STEAM by Design:
A #MakerEd Approach to Learning
- Put the "Maker Movement" in both historical & educational context
- Differentiate this type of approach from "EdTech"
- Provide relevant experiences & resources that can be brought back to school
A Tiny History Lesson:
Origins of the "Maker Movement"
Start with a Timeless Pedagogy: Constructivism - > Constructionism
Add Some Counter Culture Tendencies
Combine with Maker Media, Inc.
And a Movement is Born (or at leasted marketed)
(This is a hot topic!)
Leah Buechley's Presentation (some colorful metaphors @ 23:00)
Eyeo 2014 - Leah Buechley
Squishy Circuits -- Sylvia's Mini Maker Show
- STEAM is my stance
- Not JAFI (Just Another Freaking Initiative)
- Not just about job creation
- Beware the Educational Industrial Complex ($$$)
The Maker Movement is Not for Sale
Some Questions I Ask Myself ...
Does it encourage -
- student agency (shape/influence environment)
- creativity, voice, play, "hard fun"
- the iterative design process
- multiple entry points and paths to follow
- equity amongst different thinking/learning styles, gender, etc.
- hackability, multiple uses across disciplines
- process versus a perfect product
This is all great but ...
I'm already overwhelmed!
Where would I even begin?
Try Starting with...
These maker-centric "thinking routines" help answer questions (usually from administrators...) like, "This looks fun, but are they learning anything?"
Why? Because it helps make student thinking visible throughout the process.
Activity 1: Parts, Purposes, & Complexities (Looking Closely)
This routine helps -
- students slow down and make careful, detailed observations by encouraging them to look beyond the obvious features of an object or system.
- stimulate curiosity, raises questions, and surfaces areas for further inquiry.
- identify the layers and dimensions of both artifacts and systems
Activity 2: Imagine If ... (Finding Opportunity)
This routine -
- first encourages divergent thinking, as students think of new possibilities for an object or system
- then encourages convergent thinking, as students decide upon effective approach to build, tinker, re/design, or hack an object or a system.
- Ultimately, this thinking routine is about finding opportunity and pursuing new ideas