A spinoff of the Maker Faire movement, makerspaces are learning environments with tools that offer opportunities to create, learn, play, and invent. Spaces may run the gamut of non-profit, community spaces where people learn trades, to classrooms where project-based learning takes place. Many school libraries are currently being reconfigured to include areas that expose students to maker projects. Every makerspace is different because needs can be so different. Here are some ideas for getting on board with the the maker space movement.
One of our favorite websites for learning about all types of makerspaces offers a free “playbook” for getting your own space up and running. It’s a comprehensive guide and covers aspects such as what to put in your space, safety rules, and other helpful resources. You will also find photos and templates from maker spaces around the country to help you make decisions about your makerspace.
School-based makerspaces are a fairly new concept for students and families. A resource we like (and it’s free on Amazon for Kindle) is Roselund and Rodgers’ Makerspaces, a great book for introducing your 4th grade and above students to the concept, content, and use of makerspaces.
Jen Walsh has put together 103 ideas on her Pinterest page for projects, challenges, and makerspace projects. We liked the design cycle she features as well.
The design thinking process is certainly a great takeaway from the makerspace environment. keslerscience.com offers an awesome blog on the shift from making in the makerspace to becoming a maker outside the space.
Elementary teachers may want to get students involved in the makerspace mindset but have no formal space designated in the school. A corner of a classroom can certainly suffice. Supplies could be center-based or included in a content rotation. Makerspaces and students are a natural combination. Be sure to make your materials needs known to parents and PTOs. With access to an array of materials, students may create something unique that has never been seen before.
Secondary teachers may want to meet with technical skills teachers to discuss goals and needs. School-to-community connections may be possible by offering maker nights that allow community members to work with teachers, students or on their own to develop new skills. If your building currently utilizes family math or literacy nights, how might making incorporate those contents?
Everyone has the potential to be a maker. Hopefully these ideas will give you inspiration and you will share your maker spaces with us! We would love to feature photos of your makerspaces in future blogs!
The transition from winter vacations to back-to-school days can be challenging for all. Readiness to return can differ enormously–from students in dire need of food security to students that have been on luxurious ski vacations. Somehow teachers must find their own place in the school readiness continuum while supporting students as they make their journey back to relationships, relevance, and rigor at school. Here are some tips for navigating your way to second semester.
Tidy up your classroom. You may have felt desperate to start the vacation and left some chores undone. Look at the learning space with a critical eye. Could a first semester tub be used to clear away items that will not be used anymore? How about your desk? Perhaps you want to revisit some of your ideas for setting up your classroom in the fall. Some Pinterest hopes may not have been practical. Other Fall ideas may still be viable now that you know your classroom community well.
Review your curriculum. Everyone may struggle physically and mentally towards the school schedule. Ease into the curriculum by reviewing academic vocabulary and concepts. Make the first weeks more fun for you by collaborating with a colleague on an upcoming unit or project. If you are starting from scratch as a brand new teacher, it is okay to ask for help! New teachers need to keep in mind some “thank you’s” (a bottle of water and a granola bar on a desk can go a long way) for veteran teachers that take time to mentor and support.
Anticipate challenges to the work-life balance. Frozen meals in the freezer? Grab and go snacks in the fridge? What types of time-friendly supports offer you and those you love some time together? Sometimes setting the alarm for 15 minutes of uninterrupted time can be a boost that lasts the whole day. One follower of this blog offered: This may sound crazy, but “Taco Tuesday” is sacred. We get caught up on each others’ lives and make our rest-of-the-week and weekend plans.
Organize your mindset. This blog is a huge fan of Carol Dweck’s Mindset materials. Our mindset is the key to how we and our students experience reality. We may need visual reminders to help our minds land on thoughts that are energizing, empowering, and affirming. We may need to remind ourselves to compliment our students’ work efforts, not the just end product.
Model your coping strategies. It is a new year, a new semester, and a new chapter of life! What are you doing to make 2017 a great year personally and professionally? As a successful professional, YOU have goals, grit, and a reflective practice to propel yourself into the new year. These good habits may only be available to your students from you. Including your students as you plan your work and work your plan may model some of the most important skills your students learn this semester.
As you all ease back into the school year, don’t forget to have fun! Teacherhub.com has some great ideas for you and your students to kick off the spring semester. We’ll be here, cheering you on and bringing you more ideas as we celebrate all things EdCats! #WeAreEdCats
When teachers adopt and adapt successful business models in classrooms, the results can be as beneficial in schools as they are in the business world. Here’s one business concept taking classrooms by storm: Genius Hours.
Mr. Ferrell’s 6th graders explain their passion project.
The idea is credited to something started at Google corporate in 2004, when founders Larry Page and Sergey Brin wrote a short blurb in their annual IPO letter, We encourage our employees, in addition to their regular projects, to spend 20% of their time working on what they think will most benefit Google. This empowers them to be more creative and innovative. Many of our significant advances have happened in this manner. Some of the highly successful 20% products include the development of Google News, Gmail, and even AdSense.
Teachers across the country have taken the idea to their classrooms. For a designated amount of time (some teachers tell us they use minutes each day, others prefer 1 block of time each week) students work on projects they are passionate about while meeting state standards and indicators without even realizing it.
In order to see the concept in action, we turned to none other than K-State College of Education Graduate, Jonathan Ferrell, a 6th grade teacher at Briarwood Elementary in Shawnee Mission School District. A Kansas Teacher of the Year nominee, Mr. Ferrell’s students have found rigor, relevance, and relationships through their Genius Hour projects this semester. Mr. Ferrell’s students’ “passion projects” include an ever-evolving list of projects and products. Here are just a few:
Designing a game
Prosthetic limb for an injured dog
Inventing a stylus
“Bake It” a bakery Etsy shop
Students hone their skills by researching real-life concepts and interviewing industry experts. Mr. Ferrell’s sixth graders host outside audiences as they gain confidence in their product designs and prototypes. Cross-curricular applications are discovered as they present to students in other grade levels and schools. Students become highly motivated as they see inventions realized and sales made.
Want to know more about how you might incorporate Genius Hours in your classroom this spring? A great resource is Chris Kesler’s YouTube video and the resources found at The Genius Hour webpage. Clicking around that site you’ll also find books, webinars, and blogs to get you started. Do you teach primary grades? Click on Erica Adams’ YouTube video of her 2nd grade Genius Hour experiences. Whatever grade level you teach we think you’ll be convinced that adopting and adapting the Genius Hour concept this spring is a good thing!
Think of the possibilities… You live in a remote area and teach in a school with limited assets, yet after lunch your students are going on a field trip to walk around The Louvre.
A field trip to the Louvre?
It’s possible. Without even leaving your classroom.
An explosion of virtual reality (VR) technology has found it’s way into education. At first only high end and pricey headsets made classroom use seem frivolous. However, Google Cardboard–an inexpensive cardboard viewing device– can provides students with 360 degree virtual reality experiences for less than the price of a school lunch (We actually found them for $1 on E-bay).
How can EdCats get in on the ground floor? Here are some ideas:
Here is an early demo of Google Cardboard. You will quickly see the potential the inventors had in mind.
While Google Cardboard is the least expensive, there are other choices. We found the Oculus Rift at Best Buy for about $600. Pricey, but includes headphones, a Microsoft controller, and other gaming accessories. So why would a classroom need such an expensive piece of equipment? Here’s a great demonstration of how students could virtually walk through parts of the human body while wearing an Oculus Rift.
If we have whet your appetite for the potential of using VR technology in your classroom, head over to vr.google.com to see apps, demos, or even order your first classroom set of Google Cardboard.
Let us know if you are an early adopter and how you are using VR in your classroom!
The grind has started. New shoes are scuffed, knees in students’ jeans are starting to fade a bit, and the five extra minutes of sleep is worth more than the latte at the local coffee shop. Welcome to the REALITY WEEKS.
TIME… the beginning of the school year began after weeks of anticipation, Pinterest and preparation for your honeymoon, er…classroom. Now it seems that time is a commodity that is more valuable than you ever dreamed.
MONEY…you may not have the first paycheck of the year yet–if you have, it may have depleted quickly as you purchased personal and professional items that were long overdue.
You have gone from an outsider to an insider, and the view may be markedly different than you had anticipated.
So just like a relationship gone stale, it is important to know and understand ways to keep a vital, vibrant, engaging classroom on track:
Keep the classroom alive. Look around. Have you changed the seating arrangement yet? Have you moved your desk? Can you see your desk? If parent conferences were tonight, would the room look inviting and tidy? In this Scholastic Article on organizing physical space, Linda Shalaway discusses ways to keep your classroom student-centered grades K-12.
Get a reading of your instructional practices. Better yet, give them a survey to discover what’s going well and what could be improved. Robert Marzano has some excellent surveys to enhance your reflective practice. There is even a primary grade survey with smiles and frowns that could be read to students to gain information on how they perceive school is going.
Stop and Smell the Roses. The season is changing. Is it cool enough to go outside and read in a shady spot? Can you open a window in the morning? What are some successes and achievements thus far? CELEBRATE! Any milestone can become a fun celebration.
Bring in a Guest Speaker. Educator Michael Adamshas 8 reasons bringing in a guest speaker is a good idea. Adams suggests that guest speakers provide student benefits–such as hearing a new voice, to teacher benefits–such as learning from the guest speaker and enhancing future lessons. Remember, guest speakers don’t physically have to be present, you can Skype, Face-time, or Zoom them right in! Many parents would love to visit and participate in a way that can be helpful.
Take a risk. Try something you have never tried. Perhaps there is an app, an idea for a lesson to try, or something simple as getting under desks/tables rather than sitting at them. Switch things up! Perhaps you could swap teachers for a teacher trade for 15 minutes of calendar time, lesson introduction, or other creative endeavor?
Keep in mind that none of these tips can be helpful if you are exhausted and grumpy. As a new teacher you are laying the foundation for future years of teaching. What seems like an endless cycle of planning/teaching/grading will be much less intense in future years. Files and folders may only need a little tweaking next year! Take good care of YOU. Restock the treat drawer (or make a list of what treats to buy when that paycheck finally comes in), download a guilty pleasure on Netflix and watch 10 minutes while you eat lunch. Better yet, take a quick walk outside, inhale deeply, and reset for a minute. Need more ideas? Please consider checking out our EdCat Chats created by professors and partners in the College of Education. You’ll find some additional helpful hints for enhancing YOUR professional practice. Another great resource is the Before the Bell news letter put out by the College of Ed. Thank you for all you are doing for students!
I was recently asked to do some professional development for a school district. The assistant superintendent asked me to include some ideas for Layering Curriculum. With those teachers in mind, I am going to put some links here that I think will be useful to EdCats as well.
Kathy Nunelyis a secondary teacher that coined the phrase “layered curriculum” in the context of classroom learning and has a significant amount of resources on her website.
Her out-of-the-box thinking allows students to choose assignments from a teacher-created menu they can get excited about!
You may want to check out her hot topics section to get some ideas to refresh your teaching.
Taking the menu idea to a whole ‘nother level is Rick Wormeli. When you click on that link you will go to some resources put together by the Kentucky Dept. of Ed. Lots of menu ideas there.
Do you use menus? Do you have some ideas to share? Send them to firstname.lastname@example.org and I’ll be happy to post them here for EdCats!
It’s interesting to hear some teachers complain about state testing taking up instructional time but they are willing to show movies and play games during the last two weeks of school. Don’t be that teacher!
Here are some ideas for keeping things going until the last bell:
Set some short-term academic goals and encourage students to finish strong!
Learn something new with your students. Modeling an interest in life-long learning can be motivating.
Short term project based or theme based learning can be a great way to combine two classes or grade levels for a portion of the day.
The busier your students are, the less time they have to misbehave. This can be a good time to put students in charge of some of the tasks they have seen you model all year: what are some of your tasks that students could take over?
Use Skype to cross barriers. Is there a project that you could do with a classroom across the city, across the state or across the world? Technology allows teacher-to-teacher planning to exchange ideas on teaching the same content.
Turn students into videographers. Short movies can be great performance-based assessments.
Incorporate music and art into the day if you haven’t been.
Writing with a purpose can be fun. Letters to the senior center, a retired teacher, or next year’s grade level (giving them tips for the next grade) can be a great new tradition!
Keep a daily joy journal on a poster, on a bulletin board, in dry erase marker on the desk or on the door!
Hold focus groups for feedback on how to do things with your students next year. You won’t believe the great ideas that students have.
ENJOY. There are still so many memories to make! Your students will take your cue and learn to find joy in each of the “lasts” for this year.
I was a visitor in a building yesterday and on a huge screen in the cafeteria there was a countdown to summer. I’m not a fan.
The students were chatting and I decided to ask them about it.
“So you guys, I see there’s a countdown to summer break up there. How do you feel about the countdown to summer?”
The first student confirmed my assumption.
It gives me anxiety. I have so much to get done before the break.
A second student chimed in as she looked back and forth to the students next to her,
“I’m dreading summer. I’m going to miss you guys so much!”
So why the countdowns? I suppose it encourages students that freedom is coming, as if school is a sentence to be endured. It might be that a teacher wants a visual reminder that his/her freedom from the students is coming; however, neither message seems very positive. Here’s why I wish countdowns would go away for the sake of students:
For some students, breaks from school mean physically moving to another house. Students may have challenging summer scenarios such as moving to another parent/guardian’s home for summer custody arrangements.
For some students, summer means food insecurity. We may joke about cafeteria food but it’s available and nutritious. Summer breakfast or lunch programs can fill a gap but they may not be close to students’ homes or convenient for consistent attendance.
For some students, summer means lack of supervision. Students may not be supervised while parents work and they may even find themselves in charge of younger siblings.
Although teachers may find countdowns motivating, the countdown mentality may actually do more harm than good:
Teachers may be giving the signal that they can’t wait to be away from their students. Instead of beginning the day with enthusiasm, teachers may be sending the message that school is a “sentence” in which to be endured.
Teachers may be reinforcing a message that the time left is insignificant and that there isn’t much time for more learning to take place.
Teachers might be sending the message that the time to come is more important than what is happening today.
No matter how educators feel about countdowns, summer break is coming. Perhaps being mindful of how our students perceive the impending break from school can help us help them to navigate what awaits them. We owe it to ourselves and our students to take advantage of every opportunity to build skills for all aspects of their lives, including the summer months ahead.
School is never out for the professional.One of the great joys of being a lifelong learner is visiting schools and having the opportunity to get ideas to pass on to our students. Last week I had the privilege of visiting Junction City Middle School. They are utilizing a “short cycle” formative assessment strategy within a framework for teaching by Steve Ventura at Advanced Collaborative Solutions. Any talk of assessments can guarantee a few groans in our test-crazy school climate, but Mr. Ventura’s work is geared toward low-risk, short cycle formatives, that encourage a culture of errors-as-process in a 4 step formula of continuous improvement. His website even touts the adage:
What would your students be willing to accomplish if they knew they could not fail?
Teachers work in teams as they approach a new unit. Each student’s strengths and challenges are kept in mind. Here are some photos of the charts this team used to move their students (a lot of them) forward:
Not only was this fun to see, but one of our own EdCats was part of this team and their presentation! Please consider sending is what YOUR building is doing as an innovative practice in schools!