The Makered Mindset

“The central thesis is that students should engage in tinkering and

making because they are powerful ways to learn”

Sylvia Libow Martinez

Makerspaces in the School Library Learning Commons and the uTEC

Maker Model David Loertscher, Leslie Preddy, Bill Derry

• Making has been part of education but it is now gaining momentum as it becomes more focused, dedicated and intentional. It fosters blending creativity, inquiry and kinesthetics.

Visualizes the developmental stages of creativity from individual and groups as they develop from passively using a system or process to the ultimate phase of creativity and invention

The act of making progresses along a continuum from being a user of something created by others to the act of creating something that is innovative.

At all levels learners are developing skills and dispositions that contribute

to success.

• Personal Expertise• Cooperative Group Work • Collaborative Intelligence

• Using• Enjoys engaging in activity• Uses tools or programs as inventor intended• Recreating what other have already created

• Tinkering• User begins to tinker with the original idea or purpose• Has enough confidence build upon the using stage to question the

“how” and “why”

Experimenting “It all becomes not only a passion but also an organized process of experiences and experimentation.”

• Seriously abandon what has been created by others• Working beyond curiosity to a purposeful design of

something new• Begins to contribute to a topic’s knowledge base• Trial and error• Hard work and dedication to a project vision takes

over• Modifies to test pre-existing theories• Repurposing what is known into new understandings

Creating Einstein said “imagination is more important than knowledge”

• Success, independent thinking, action• Results• Innovation• Novel product or design• Begin to think about impact, benefit,

entrepreneurial possibilities

• “..The growth of creative thinking and independence is difficult to thoroughly define in a manner that fits all because we are unique, our learning paths distinct, and success for the individual varies greatly.”

• Loertscher, David V., Leslie Preddy, and Bill Derry. "Makerspaces in the School Library Learning Commons and the uTEC Maker Model," Teacher Librarian, vol. 41, #2, December, 2013, p. 48-51.

• Maker empowerment: a sensitivity to the designed dimension of objects and systems, along with the inclination and capacity to shape one’s world through building, tinkering,re/designing or hacking. Pg 5

• MAKER-CENTERED LEARNING AND THE DEVELOPMENT OF SELF:PRELIMINARY FINDINGS OF THE AGENCY BY DESIGN PROJECT A WHITE PAPER PRESENTED BY AGENCY BY DESIGNPROJECT ZERO, HARVARD GRADUATE SCHOOL OF EDUCATION

My invention that made peace with lions

• “Implementing maker education is less about space than it is about mindset. A core component of making is empowering students to create something meaningful and to see the impact of their work in the world around them.”

• Supporting Maker Education District-Wide - Silveria Parker (Edutopia)

• Making invites a cultural and curricular shift within schools and districts, and it requires the time to develop a rationale for why making matters.

• Supporting Maker Education District-Wide - Silveria Parker (Edutopia)

#sd57makers

• Leanne Berry – Heritage Elem & Pineview Elem• Michelle Labonte- Quinson Elem

• Maria Weisgarber – Heather Park Elem

• Jessica Bonin – Spruceland Elem

• Joseph Jeffery – Polaris Montessori