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why?When we see the world as malleable, we are more willing to accept that we can shape that world, and our place within it. Making is not a new thing. We have been making, building, designing, and constructing, since we first came into existence. It is part of what defines us as human. It only makes sense that it should play an important role in how we choose to learn - and how we choose to view our world around us.

Before we begin this journey however, we ask you to ask yourself a few questions and perform a “self-check” to make sure your own maker instincts are mindset aligned.

Self-Check: Why am I a maker?

Am I ok with ambiguity?

Can I coach and get out of the way?

Will I be able to learn alongside my students?

Can I view the world through another’s perspective?

activate a student’s capacity to LEARNi n s t e a d o f a t e a c h e r ’s

c a p a c i t y t o T E A C H[[

[

]FROM YOUR OWN

EXPERIENCES

“I MADE THIS”

a f r a m e w o r k o f l e a r n i n g]]gives us creative

confidence & makes abstract concepts tangible

how?Making and testing ideas in the real world allows learners to see life as a series of open-ended problems. It gives them the power to learn from mistakes, share ideas in a tangible way, and uncover unexpected results or solutions. Open-Ended Student-Led projects are an incredible way for learners to engage the world with this level of authenticity - but getting there from here requires a little bit of structure. So how do we get started and give students the competence and confidence to succeed?

so... how do we get started?

Competence & Confidence

“I have no idea how to do that”

“I might be able to figure that out...can

you help me?”

“I’ve never done that before...but I know I can do it”

1. 2.3.

In pursuing open-ended student-led projects in your classroom it is important that you help your students achieve both competence and confidence in their ability to take on constructive challenges. They need to gain an increasing degree of familiarity with tools, processes and the handling of materials and methods - and need to grow in their capacity to take on unknown problems. One approach to helping students move along this continuum of competence and confidence is to break up Maker instruction into three distinct levels. Begin by crafting projects that help students gain competence with tools, materials, methods, or understanding of basic fundamentals - then challenge them to progress through stages of increasing autonomy.

Defined Process &Defined Results Ex. Provide students instructions for building something from a kit of parts.

Un-Defined Process &Defined Results Ex. Challenge students to achieve a defined solution by any means.

Un-Defined Process &Un-Defined Results Ex. Challenge students to generate a unique solution to any problem by any means

Competence & Confidence

Open-EndedStudent-Led&so... what might a project look like?

1. Defined Process Defined Result

2. Un-Defined Process Defined Result

3. Un-Defined Process Un-Defined Result

Download instructions for an LED flashlight kit from www.instructables.com. Working with a partner construct the flashlight from parts made available by the instructor. The final product should be constructed in accordance with the provided instructions and match the prescribed results.

Create a working model of a vote counting machine or process that does not use electricity. Research the history of electoral processes in North America and design your own solution for a system which could have functioned with 18th Century technology.

Ask students to identify a challenge in the local community. Design and build a working prototype for a unique solution to that challenge. (To add a twist, ask students to identify a historical person, or fictional character from literature and require that the solution be shaped by that character’s perspective or influence.)

Competence

Confi

dence

Student lacks familiarity and skill.

Student requires direct instruction

and guidance.

Student is not competent with

tools and methods. Student has

confidence in their ability to problem solve or learn by

trial & error.

Student is skilled and familiar with

tools and methods. Student lacks

confidence and autonomy.

Student is skilled and familiar with

tools and methods. Student feels

empowered and autonomous in

solving challenges

This matrix represents various stages of student development and autonomy in solving open-ended student-led projects. The ultimate goal is to empower students with the confidence to take on new and unknown challenges while providing them with the skills, understanding and knowledge required to do so creatively and safely.

PermissiontoWhen beginning a maker project we think it is important to spend a little time thinking about the approach we are planning to take, the reasons the challenge is interesting or impactful, and what we hope to discover along the way.

Included within this workbook you will find a “Maker Permit” for student-led projects which includes three parts:

1. Individual Challenge Statement: Ask your students to define their personal “why” behind their assignment and to describe the steps they plan to take on this path of discovery.

2. Safety Assessment: Students should self examine each of the tools they plan to use in their project. They should know how each tool works, how it can hurt them, and what precautions to take.

3. Maker Permit: Students who have completed the above self-assessments can display their permit in the classroom. Without it, they should not be allowed to proceed - both for safety as well as for evaluative purposes.

MAKE

evaluationan evaluation rubric for assessment of performance in student-led projects

Below Standard Approaching Standard Achieving Standard

Empathy Limited or no consideration for human impact.No exploration of impact on various stakeholders.

Some indication of human impact of the challenge on one or more stakeholders.

Clearly articulates the human impact of the challenge on multiple stakeholders. Identifies varying or competing interests, and relationships.

DefineLimited or no definition of the challenge to be solved. Limited or no exploration of underlying challenges or related issues.

Student identifies the challenge to be solved. Some exploration of at least one underlying challenge or related issue.

Clearly articulates how insights from gaining empathy generate new or deeper understanding of the challenge - resulting in possible redefinition of the original problem.

ProcessLimited or no outline of how student plans to take on this challenge. No submission of completed Maker Permit.

Student identifies one approach to solving challenge. Student submits completed Maker Permit.

Clearly articulates multiple paths student will take in investigating this problem. Student submits completed Maker Permit.

Research Uses typical sources of Information. Does not engage in observation, interviews, or other research.

Uses mostly typical sources of information. Engages in some observation or information gathering from at least one stakeholder.

Identifies multiple atypical sources of information. Gathers insights from multiple observations and or interviews from varied stakeholders.

IdeateUses preconceived ideas. Does not conduct brainstorming to generate new insights. Does not collaborate with others in generating ideas.

Student generates new ideas based on research and empathy gathering. Collaborates with peers to increase volume of ideas.

Generates “Critical Mass” of ideas that cover a wide array of perspectives, approaches, and insights. Utilizes applied constraints to increase idea volume. Collaborates with peers and stakeholders.

Prototype Limited or no development of physical, experiential, or other prototypes.

Student generates at least one physical or experiential prototype to assist in exploring the challenge and proposed solution.

Generates a variety of divergent and distinctly unique prototypes, each informed by various ideas and insights gathered through ideation, research, and empathy gathering.

Test Does not test ideas before identifying potential solution.Student tests at least one prototype or idea and documents findings and impact on proposed solution.

Student conducts multiple tests and engages stakeholders in exploring and learning more about the proposed solution.

Iterate Limited or no iteration generating multiple potential solutions.

Student revises or improves proposed solution based on results of at least one test.

Student iterates and improves the proposed solution through multiple generations.

try it!an exampleDefined ProcessDefined Resultsproject for yourclassroom

[ ]

make an Altoids flashlight

altoids flashlightIntroduce your students to the act of discovery and hands-on learning through this simple electronics project. Students can work in pairs, or as individuals to convert a small tin of Altoids mints into an LED flashlight. The following pages cover all of the parts, tools, and step by step instructions necessary to complete your project.

Altoids Flashlight ProjectInspired by Instructables.comhttp://www.instructables.com/id/Make-an-Altoids-Flashlight/ Parts:1x Clear 5mm LEDs - Color of your choice.1x 5mm LED Holder - Chrome or plastic.1x CR2032 Lithium watch battery.1x CR2032 Coin cell battery holder.1x Button or toggle switch.1x Altoids tin - Flavor of your choice. Tools / Materials:Soldering IronSolderDrillHot Glue GunWire StrippersElectrical Tape22 Gauge Stranded Electrical Wire

an example project to introduce your students to a maker mindset

Step1:

• Empty Altoids Can

• Clamp Altoids Can to table with a piece of scrap wood placed inside of the can.

• Use the scrap wood to provide a backstop for your drill bit.

• Drill a hole to match the size of the LED Holder in the side of the Altoids Can.

• Drill a hole to match the size of your switch in the top or an alternate side of the Altoids can. (Note: drill hole smaller than the flange or shoulder lip around your switch.

• If your switch has a rectilinear profile you can use a Dremel tool to square up the corners.

Drill Hole

LED Holder

Use electrical tape or hot glue to hold switch and LED holder in place.

Scrap Wood

Step 2:

• Pick up your LED. You will see two legs. The short leg is Negative and the long leg is Positive.

• Bend the short Negative leg upwards on your LED.

• This helps us remember that the short leg is negative.

• Be careful not to break the leg off from the LED lamp.

Positive Leg

Negative Leg

Bending the short leg will remind us that this is the negative terminal.

Step 3:

• Cut several lengths of wire and strip the ends.

• Typically a black wire is used for negative and red is used for positive.

• Feel free to use other colors, but remember what colors you use for each polarity.

• Using the soldering iron, attach your wires to the positive and negative terminals on the battery holder.

Positive Wire

Negative Wire

Negative and Positive poles are typically found on the back of the battery holder.

Step 4:

• Using the soldering iron, attach the positive wire to the long leg of the LED.

• You’ve nearly made a completely circuit.

• To test your LED Insert your battery into the holder and then touch the black wire to the short LED leg. If the connections are correct the LED should light up.

• Remove the battery before proceeding.

It is always a good idea to test your connections along the way.

SolderConnection

Step 5:

• Insert your LED into the LED holders.

• Locate your battery holder, and wiring within the case.

• Make sure there are no bare wires that might make contact with the metal case and cause a short.

Use electrical tape to cover any bare wires.

Step 6:

• Using the soldering iron, attach the negative wire to one pole on the switch.

• Using the same process, attach another piece of the same color wire (negative) between the switch and the short leg of your LED.

Feel free to use a little hot glue or electrical tape to keep things in place.

Connect Switch(Note: Some Switch Models Must Be Inserted From The Inside Of The Tin

Step 7:

• If everything is working properly, the LED should illuminate when the switch is turned to the ON position.

• If not, retrace your steps and try again.

How might we make this flashlight better next time?

• What happens if you add a larger battery (Perhaps AA or AAA)?

• What are resistors and what purpose might they serve?

• How might we make the LED flashlight brighter?

• How might we make the LED flashlight last longer?

further exploration

makerspacea how-to starter guide for your own makerspace

From Play-Doh to 3D printers: Create a space that can grow with your students and your curriculum. Start small and add features and tools as your program evolves.

Display WallProvide a combination of large format digital display as well as analog whiteboard and tack surfaces

Mobile Storage

Mobile Whiteboard

Storage Wall

Future ExpansionLocate near exterior wall for access to ventilation

makeyour makerspace

Providing ample storage for allof the materials, tools, and projectsfound within your makerspace will be a key challenge. These items tend to multiply and become unruly.Providing multiple storage solutions, both mobile and fixed, will allow youflexibility and access while also providing security and teacher control.

4’x4’ Maker TableThis size table is ideal for groups of four or more students and can accommodate an easily interchangeable plywood top.(One sheet covers two tables).

Every space can be a Makerspace. Classrooms, libraries, student centers, and hallways can all be amazing places for students to engage and collaborate through tactile learning. Sometimes however the needs of maker education make the case for a dedicated space to house and store tools and materials, to provide durability and easy maintenance, and to inspire the students within.

When building a dedicated space remember that each and every makerspace is unique and should be distinctly tuned to the needs of your own program. These spaces can support activities ranging from extremely low tech “Light” making - with scissors, glue and construction paper - to full fledged wood and machine shops, electrical and video production labs, and 3D printing and laser cutting facilities. Regardless of where your space falls on the maker spectrum, take care to provide solutions for visual display, storage, collaboration and flexibility.

7 considerations:- Staff- Safety- Sightlines- Storage- Ventilation- Flexibility- Durability

for your makerspace

what?The following guide is a short list of tools, materials, and resources you can use in setting up you own maker space. One of our best recommendations however is to never discount the value of simply taking something apart. While almost all of the resources listed on the next several pages are intended for students to manipulate in creating or prototyping NEW solutions - there is tremendous value in the exploratory process of deconstruction. Old electronics, tools, kitchen appliances, or home improvement materials are a great place to start and can often be acquired for free at yard sales or estate auctions. Inevitably when these items fail to go back together - they also make a great potential pool of materials for your next constructive maker project!

maker resource guide

toolsmaterialsresources

maker toolsBLOCKS• Lego Architecture Open-Ended Construction Kit• Lego Mindstorms Construction & Programming Kit• Lego Wall Plates You’ve Always Wanted a Lego Wall• K’NEX Creative Construction Kits

ELECTRONICS/TOOLS• 3D Doodler 3D Printing Pen• Arduino Open-Source Electronics Platform• Bare Conductive Turn any Surface Into a Sensor Touch Board Conductive Paint• Cordless Drill Includes Various Size Bits• Dremel Tool Hand Held Rotary Tool• Hot Glue Gun Low Heat Models• Little Bits Electronic Building Blocks• Makey-Makey Electronic Invention Kit• Molecule-R Molecular Gastronomy Kit• Papertronics Paper and Electronic Construction• Raspberry Pi Miniaturized Computing• Soldering Station Temperature Controlled Soldering• Sphero App Enabled Robotics

some of our favorite (low-cost) tools for makers, explorers, designers, and learners

SOFTWARE• Autodesk Tinkercad 3D CAD Tool• Autodesk 123D Circuits Online Circuit Creation• Krita Painting Software• Minecraft Build Anything• Scratch Programming Language• SketchUp 3D Drawing Tool

maker materials• Alligator Clips• Art Supplies (Miscellaneous)• Batteries & Battery Holders (Various)• Beads & Jewelery Making Supplies• Conductive Thread (2 Ply)• Copper Tape (Adhesive Backed)• Copper Wire (Various Gauges - Stranded & Unstranded)• Craft Supplies (Miscellaneous)• Duct Tape• Fabric (Misc. Patterns & Colors)• Felt (Wool or Acrylic)• Knitting Materials• LED’s (5 MM - Various Colors)• Magnets (Various Sizes and Strengths)• Painters Tape• Pipe Cleaners• Play Doh• Scrap Cardboard, Paper Tubes, Misc.

great stuff for every makerspace - that won’t break the bank

maker resourcesInstructableswww.Instructables.com

Mount Vernon Institute for Innovationwww.mvifi.org

Sonoma County Office Of Educationhttp://www.scoe.org/pub/htdocs/21c-maker.html

The Teachers Guildwww.teachersguild.org

One Workplacewww.oneworkplace.com

Mirus Labswww.miruslabs.co

great people and resources who can help you get your makerspace off the ground

who?When the Learning Environments team at One Workplace was approached by The Teachers Guild (a design thinking collaboration founded by the global design firm IDEO) to help create a “Maker Starter Kit”, we were incredibly honored. Maker education is one of our most favorite topics. After helping numerous schools across Northern California introduce maker education into their curriculum we were excited to have the chance to share some of what we have learned. The challenge for us however was to find a way to give deeper meaning to the maker movement - and make this kit about more than just a collection of cool stuff. To help us pull this project together we partnered with our good friend Parker Thomas at Mirus Labs to bring an educator’s (and a maker’s) perspective to our Inspiration Manual.We hope you find this workbook thought provoking, inspiring and helpful as you look to bring maker education to your classroom.

If you have any questions or just want to pick our brains, please feel free to reach out anytime.You can find us at:

Christopher M. Goodcgood@oneworkplace.com

Parker Thomasme@parkerthomas.com

our team is here to help

Christopher M. Good, NCIDQ, ASID, LEED APChris is Creative Director for One Workplace in Santa Clara, California. His work is dedicated to re-imagining learning environments and future workspaces. His work as a design thinker has led to partnerships with IDEO’s Teachers Guild, and work with the Office of the First Lady supporting Michelle Obama’s “Reach Higher” initiative.

Parker ThomasParker is a managing partner at Mirus Labs, and a founding member of Urban Montessori in Oakland, California. Mirus is a design studio that lives at the intersection of innovation, the maker movement and education. Mirus partners with schools and other learning organizations to create spaces and experiences that encourage creativity, wonder and learning.

www.oneworkplace.com@OWPLearn

Santa Clara | San Francisco | Oakland