Day 102 (of 184) maker day – a pro-d reflection

Day 102 (of 184) maker day

Today I spent the day at Eagle River Secondary working with a mixture of adult learners (from CEAs to Teachers to Principals to Superintendents to Trustees to University folk) exploring the ideas around the “Maker Movement”.

Shifting from thinking and sharing (and collaborating) to making a prototype takes people through the entire ‘create something’ mindset – but not just ‘getting hands dirty’, rather mindfully creating and designing a ‘product’. For Maker Day, our group progressed through the design thinking process: define, research, ideate, prototype, choose, implement, and learn.

In the classroom, I found much of todays thinking and working paralleled the work being done by my learners through their #geniushour and SOLEs (Self Organized Learning Environments inspired by the work of @sugatam) where students are going through the ‘learning process’ of figuring out how/when to work individually and how/when/withwhom to work in collaborative groups.

One of the learning pieces we talked about as well involved building the prototype being connected to ‘accepting an imperfect final project’ – the element of creating something that may not be completely ‘done’ and being okay with that – this is an area that I have been working with a LOT with many students whose anxiety is connected to ‘perfectionism’.

While there is great temptation to just ‘get into it’ and build stuff, the process is very important to follow. We :
began by doing idea planning on our own
then we shared our idea with a partner via an interview
we restated what we heard
then we re-interviewed based on some think & talk time
then we chose ‘an idea’ to propose to the others in the group
as a group we chose ‘one topic’ (which was actually a hybrid of the different group ideas)
THEN we began to build a prototype.

Arguably most important was the element of a feedback loop – as I stated it: Think, Try, Build, Assess, Reflect, repeat….

A close second to me was ‘FAILing’ (First Attempts In Learning) where our early dowl and dyssen ideations did not make it through the ‘the final project’.

And thinking about it, a respectable third was TIME – we took 90 minutes to think, talk, rethink, retalk, plan, draw, etc before we even started to build anything.

the interesting part: while a lot of secondary folk were here, and we based ourselves in a wood shop, the focus of the methodology concept for ‘making things’ is to expand OUT of the shop and into the K-9 classrooms (to begin).

The reality bomb: if we (adults) are enjoying this process of building something to solve a challenge (which we set for ourselves), wouldn’t our learners likewise enjoy it…

a look at our inspiration:

About technolandy

Educator in BCs Sunny Shuswap Pushing 'technologization' in education: blending technology and curriculum seamlessly. Advocate for better understanding of Anxiety in Education (and use of self-regulation) Utilizing ePortfolios & Descriptive Feedback
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