The sun is shining, the temperatures are high and I am not yet on vacation so here goes a mid-summer blog post…
Back to basics for this post. This year in your classroom starting in September or when you are on practicum try to add a little “maker mindset” to the mix. How does your classroom look? Is it approachable for students who enter it? Does it speak to the type of community you would like to create within your classroom?
In a theoretical classroom, where all the students are mid to top performing, totally engaged learners who are innately motivated, setting the scene for making should be fairly straight forward. In Division 1 through middle grades, a makerspace in your classroom could contain a few fixed spaces where taking apart or putting together can exist full-time in order for students to gain knowledge of how things work. These foundation skills will help when they go on to do some designing for problems prompted by various curriculum outcomes.
In a secondary setting, making connected to curriculum can still be included in your classroom, even though many sets of students pass through it in a day. Connect a making experience to whatever literary piece you are delving into or create a game based on the social studies unit you are covering. It can be a “plussing” exercise where each group of students during the day moves the process forward while handing it off to the next group showing clearly where they are leaving the project.
The bottom line is to make “making” part of groundwork of your classroom. Make “making” part of your mindset. Allow students to prototype the answer to a question just as often as they write or code or say the answer. Imagine the students that will be engaged and invested in the learning taking place in your classroom. Trust the process. Stand back and see the learning taking place. Know your students well enough to give them time and space to do some of their own problem solving and watch the process close enough so that you may ask some pointed questions. Know the subject well enough to ask questions calculated to move the project along.
And just … try it. Give it a go and see what works for you and your students.