Making at Lighthouse see all posts
Our ongoing meeting of the Making, Art(s) and Design Inquiry Group took place this week, where we discussed connections across the MAD classes, continued our work linked to career pathways, and discussed how to design a Portfolio Experience for our students.
One of the key focuses of a maker-centered classroom or environment is to encourage students to develop a “maker mindset”. But how can educators promote a dispositional shift toward maker empowerment in students?
Agency by Design (AbD) has been working on solutions to this question for some time, and in their research, they have developed a set of Thinking Routines. Thinking Routines are “short, engaging, two-or-three-step patterns of intellectual behavior that are highly transferable across contexts”. The idea is to guide the way students think, focusing on areas of a subject or material that might not have been emphasized in a normal classroom. And since these routines are transferable, students are learning the process of deep thinking and questioning, not just delving into one particular topic from a single class. More
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.