A maker space is a collaborative workspace inside a school or other private or public facility where high tech tools to no tools are used for making, learning, sharing ideas, brainstorming, exploring, and building. It is used in conjunction with STEM or STEAM. Not every maker space looks the same. Some are very high tech showcasing 3D printers, laser cutters, computer numerical control (cnc) machines, soldering irons, and even sewing machines. Some spaces are low tech, housing cardboard, Legos, pipe cleaners, blocks, popsicle sticks and more. Others are somewhere in between.
Many educators are beginning to implement maker spaces into their classrooms. When doing so it is important to first start small. There are so many great ideas and tools to put into setting up your maker space, but it can be overwhelming so it is best to look around the house or school to see what kind of recyclables and art supplies are available. Second, it is important to find an area of the classroom that will accommodate 3-4 students workings together or individually. Thirdly, write a letter and ask parents for donations of recyclables and other supplies like wire, yarn, cups, etc. You can even ask for donations of small tools like screwdrivers, pliers, scissors. Some teachers may even want to ask for old toys or broken electronics that can be taken apart. One writer for teachers, Angela Watson, suggested putting away and organizing donations as they come in so it is not as overwhelming. She also writes, it is nice to have an inventory list if possible so students know what is available. This could be pictorial or words. Many teachers would agree that a maker space without rules could get chaotic. Consequently, writing the rules, posting, and verbalizing them is important for a productive work space. Lastly, it is always a good idea to make a wish list and look for grants or donners so the maker space can evolve over the years.
Teachers should look for ways to incorporate STEM and maker spaces into their existing lesson plans. It should naturally flow from already existing objectives within the curriculum so that it brings together several subjects in one. This is called the interdisciplinary approach. Maker spaces allow both the teacher and the students to be creative, the teacher in the planning and the student in the solving of a problem. Teachers should weave in opportunities to spend time at maker spaces because it gives students real world situations to work through where they have to call on knowledge in multiple subjects without even realizing it. Students learn to design, be creative, solve problems, and persevere. Maker spaces in the classroom are an excellent way of preparing the next generation.
References
https://facebook.com/makerspaces. (2015, November 27). What is a Makerspace? Is it a Hackerspace or a Makerspace? Retrieved April 26, 2021, from Makerspaces.com website: https://www.makerspaces.com/what-is-a-makerspace/
Angela Watson. (2015, September 30). Retrieved April 26, 2021, from The Cornerstone For Teachers website: https://thecornerstoneforteachers.com/makerspaces/
Angela,
ReplyDeleteI like how you point out that not every makerspace will look the same.
I know that some educators may be hesitant to begin until they have some high-tech equipment to get started.
Your suggestion to write a letter asking for donations is a great idea and a great way to get started.
I also appreciate your thoughts on integration, so that students will be learning from multiple subjects, but it will feel like a seamless process.
Thank you for sharing!
Angela,
ReplyDeleteI didn't see your second post until after I responded in the forum, so I deleted my post and am adding it here!
Angela,
Thanks for your thoughts! Since you work with younger students, I'm curious how makerspaces or even a STEM/STEAM lesson would look like for you? I like the inclusion of an inventory--something I had not thought about but is absolutely logical, especially if in the situation where makerspaces and STEM/STEAM projects become a hit with students. Perhaps even an inventory of the projects and who they belong to, both for the teacher to keep track, but also for students to feel as though their teacher is taking measures to make sure their projects don't accidentally get trashed, etc. (maybe this is coming from my mindset as a one who often has to share rooms with other colleagues/often arrives in a school and finds myself displaced from my own classroom, or things missing). I love the idea of a visual materials inventory--teachers could even rotate or put students in charge of the inventory (many of my friends who work in labs say that there is usually a lab manager who is in charge of these things) so it can be a real-world application--and a way for students to learn that materials needed for projects don't just show up when we need them. Another addition to writing letters to parents for supplies could even been letters to the community at large. A simple request for supplies could be a way to knowingly or unknowingly build a relationship between the school/teacher/district and members of the community that had not previously existed.
Thank you again for your thoughts!