A STEM Camp for Young Learners

I just finished a week long – half day STEM camp for learners, ages 7 through 12, half girls and half boys. The energy in the room throughout the week was pretty incredible. There was close to 100% engagement the entire time which is always my goal in teaching. I love turning kids onto STEM, and there is evidence that exposure at a younger age increases the chances of later interest.

Some Evidence of the Importance of STEM in the Early Years

Research tells us that children’s early experience builds brain architecture and lays the foundation for one’s lifelong thinking skills and approach to learning, both critical roots of STEM success. After all, the STEM disciplines require not only content knowledge but also robust thinking dispositions—such as curiosity and inquiry, questioning and skepticism, assessment and analysis—as well as a strong learning mindset and confidence when encountering new information or challenges. These need to be developed in a child’s early education, beginning in infancy and continuing through third grade to lay the roots for STEM success. (McClure et al., 2017) (The Roots of STEM Success: Changing Early Learning Experiences to Build Lifelong Thinking Skills)

According to a new research project, children who engage in scientific activities at an early age (between birth and age 8) develop positive attitudes toward science, build up their STEM “vocabularies” and do better at problem solving, meeting challenges and acquiring new skills. “STEM starts early: Grounding science, technology, engineering and math education in early childhood,” published by the Joan Ganz Cooney Center at Sesame Workshop and New America and supported by a National Science Foundation grant, has asserted that “the seeds of STEM must be planted early,” right alongside the “seeds of literacy.” Together, the report said, “these mutually enhancing, interwoven strands of learning will grow well informed, critical citizens prepared for a digital tomorrow.”  (Research: Let’s Move STEM Learning Earlier)

The Camp

Due to the experiential nature of most of my instruction, I use an experiential cycle of learning:

What follows is how I applied it during the STEM camp.

Framing the Activities

The STEM activities were introduced through (1) the use of Brainpop videos and their accompanying quizzes, and (2) tutorial videos and/or webpages with directions. Brainpop videos, due to their animation and humor, have a high interest value for kids, and their follow-up quizzes help to create more active learning. After the Brainpop video introduction, the campers were given an overview of the specific activities through the tutorials. I then would show them the tutorial step-by-step. For some campers, seeing the tutorial in its entirety was enough for them to do the project. Others needed me to go over the project step-by-step using the tutorials as guides. I prefer using online tutorials rather than doing them myself as demonstrations because the tutorials can be projected for a larger image and better viewing by all of the learners.

These specific resources can be found in the slide deck below:

The Doing

The camp consisted mostly of campers DOING the STEM activities. See below for a photographic journey of their engagement in the activities.

Reflection

Activity reflections occurred after the completion of the day’s activities using science journals:

https://www.lakeshorelearning.com/products/el/s/HH258

Journals such as these not only benefit the learners but the educator, too. They provide such good activity evaluation information. For example, the last day of camp, students selected two photos from the week from all of the week’s photos that represented their favorite activities. These were printed for them and they then glued the images into their journals and wrote about them. They then did a verbal check-in to tell the rest of us which ones they selected and why.

When they were sharing these with the rest of the group, one of the girls mentioned that the DIY crystals was her favorite. I was totally surprised. I thought this activity was a dude as the kids didn’t seem that excited about them. I was thinking about dropping it as a STEM activity in the future but now I will, due to her comment, consider using it again.

Our Week in Images

Chemistry – Elephant Toothpaste

Chemistry – Slime

Chemistry – Orbeez Stress Balls

Solar – Solar Cars

Solar – Solar Ovens

Art and Science – Geometric Structures

Art and Science – DIY Crystals

Kinetic Projects – Cranky Contraptions

Kinetic Projects – Helium Balloon Blimp

Kinetic Projects – Motor Boats

 

Elementary Social Entrepreneurship: A Perfect STEAM Lesson

I am completing a social entrepreneurship unit with my gifted students, grades 2nd through 5th. It was one of my favorite units . . . ever, and from their reactions, I believe it was one of theirs, too. I call it a perfect STEAM (science, technology, engineering, arts, and math) unit. The first part of this post explains some of the rationale for this project, and the second part describes the unit, itself.

Why a Unit on Social Entrepreneurship

First, I wanted my learners, who are from lower income families, to develop both an entrepreneur mindset and entrepreneur skills along with the creativity and innovation that comes with these skills.

Entrepreneurship education benefits students from all socioeconomic backgrounds because it teaches kids to think outside the box and nurtures unconventional talents and skills. Furthermore, it creates opportunity, ensures social justice, instills confidence and stimulates the economy. Because entrepreneurship can, and should, promote economic opportunity, it can serve as an agent of social justice. Furthermore, entrepreneurship has historically spurred minorities, women and immigrants to create better lives for themselves and their families.  (Why Schools Should Teach Entrepreneurship)

Second, not only did I want my learners to gain entrepreneur skills, I wanted them to experience the benefits of starting a company in order to raise money to give to a “cause” also known as a form of social entrepreneurship.

Not every child is temperamentally suited to be a social entrepreneur. Not every child is suited to be a scientist, mathematician, or artist. But elementary school-age kids do have the natural curiosity, imagination, drive, and ability to come up with innovative ways to change the world for the better. By exposing our kids to a variety of disciplines, including social entrepreneurship, we are teaching them they have what it takes to “be the change.” One well-known expert on social entrepreneurship, David Bornstein, puts it this way: Once an individual has experienced the power of social entrepreneurship, he or she will “never go back to being a passive actor in society.” (Young Kids Need to Learn About Social Entrepreneurship)

Third, this unit met my own criteria for an effective and powerful unit:

• Instructional challenges are hands-on, experiential, and naturally engaging for learners.
• Learning tasks are authentic, relevant, and promote life skills outside of the formal classroom.
• The challenges are designed to be novel, and create excitement and joy for learners.
• Learner choice and voice are valued.
• Lessons address cross curricular standards. They are interdisciplinary (like life) where multiple, cross-curricular content areas are integrated into the instructional activities.
• Learning activities get learners interested in and excited about a broad array of topics especially in the areas of science, engineering, math, language arts, and the arts.
• Communication, collaboration, and problem solving are built into the learning process.
• Reading and writing are integrated into the learning activities in the form of fun, interesting books and stories, and writing stories, narratives, journalistic reports.
• Educational technology is incorporated with a focus on assisting with the learning activities not to learn technology just for the sake of learning it.
• There is a natural building of social emotional skills – tolerance for frustration, expression of needs, working as a team.

Schedule of Learning Activities

Here was the schedule of learning activities I used for this unit:

•  Introduction
  • Video
  • Online Games
  • Kidpreneurs
• Market Survey – Google Form
• Analyzing Results, Deciding of Products, Testing Products
• Expense Sheet – Expenses and Assets
• Business Plan
• Promotional Flyer
• Sales and Record Sheet

Introduction

Video. Learners were introduced to entrepreneurship with the following video:

Kidpreneur Readings and Workbook. We began reading the Kidpreneurs’ book (free book can be ordered at https://kidpreneursbook.com/free-book) and doing exercises from the accompanying  workbook – these readings and exercises continued throughout the unit. Here is an infographic from the authors of these books:

Online Games. They were then given the opportunity to play some online games that focus on entrepreneurship:

• Lemonade Stand – http://www.coolmath-games.com/0-lemonade-stand
• Coffee Shop – http://www.coolmath-games.com/0-coffee-shop
• Building Rush – https://www.coolmath-games.com/0-building-rush
• Cookie Tycoon – http://www.addictinggames.com/strategy-games/cookietycoon.jsp
• The Uber Game – https://ig.ft.com/uber-game/

Market Survey 

Based on their own interests and hobbies (and with the help of the Kidpreneur workbook), my learners decided on possible products they could sell, and with my help, added possible organizations where profits would go. They developed a market survey from this information:

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Analyzing Results, Deciding of Products, Testing Products

Learners requested that their respective classes and family members take their survey. It was quite a treat watching them continually examine the graphs found on the Google form response page. Here is an example from one student:

From the results, they decided to sell Orbeez Stress Balls and glitter slime donating the profits to our school. They tested out making these products – different sizes and slime recipes – to discover which would be best for production.

Expense Form

I acted as the bank and purchased the materials for the learners to make Orbeez Stress Balls and Slime. I saved the receipts, made copies of them, and had each learner create her or his Google sheet to record expenses.

(Still making sales – students will update income this coming week.)

Business Plan

From all of this information, the learners developed a business plan using the following Kids-Business-Plan simplified for kids. It included:

• Their business name – Gifted Community Craft Story
• Startup costs
• Cost per item
• Marketing strategies

Promotional Flyer

The learners created the following promotional flyer using Google Docs. Luckily, our school has a color printer so I was able to print them out in color for the learners to post throughout the school.

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Sales and Record Sheet

Another document created by the learners was the order form:

Highlights – Selling, Making, Packaging, and Delivering the Products

Additional Resources

• Ten Helpful Tips To Becoming An Kidpreneur [a kid that is an entrepreneur] https://www.huffingtonpost.com/entry/ten-helpful-tips-to-becoming-an-kidpreneur-a-kid-that_us_58d42f17e4b0f633072b35c6?ncid=engmodushpmg00000004 
• Lesson Plans – Teaching Entrepreneurship http://www.teachingentrepreneurship.org/category/lesson-plans/
• Little Entrepreneurs: Business For Kids http://www.bschool.com/little-entrepreneurs-business-for-kids/

Reflecting on Maker Experiences with Reflection Cards

I’ve discussed the importance of reflection in my Framework for Maker Education; and specifically discussed reflecting on the maker experiences in several of my blog posts:

• Reflecting on the Making Process https://usergeneratededucation.wordpress.com/2015/10/05/reflecting-on-the-making-process/
• The Maker as a Reflective Practitioner https://usergeneratededucation.wordpress.com/2016/02/02/the-maker-as-a-reflective-practitioner/

One of my friends and colleagues, Lucie DdeLaBruere, interviewed me and recently blogged about my thoughts and strategies for reflecting on the maker experience in Create Make Learn: March 5 – Reflection as part of Maker Centered Learning http://createmakelearn.blogspot.com/2018/03/march-5-reflection-as-part-of-maker.html?spref=tw

One of the tools I use to facilitate the reflective process is a board game – see below.

Some of the things that I believe makes this game successful are:

• The questions provide the prompts but they are open enough to be personalized by the learners.
• The game promotes discourse and active listening.
• The interactive and semi-structure of the game make it fun for the learners.

Because of the success of the game, I was motivated to create a similar tool for maker reflections. I created a set of reflection cards that I believe can facilitate some deeper reflection.

The Magic of Making: The Human Need to Create

Recently I had the privilege of facilitating two half day workshops entitled, A Framework for Maker Education. The workshop including several mini-sessions of participants creating their own maker projects (Paper Circuits, Squishy Circuits, Gami-Bots, Brush bots, and micro:bit projects). What struck me most during these creating sessions was the high degree of energy, excitement, and joy in the room – it was palatable – with 100% participant engagement. As evidence, see the photos below:

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The conclusion I came up with for this energy and engagement was that the human need to create is innate; and that too many people, starting during their childhood public education, stop creating. When they were given the opportunity, permission/invitation, materials, and methods, they fully embraced making and creating.

I believe that educators can be intentional in setting up environments where learners’ propensity to create flourishes. Some elements that can assist with this kind of unbridled making and creating include:

• Open ended projects that promote self-directed differentiation and personalization.
• Choice of projects, methods, materials.
• Some structure but lots of room for a personal touch; lots of room for creativity.
• Educators letting go of expectations what the final project should look like.
• Focus on the processes of learning.
• Focus on the social emotional aspects of learning – collaboration, persistence, acceptance of failure.
• Acceptance of a learner’s projects based on their own criteria of excellence rather than of the educator’s.
• Reflection is built into the process so learners can revisit their projects with a critical eye.

Open ended projects that promote self-directed differentiation and personalization

Open ended projects equal lots of options for what the learners can make. So given similar materials and methods, each learner is able to create a project based on his or her own interests and skills. For example, during the workshop, learners were instructed how to make a simple paper circuit but then transformed that paper circuit into a personalized art piece as can be seem in the images above.

Open ended projects permit each student to naturally and instinctively to work at or slightly above his or her ability level.  One of results or consequences of providing such activities is an increase in learner engagement, excitement, and motivation. Open ended learning activities permit and encourage learners to bring their “selves” into the work. They become agents of their own learning. Because of this freedom, they often shine as true selves come through. Learners often surprise both the educator and themselves with what they produce and create. It becomes passion-based learning.  Not only do the activities become self-differentiated, they become personalized. (Natural Differentiation and Personalization Through Open Ended Learning Activities)

Choice matters

Choice in the maker education environment can include a choice of projects; a choice of materials; and a choice of methods. During the maker education workshop, learning stations were set up from which the learners could choose: more advanced paper circuits, Gami-bots, bristlebots, Squishy Circuits, and micro:bit projects. Not only were the learners able to choose which projects they wanted to create, but these projects offered them the option to add their own personal touches.

Learning that incorporates student choice provides a pathway for students to fully, genuinely invest themselves in quality work that matters. Participating in learning design allows students to make meaning of content on their own terms. Education works when people have opportunities to find and develop unaccessed or unknown voices and skills. Audre Lorde poignantly describes this “transformation of silence into language and action [as] an act of self-revelation.” Opportunities for flexibility and choice assist learners in finding passion, voice, and revelation through their work. (Student Choice Leads to Student Voice)

Some structure but lots of room for a personal touch; lots of room for creativity.

Learners, during these workshops, were provided with foundational skills for making the projects through direct instruction, videos, handouts that could then be used as springboards for their own creativity. Maker activities such as these were new to these learners; scaffolding was needed in order for them to develop the foundational skills which in turn increased their creativity.

Direct instruction is provided through structured and prescribed activities with the goal of learners then being able to eventually go into self-determined directions. There has been some criticism leveraged against out-of-the-box maker education kits, programmable robots, and step-by-step maker activities. My contention is that learners often don’t know what they don’t know; and that giving them the basic skills frees them to then use their creativity and innovation to take these tools into self-determined directions. (Scaffolding Maker Education Learning Experiences)

Educators letting go of expectations what the final project should look like.

In Focusing on the Process: Letting Go of Product Expectations , I discussed the following:

To truly focus on the process rather than products of learning, the educator needs to let go of expectations about the specific products that should be produced by the students. There are expectations regarding some of the processes in which learners should engage (e.g., divergent thinking, questioning, researching, creating, innovating) but the educator lets go of the pictures in her or his mind about what the products should look like.

The benefits for learners when the educator lets go of final product expections include:

• They are not limited by my expectations nor the expectations of a lesson or assessment developed by an outside entity (e.g., textbook or testing company).
• Their engagement, motivation, curiosity, and excitement increase.
• They learn to tolerate and then embrace ambiguity.
• They learn skills such as self-directed learning, taking initiative, locating resources, asking for help that can be transferred to all learning endeavors.
• It reflects and models how learning occurs outside of school.
• There is an increased investment and pride in their work.
• They develop both a sense of confidence and a sense of competence.

Focus on the processes of learning.

When educators let go of expectations of what the products should be, which I believe is especially important in a maker education environment, the focus becomes on the processes of learning.

Focusing on the learning process emphasizes the students’ responsibility in the learning-teaching interaction. It both enables and encourages students to engage in their own learning. This engagement helps both students and teachers to build learning up from standards and to achieve competencies needed in our modern world. (Is Learning a Product or Process – part 2 )

Accept a learners’ projects based on their own criteria of excellence rather than of the educator’s criteria.

When the educator lets go of expectations of the final product, the learner develops his or his criteria of success. During one of my maker education workshops, one of the participants finished the basics of the introductory LED paper circuit activity. While the other participants were adding their artistic slants, J. sat there with her simple paper project seemingly satisfied with her project. I went over to talk to her. She said that she was finished, and I said back to her, “That’s fine. You don’t have to do any embellishments if you choose not to.” She later told me of a second grade teacher who criticized her art (yikes – that teacher should have been fired). J. told me later that this acceptance of where she was at actually became encouragement for her to take some risks for later projects in the workshop. Her reflective piece included the following:

I learned a lot about myself about how I actually had been discouraged till now to try any kind of artsy or crafty projects, however, with encouragements from partners and Jackie, I was encouraged to go further and do/attempt additional Maker projects/products.

Focus on the social emotional aspects of learning – collaboration, persistence, acceptance of failure.

When the maker activities are open ended and process-oriented, social-emotional skills such as collaboration, acceptance of failure, and persistence naturally emerge.

Self-Awareness: Making in all its forms requires a full range of skills including cognitive, physical, and affective skills. Given this need for multiple and diverse skill set, effective and successful making comes from an accurate assessment of one’s strengths and limitations as well as having optimism and confidence that challenges can be overcome within the making process.

Self-Management: Making, especially making something new, often includes developing goals on the fly, revising those goals, and managing frustrations as the maker works through and learns new skills, processes, and knowledge related to that make.

Relationship skills: The power of being a maker is amplified when one works collaboratively on projects, gets help from others, and shares findings with others. (Maker Education and Social-Emotional Development)

The educator in this context plants the seeds of social emotional learning (SEL) through the use of language of SEL and strategic questioning such as:

• What processes are you using to develop, assess, and revise your goals while making?
• What strategies are you using to manage any frustrations or failures that are occurring during making your project?
• How your using others to help you with your project?
• How are you collaborating with your peers?
• Are you asking for help if and when you get stuck making your project?
• How are you sharing my ideas with others?

Here are some of the reflective comments by my workshop participants related to their social emotional learning:

This was the first time I had experimented with making electrical circuits and we tried some fun activities that I hope to apply in my classroom. In the first activity I learned that having a creative context or backstory to the work was motivating and helped me to extend myself beyond the basic task. In the final activity I found I was able to respond to a problem, persevere and create an original solution while maintaining the integrity of my design.

We were able to learn that in order to succeed we must try and try again. At times it was frustrating but we were able to collaborate between the team and find solutions and were able to solve the problems we faced.

Today I was reminded of the power of learning environments which invite creative, collaborative thinking  – curated with a variety of flexible materials which offer endless possibilities and room for all people to enter into play.

Reflection is built into the process so learners can revisit their projects with a critical eye.

Insuring that a reflective piece is included in the maker education process assists learners in developing their own criteria of excellence and evaluating their performance based on this criteria. The reflection process is as or even more important as the making itself. John Dewey famously stated, “We don’t learn from experience . . . we learn from reflecting on experience.” Reflection can be a form of making in itself. Participants, during my workshops, were given the option to reflect on their learning using online tools such as word clouds, video creators, audio pieces, photo essays, online storybooks. What follows is a sampling of reflections from my maker education workshops. I used Google Slides so all reflections are aggregated in one location for access by all participants to later review and examine them:

 

Focusing on the Process: Letting Go of Product Expectations

I am a process-oriented educator. I focus on how to learn rather than what to learn. I’ve addressed this in Freedom to Learn:

In order to facilitate these desired elements of learning, I believe it is important to focus on the process of learning rather than the products of learning.

When learning is viewed as a product, and the same performance measure applies to all students, learning facilitation can be reduced to cookie-cutter teaching: same pieces of information and instruction are seen sufficient for all students. In a product-centered learning environment emphasis is often in doing activities – worksheets, charts, pre-designed projects – that are either teacher-made or provided by the publisher of the curriculum. The important part of completing these products is getting them right because these products are usually graded! Skilled and obedient students comply with these requests and try hard to get their tasks done right, yet there are many students who just leave them undone.

What about viewing learning as a process? Because students begin their daily/weekly/yearly learning from different levels of knowledge and understanding, they also will end up in different competency levels. And that is okay, honestly. We are not clones. Students shouldn’t be treated like ones. When learning is understood primarily as a process of acquisition and elaboration of information, the natural consequences in the classroom are ongoing differentiation and individualization. Approaching learning as an individual process helps us refocus learning and teaching: the student is in the nexus of her/his own learning, (Is Learning a Product or a Process?)

The following principles from Rogers’ Freedom to Learn are directly addressed when the process of learning becomes the intent of instructional practices:

Much significant learning is acquired through doing. “Placing the student in direct experiential confrontation with practical problems, social problems, ethical and philosophical problems, personal issues, and research problems, is one of the most effective modes of promoting learning” (p. 162).

Learning is facilitated when the student participates responsibly in the learning process. “When he chooses his own directions, helps to discover his own learning resources, formulates his own problems, decides his own course of action, lives with the consequences of these choices, then significant learning is maximized” (p. 162).

The most socially useful learning in the modern world is the learning of the process of learning, a continuing openness to experience and incorporation into oneself of the process of change. If our present culture survives, it will be because we have been able to develop individuals for whom change is the central fact of life and who have been able to live comfortably with this central fact. They will instead have the comfortable expectation that it will be continuously necessary to incorporate new and challenging learnings about ever-changing situations. (pp. 163-164)

Weibell, C. J. (2011). Principles of learning: 7 principles to guide personalized, student-centered learning in the technology-enhanced, blended learning environment. Retrieved from https://principlesoflearning.wordpress.com.

To truly focus on the process rather than products of learning, the educator needs to let go of expectations about the specific products that should be produced by the students. There are expectations regarding some of the processes in which learners should engage (e.g., divergent thinking, questioning, researching, creating, innovating) but the educator lets go of the pictures in her or his mind about what the products should look like.

The benefits for my learners include:

• They are not limited by my expectations nor the expectations of a lesson or assessment developed by an outside entity (e.g., textbook or testing company).
• Their engagement, motivation, curiosity, and excitement increase.
• They learn to tolerate and then embrace ambiguity.
• Natural differentiation and individualization result.
• They learn skills such as self-directed learning, taking initiative, locating resources, asking for help that can be transferred to all learning endeavors.
• It reflects and models how learning occurs outside of school.
• There is an increased investment and pride in their work.
• They develop both a sense of confidence and a sense of competence.

The benefits for me, as the educator, include:

• I work hard to pre-plan process-oriented classroom activities but the learners work harder than me during class time. Students should work harder than the educator during class time.
• I am continually surprised at and elated about what learners produce. Because of this, I get to learn from them, too. We become a learning community.
• I get to directly observe how each individual student approaches learning tasks. This furthers my ability to plan learning tasks tailored to the learners’ unique abilities and interests.
• I get to experience the joy with them as they accomplish a learning task on their own using their own personal abilities, intelligence, learning strategies, and struggles. This joy rarely occurs with standardized curriculum and assessments.

Here are some examples of process-oriented learning activities I have done with my students:

• Design Thinking Activities for Elementary Students
  • https://usergeneratededucation.wordpress.com/2016/09/25/introducing-design-thinking-to-elementary-learners/
• Designing a Video Game
  •  https://usergeneratededucation.wordpress.com/2017/05/05/video-game-design-with-elementary-learners/
• Maker Education Activities
  • Circuit Crafts https://usergeneratededucation.wordpress.com/2017/07/08/maker-education-camp-circuit-crafts/
  • Cardboard Creations https://usergeneratededucation.wordpress.com/2017/06/18/cardboard-creations-a-maker-education-camp/
  • Toy Hacking        https://usergeneratededucation.wordpress.com/2017/04/08/toy-take-apart-and-hacking/
  • Rube Goldberg Machines  https://usergeneratededucation.wordpress.com/2016/11/29/simple-and-rube-goldberg-machines-a-maker-education-steam-lesson/
• Halloween Wars
  • https://usergeneratededucation.wordpress.com/2016/10/31/halloween-wars-an-interdisciplinary-lesson-with-a-stem-steam-maker-education-focus/

Exploring Wealth Inequities: An Experiential Learning Activity

One of the legacies I want to leave with my students (of all ages) is a desire to engage in global stewardship. For more about this see my post, Empathy and Global Stewardship: The Other 21st Century Skills.

As part of my gifted education classes, I am asking my 5th and 6th graders to choose, explore, research, and report via their own Google Sites on one or two of the 17 Global Goals found at The World’s Largest Lesson. Here is the list of global goals selected by my students:

To supplement their online work, I am doing a series of experiential activities with them (FYI – this also supports my desire to balance technology and no technology activities, where student need to communicate and collaborate with one another without the use of devices). We began these activities with Exploring Wealth Inequalities, which I explain below.

Goals

• Explore inequalities of wealth and better understand experiences of economic inequality.
• To graphically demonstrate the vast differences in wealth between different areas of the world.
• Generate ideas for action towards economic equality.

The Task

To use the supplies given to your group to create a model city.

Materials

• Masking Tape – both for creating the boundaries and for building
• Paper or Plastic Cups
• Straws
• Index Cards
• Candy such as M&Ms, Skittles, Hersey’s Kisses.
• Paper Bags

The Set-Up

The setting below is set up prior to the learners’ arrival.

Randomly separate learners into three different groups. Bring them to their area one group at a time and explain the task.

The Wealthy Group:

The wealthy group has more area in which to work, more supplies, and bags of candy with much more than enough for each learner. The facilitator explains the task offering lots of help if they ask for it. They can leave the boundaries of their area. If they ask for more supplies or goods, the facilitator will get it for them – taking it from another group if needed. An unspoken, hidden rule is that they can offer and give any of their supplies to the lower income groups

 

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The Middle Income Group:

The middle group has everything in moderation – a moderate amount of area to work in – a moderate amount of supplies to build their city.  They each get a bag of candy with a few pieces of candy per bag. The facilitator explains the task but doesn’t offer support.

 

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The Poorest Income Group:

This group is given a taped off area in which there is very little room to move; very limited supplies; and a few pieces of candy to share among the group members. The facilitator briefly and impatiently explains the directions to build a model city with the supplies provided.

 

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Debriefing

Students are shown the following video:

. . . and then discuss the following questions:

• Were you treated fairly?
• What aspects of this game represented how the world’s wealth and power are distributed?
• How did the members of the different groups feel about their situation?
• After playing this game do you have a better understanding of the situation or attitude of poor people/nations? Of the situation or attitude of wealthy people/nations?
• Who are the “haves” and the “have nots” in the world today? Who are the “haves” and “have nots” in our country today? In our state or community? Why?
• Should the “haves” be concerned about the situation of the “have nots?” For what reasons? economic? moral/religious? political? Why might the “haves” give money or resources to the “have nots”? Is this a way to solve the problems of poverty?
• What might the “have-nots” do to improve their situation? What are some actions that “have-nots” have taken around the globe and at home to address the inequalities of wealth and power?
• Do you think there should be a redistribution of wealth and power in this country? Why or why not? If yes, how would you propose to accomplish this? What principles would guide your proposals for change?
• Do you think there should be a redistribution of wealth and power throughout the world? Why or why not? If yes, how would you propose to accomplish this? What principles would guide your proposals for change?

(http://hrlibrary.umn.edu/edumat/hreduseries/tb1b/Section2/activity2.html)

Here are some of the comments from my students during the debrief.

 

Scaffolding Maker Education Learning Experiences

I often read via social media about the importance of student centered, student-driven instruction. I wholeheartedly agree. My blog post is called User-Generated Education for a reason. I also believe one of the roles of an educator, in the context of maker education, is to scaffold learning experiences so the end result is students becoming self-determined learning.

Thinking about the importance of learner autonomy and independence reminded me of my early career when I did counseling work with at-risk youth in wilderness settings, taking them on 2 to 3 week wilderness trips. We did what was called Huddle-Up Circles. Huddle-ups were called by the instructors and/or the youth participants any time a concern or problem arose. Everyone stopped what they were doing to gather in a circle to discuss the problem and generate solutions. Needless to say, the instructors were the ones who most often called and facilitated the huddle-ups at beginning of our trips.  Our goal, as instructors and counselors, was to have the young people run the huddle-ups themselves. We knew we were successful when we asked to step out of the huddle-ups by the young people because they wanted to run their own huddle-ups. During these times, we would stand outside of the huddle-up circles and silently observe their processes, only stepping in upon their request. The results not only included the development of skills and strategies for their own social-emotional development, but their success with their earned independence boosted their self-esteems.

This is how I approach facilitating maker education activities. Direct instruction is provided through structured and prescribed activities with the goal of learners then being able to eventually go into self-determined directions. There has been some criticism leveraged against out-of-the-box maker education kits, programmable robots, and step-by-step maker activities. My contention is that learners often don’t know what they don’t know; and that giving them the basic skills frees them to then use their creativity and innovation to take these tools into self-determined directions.

In response, I created and proposed Stages of Maker Education:

In my robotics and coding classes, I use Ozobot, Spheros, Dash and Dot, microbits, Scratch, to name of few. I use a full spectrum of activities starting with direct instruction associated with the Copying stage, then assisting learners to move through the Advance, Modify, and Embellish stages by providing them with examples and resources, and finally, encouraging them to move into the Create stage. Sometimes I show them examples of possibilities for the Create stage. I show such examples to spark and ignite their creative juices. Because almost all of my learners have not had the freedom to create, these examples help to get them motivated and going. Here some are examples of two ends of the spectrum – Prescribed/Copy and Create – of some of these robotic and coding activities to show how learning basic skills can lead to creative activities:

• Ozobot:
  • Prescribed/Copy –  Ozobot Basic Training
  • Create – for creative use of Ozobot examples see https://youtu.be/2C-jbsfBJvA and https://youtu.be/OtUXrVGW3r0 (One of my groups of gifted students are currently working on their own projects to tell a story with Ozobot. I will add their stories once they are completed.)
• Dash and Dot:
  • Prescribed/Copy – Teacher-driven lessons found at https://education.makewonder.com/curriculum/learn-to-code
  • Create -for examples of the creative use of Dash, see Creativity Corner found at  https://www.makewonder.com/play/ideas/
• Scratch:
  • Prescribed/Copy – Using Scratch Cards and/or doing Scratch Starter Projects
  • Create – for creative examples of Scratch, see https://scratch.mit.edu/studios/232765/
• Sphero:
  • Prescribed/Copy – beginning coding activities found at https://edu.sphero.com/cwists/category
  • Create – for ways that Sphero creatively for cross-curricular activities, see http://stemeducationguide.com/classroom-activities-sphero/
• micro:bit:
  • Prescribed/Copy – step-by-step projects found at https://makecode.microbit.org/# and https://makecode.microbit.org/projects
  • Create – for examples of creative projects using micro:bits, see http://microbit.org/en/2017-04-12-mothers-challenge-winners/

My ultimate goal is to have students drive their own learning and I want to help them learn skills to be successful in their self-determined learning.