Making at Lighthouse see all posts
In the third meeting of the Making, Art(s) and Design Inquiry Group we continued feedback and support on Portfolio and Reflection practices, introduced Career Connections and discussed how these can be applied in a cross-curricular way throughout different grades and classes.
With Lodestar just starting out at its current site, building up functional and quality maker spaces can prove challenging. We want to create spaces where maker-centered learning shines, in which students can lead activities and teachers can facilitate collaboration, co-inspiration, and co-critique. Additionally, we want to model other facets of maker-centered classrooms, which are outlined below:
Who are the Teachers?
|What Does Teaching Look Like?||What Does Learning Look Like?||What Does the Classroom Look Like?|
|Students as Teachers||Facilitating Student Collaboration||All of the Above||Tools & Materials|
|Teachers in the Community||Encouraging Co-Inspiration, Co-Critique||Storage & Visibility|
|Online Knowledge Sourcing||Redirecting Authority||Figuring it Out||Specific & Flexible Spaces|
Tools and Materials as Teachers
Promoting an Ethics of Knowledge Sharing
These characteristics are all essential for learning in a maker-centered classroom, and they set the tone for students guiding their own learning and solving problems independently (Clapp).
In the second meeting for the Making, Art(s) and Design Inquiry Group held last week, we continued to build on our reflection, critique and portfolio practices, and introduced examples of Critique Protocols. As mentioned in the last blog post, the purpose of these meetings is to discuss integrating portfolio work and documentation, possibly in a wider number of classes, in a way that encourages students to document their thought process. This week we introduced Critique Protocols as a routine of looking closely at other’s work.
Staff members from the Lighthouse Making, Art(s) and Design Inquiry Group met last week, led by our electives coordinator, Brianna Shahvar, to discuss integrating portfolios and documentation into each of our classes. The purpose of this process is to encourage students to document their own thinking, to look more closely at their projects and/or products, and to share their development with others from teachers to peers and beyond.
At Lodestar, the academic year is underway, and with the innovative structures that we are implementing, there is always iteration, all the way down to the level of the structure of our lessons. Across the school, and especially in the Making, Art, and Design classes, we want to jump right into making and tinkering, to pique student interest and provide tangible opportunities for students to wrestle with challenging concepts.
Thus, in a maker-centered environment, educators face the following design challenge: how can we structure classes to minimize direct instruction and maximize hands-on activities? In addition, can we accomplish this while providing adequate time for reflection on the activity? More