and creative building.

In addition, makerspace promotes:

• Inquiry based thinking
• Imagination and creativity
• Sharing of ideas and visions
• Student reflection and peer review
• Collaboration

The value it can offer to any classroom

Examples of maker space that we are already using but just don’t know it yet:

• Scratch
• STEM
• STEAM
• Robotics and word scratch
• Loose parts activities
• Cardboard construction days with paper and cardboard tools
• “Make it” centers

In thinking about how to get started, I would focus more on a project rather than an initial space. I would think about starting with a project to spark curiosity and interest and gauge where students are at, make note of who works best one-on-one and who works best in larger groups. It was also noted to be a great way to start the week, sparking creativity and encouraging a soft start on Monday to provide a gentle start for those who need it.

Another great suggestion was creating a mobile makerspace. This would be a great way for teachers to collaborate and collect materials that can be labeled and boxed on a cart that can rotate from class to class. Materials can be collected overtime and teachers can provide their parents with letters to collect household materials.

Further considerations when thinking about creating makerspaces include ensuring that these projects are topic driven. While student choice is really important, its important to recognize that while you can’t always give choice about the topic, you can provide choice with how we get there. As long as the projects feel real to the student and the learning is authentic and fits with the context of what you are teaching you are on the right track. We also need to be careful as to not make assumptions around which students will have difficulties and which will excel, often maker space activities surprise us because they can be so well differentiated. Students who may struggle to demonstrate their learning in traditional ways may be very successful through hands on learning activities.

Other Considerations:

-makerspace is really not about technology, many students choose low tech over high when given the option

-important with being intentional in design but open to opportunities

– give and receive feedback

-provide time for reflection at the end of each Makerspace (provide students with time to reflect, think about the challenge or questions they have moving forward)

-consider assessment and student presentation

-think about the project or product that can be created even if the students don’t know the answer

– consider how you can incorporate makerspaces into your current contexts

-ensure you have a plan B and C

-ensure your makerspace projects are real, visible and for everyone 😊

-look at ways to make makerspace practical and consider real world applications

Breijcha, L. (2018). Makerspaces in School: A Month-by-Month Schoolwide Model for Building Meaningful Makerspaces.

Spencer, J. & A.J. Juliani (2017). Empower: What Happens When Students Own Their Learning.

Spencer, J. & Juliani, A.J. (2016) Launch: Using Design Thinking to Boost Creativity and Bring Out the Maker in Every Student.