INTENDED GOALS/OUTCOMES

  • Ability to self assess (why didn’t it work, and how can I improve?)
  • Ability to assess peers (not just adults can assess)
  • Transfer of knowledge, ability to apply knowledge
  • Collaboration
  • Cooperation
  • Pride of ownership
  • Content knowledge
  • Ability to look for problems to address
  • Resourcefulness
  • Tapping network
  • Interest
  • Motivation
  • Learning that your personal passions fit into a larger framework
  • Learn new definition of what science (engineering?) is
  • Learn to stop following directions…learn to go beyond directions….don’t be limited by….go beyond the recipe…improvise
  • Learn that you are allowed to move beyond the directions
  • Empowerment
  • Confidence
  • Being comfortable being uncomfortable
  • Learn personal agency and efficacy
  • Creativity
  • “Stokedness”
  • Understanding that solutions might vary
  • (tangible product)
  • See that the things in this room relate to the world around you
  • Seek out other opportunities
  • Willing to invest own time/money in these types of activities
  • Connoisseurship
  • No fear of failure
  • Ability to build off/ riff off of other people’s ideas
  • Learn to share results
  • Learn to share results beyond what they made
  • Learn to expect a diversity of solutions
  • Acquiring a vocabulary/grammar for these kind of tasks- discourse/ jargon
  • Innovation…innovative thinking…innovative doing
  • Curiosity
  • Ability to teach yourself
  • Ability to learn from affinity groups
  • Persistence
  • Know how to use a Phillips head screwdriver…skills
  • Being able to represent knowledge in different media
  • Belief that all of your peers can do…everybody on your team has something to contribute
  • Communication skills

EVIDENCE

  • Where do you look for goal of being able to apply knowledge?
  • Desire to invent new silicon barrier as evidence
  • Creativity- diversity of solutions
  • Materials literacy- go beyond the kit of parts, use a material from case A on case B,C,D…move materials from one problem to another
    • ability of students to articulate process
  • Taking ownership- Ability to articulate how this is relevant to
    • more band-aids used per capita. Measures for fine motor skills.
  • Metric is participation in those hubs, affinity groups
  • (data can be collected at these sites to amplify this story…record of how many other people in the community looked at it. Not just contributed but community found value in it…don’t have these otherwise)
  • Contributing to that repository
  • No fear of failure, no right or wrong: less checking in with adult, less expectation that there is a right outcome, there isn’t asking for a measure of better or worse
  • Anecdotes that “I got it”…stories…voice of the doer, voice of the outlier,…power of anecdote, meaning of outliers, mapping and creating (apply to all of the above)
  • Persistence- amount of time devoted to task
  • Fixed vs. Growth- survey items (Dweck)
  • Body of evidence upstream from learner related to their instructor…
  • “Teachers” have increased/different knowledge base
  • Teacher capacities…
  • Teacher effectiveness in PD…how can teachers and tea
  • Evidence of teachers self-identifying as wanting to teach this way
  • Teachers ability to recognize (pick from the above) in students…capacity for innovation…capacity to be OK when failing
  • Teachers can see this differentiated need
  • Thinking like a maker (vs. thinking like a scientist)- it’s an ethos…what would we look for to see
  • Play as a form of assessment- game completion…beat all the levels, etc. Complete a triathalon…spacial vis test…use the test as a learning activity

DISTRIBUTE THIS EVIDENCE

  • Build experiences intentionally that can be moved across setting/context…spreading

HIGH VALUE EXPERIMENTS

  1. could a “school” with design/make/play reduce drop out
  2. look at career academies, multisite RCT: students in CTE have higher wages
  3. how/can teachers use these design/make/play methodologies to be more facilitators (NYC inquiry teams of teachers that focus)
  4. can we radically reformulate school?
  5. can we radically reformulate ecology of the deep blue sea (the path of the smiley face)…how we position stepping stones near to another and build momentum

OUR STORIES

NYCDOE (Ms. Karen) As long as aligning to standards, let go and kids were having a great time. Ms. Karen is doing it. Teachers are embracing it. Started out as yet another thing to do but they like making and playing and they’re creative people. When they see they can combine fun, invention, and play and kids can learn in deep ways. As example: creating squishy circuits (AnnMarie). Kids were astounded. All teaching each other, arguing. 1000’s of hours of footage. Create metacog rubric around it. Teachers and principals are taking ownership. Allowing to have a classroom…give her own room and lab. Working in grades 3/4/5, normal part of the school day with teachers with you. Facilitation children to be facilitators.
Teacher PD: Teachers as makers academy. Help teachers learn how to bring these projects into classrooms. Take them through design thinking exercise. Teachers make their own making lessons that align to standards (ISKME)