Final Week: What I Learned

For my final post, I decided to exhibit what I learned from this class by creating a Powtoon video. This class has deepened my understanding of Maker Education and given me a drive to create one in my own classroom. I see the immense benefits of a Makerspace that allows students to create, collaborate, innovate, design, and explore. I have learned the value of collaboration and providing opportunities for shared knowledge to occur.

Through my experience, I have seen how experimentation and trial and error can be a tool used for obtaining deeper understanding. While working on my projects, I have been able to experience how my students might feel as they are explore a new concept or tool. The work I have done in this course is very applicable to my current classroom. I plan of implementing and utilizing many of the tools in this class not just for my students, but also to share with my colleagues. I am excited to see what the rest of the MAET program has to teach me and plan to share my knowledge to impact a wider scope.

References:

Suh, Sookyung. “The Effect of using Guided Questions and Collaborative Groups for Complex Problem Solving on Performance and Attitude in a Web -Enhanced Learning Environment.” Order No. 3216655 The Florida State University, 2005. Ann Arbor: ProQuest. Web. 30 Mar. 2017.

Gu, Xiaoqing, et al. “An Intervention Framework Designed to Develop the Collaborative Problem-Solving Skills of Primary School Students.” Educational Technology, Research and Development 63.1 (2015): 143-59. ProQuest. Web. 30 Mar. 2017.

O’Donnell, A. (2012). Constructivism. In APA Educational Psychology Handbook: Vol. 1. Theories, Constructs, and Critical Issues. K. R. Harris, S. Graham, and T. Urdan (Editors-in-Chief). Washgington, DC: American Psychological Association. DOI: 10.1037/13273-003.

Klepper, J., JD, Periera, J., MAEd, & Saynor, Z., MS. (n.d.). Maker Education: Effective Implementation in 21st Century Classrooms. Retrieved April 22, 2017, from http://cdn2.hubspot.net/hubfs/2224003/EDU/downloads/whitepaper.pdf

 

Week 7: Assessments

How to Assess Student Understanding in Project-Based Learning

 

True Project-based Learning is absolutely inspiring! Instead of teaching as isolated classrooms, teaching becomes a team effort. I can’t help but think of all the amazing things we can do in a school with PBL. When teachers work as a team, I see the potential of amazing differentiation. Lessons move from teaching isolated standards to integrating standards across the curriculum to enhance and deepen learning and understanding.

I love the idea Isselhardt talks about when he mentions the necessity of creating a standards map that allows teachers to cluster standards and create a “Path” for learning (2013). This allows learning to become more cohesive. Standards become applicable rather than memorized facts.

Wiggins puts it perfectly when he states that education’s main purpose should be to deepen student’s understanding (2015). Albert Einstein sums it up when he says, “Education is not the learning of facts, but the training of minds to think” (n.d. ,2017). Understanding by Design makes that transformation possible. Teachers might think that adopting this system for teaching would make it harder to assess student understanding, but that is not the case. Understanding by Design better showcases student’s understanding. Learning moves from a disassociated memorization of facts, to an applicable deepened understanding of the standards. Wiggins says,

Students reveal their understanding most effectively when they are provided with complex, authentic opportunities to explain, interpret, apply, shift perspective, empathize, and self-assess. When applied to complex tasks, these “six facets” provide a conceptual lens through which teachers can better assess student understanding (2015).

Curriculum also undergoes a facelift in UbD. The curriculum map is directed by student feedback and formative assessment. Instruction is informed by student results rather than moving on to make it through the textbook. Projects continue until understanding is obtained (What is UbD,2015).

I love what Gee says about teaching students to not only problem solve, but do so collaboratively. He explains that a collaborative group should work so well that, “the group is smarter than the smartest person in the group” (James Paul Gee,2010). This idea connects perfectly back to Constructivism that explains students can achieve more through scaffolded learning. When students used shared knowledge, they are able to achieve more (O’Donnell, 2012). Gee also says that learning becomes not only collaborative, but innovative. Students are able to “innovate with the tools you’ve learned and not just do the standard solution to problems” (James Paul Gee,2010). This idea transforms assessments from a formal test, to the application of knowledge. Gee explains that games “do not separate learning and assessment. They don’t say learn some stuff and then later we’ll take a test. They’re giving you feedback all the time”(2010). This is how our project-based assessments should be. The learning through the project is proof of their understanding. If they are able to create the project, then they exhibited their understanding.

Project-based assessments could utilize rubrics that assess project completion, collaboration, effort, product produced, etc., instead of questions answered right on the test. Assessed knowledge could also be seen through class discussions and presentations. Are the students able to discuss their project and explain what they did to create it? Teaching content requires a deeper understanding of a topic, therefore if students are able to explain their process, then they have learned. Not only will they have learned, but they will have understood. I think the minute difference between learning and understanding is application. When we ask our students to apply their knowledge, that is when true understanding comes. Assessments should transform from percentages on a test to application in a project. We should teach to understand, not teach to ace a test.

 

References:

Isselhardt, P. E. (2013, February 11). Creating Schoolwide PBL Aligned to Common Core. Retrieved April 27, 2017, from https://www.edutopia.org/blog/PBL-aligned-to-common-core-eric-isslehardt

(n.d.). Retrieved April 27, 2017, from http://quoteinvestigator.com/2016/05/28/not-facts/

What is UbD™? (2015). Retrieved April 27, 2017, from http://www.authenticeducation.org/ubd/ubd.lasso

O’Donnell, A. (2012). Constructivism. In APA Educational Psychology Handbook: Vol. 1. Theories, Constructs, and Critical Issues. K. R. Harris, S. Graham, and T. Urdan (Editors-in-Chief). Washgington, DC: American Psychological Association. DOI: 10.1037/13273-003.
James Paul Gee on Grading with Games. (2010, July 20). Retrieved April 27, 2017, from https://youtu.be/JU3pwCD-ey0

Week 6: Infographic

This week our task was to create an Infographic about Maker Education. I was looking forward to this assignment, because I love infographics and how easily and eye catching the information is laid out for you. However, as I began to work on this project, I came to realize just how difficult it is to lay out information in such a way that it draws the reader in, through eye catching graphics and layouts while providing enough details to convey the topic. I started off by thinking about the narrative that I wanted to convey. I originally started off with a different narrative, but found myself hitting a wall, so I decided to go a different route. My infographic is designed to show the major benefits of Maker Education and how easy it is to create.

In my school district, we recently passed a bond to provide one-to-one devices for all students. Being the “techy” that I am, I was ecstatic and embraced the opportunity. However, many teachers were and still are skeptical of the benefits of technology and Maker Education. The skeptics were my inspiration. I wanted to design an infographic that briefly showed the contrast of Traditional Education to Maker Education to show just how powerful making is. Then, I used my infographic to portray how simple it is to create a Makerspace in your classroom and all the wonderful benefits of doing so.  Many people might think that a Makespace costs a lot of money, but it doesn’t have to. It can easily be created with recycled materials that you find around your classroom or house. My goal was the encourage teachers to try creating a Makerspace and see for themselves the transformation it can bring.

Click on the Link to view my Infographic.

Maker Education Infographic

References:

Impact of the Maker Movement. (2014). Retrieved April 21, 2017, from http://www.bing.com/cr?IG=105333CF262940FEB46943E8D3299B09&CID=16E9D598292B6D2023C8DFF528BB6C8C&rd=1&h=Zghy7ZYXxI5O2P156IKa-Pch5wS68H6xaA6wlMuPvHQ&v=1&r=http%3a%2f%2fmakermedia.com%2fwp-content%2fuploads%2f2014%2f10%2fimpact-of-the-maker-movement.pdf&p=DevEx,5062.1

Klepper, J., JD, Periera, J., MAEd, & Saynor, Z., MS. (n.d.). Maker Education: Effective Implementation in 21st Century Classrooms. Retrieved April 22, 2017, from http://cdn2.hubspot.net/hubfs/2224003/EDU/downloads/whitepaper.pdf

T. (n.d.). Teaching as Leadership. Retrieved April 22, 2017, from http://teachingasleadership.org/sites/default/files/How_To/PP/P-4/P4_Trad_v_Diff_Classroom.pdf

Davis, B., & Summers, M. (2015). Applying Dale’s Cone of Experience to increase learning and retention: A study of student learning in a foundational leadership course. Retrieved April 22, 2017, from http://www.qscience.com/doi/pdf/10.5339/qproc.2015.elc2014.6

Image References:

I AM Thankful Clipart. (n.d.). Retrieved April 23, 2017, from http://www.easyfreeclipart.com/i-am-thankful-clipart.html CC BY 2.0

Ltd, B. (n.d.). School 19 Free Stock Photo – Public Domain Pictures. Retrieved April 23, 2017, from http://www.publicdomainpictures.net/view-image.php?image=184586&picture=school-19 CC BY 2.0

Week 5: Sketchup

 

Transforming the Classroom

The space that I am redesigning is my 5th grade classroom. Coincidentally enough, I redesigned my classroom this year right before Thanksgiving break. I transformed it from a traditional classroom with desks, to a flexible seating classroom that allowed space for creativity, collaboration, and making. Previously, my classroom felt very cramped. When we worked on collaborative projects, it was hard to move around and have space for creativity.  Below are pictures of my classroom before. I knew something had to be done to improve this space and make it more “learner friendly”.

My classroom BEFORE:

 

In 2015, I attended Edcamp Lansing where I sat in on a session about creating a classroom environment with “flexible seating”. It blew me away and drew me into a new transformative learning environment. Flexible seating means the classroom has a student-centered design. There were different styles of seating options and writing surfaces to choose from. Students could work at a table, on the floor, standing up, in a typical chair, or even on an exercise ball. The classroom became a comfortable place to be a collaborative designer and create.

This year, I transformed my room to make it a better place for creating, experiencing, and collaborating. In Matt Keany’s article, “What Your Classroom Setup May Be Saying to Your Students”, he explains that the setup of your classroom conveys the type of instruction and learning that is taking place (2014). In a traditional classroom setup with rows of desks, it conveys that the classroom lessons are teacher-directed. In my class, I was instructing my students to collaborate and providing projects and activities designed to let them do so, but my space was not reflecting the work that was taking place. I decided to redesign my classroom setup to convey an environment that was student directed and collaborative by nature. Kayla Delzer discusses the positives of flexible seating by saying,

“I’ve found that some of the immediate benefits (PDF) of flexible seating include burning more calories, using up excess energy, improving metabolism, increased motivation and engagement, creating a better oxygen flow to the brain, and improving core strength and overall posture. It’s no surprise that physical activity is linked to higher academic performance, better health, and improved behavior.” (2016)

Flexible seating not only brings about better health benefits for our students, but it transforms the classroom into a student-centered collaborative learning environment. Even though, my classroom underwent a huge transformation this year, I am always looking for ways to continue to improve my space.

View the pictures below to see my classroom transformation as well as my classroom rendering on Sketchup.

 

Resources needed:

• Node Chairs $479.00  x4
• 2-3 Traditional desks $0
• 4  tables $0 (My school already owned these)  *paint surface with dry erase paint
• High top table with stools $150 (already purchased)
• Pillows $5-$40 (already purchased)
• Rugs $10-$30 (already purchased)
• $7.50 x 14 = $105 Crates for student cubbies (already purchased)
• Horse Shoe table $0
• 12-15 Stools $5 = $75 (already purchased)

Total Cost: $400 w/o Node chairs     $2,316 with Node chairs

Total Cost to update my current space: $1,916 for Node Chairs

Many items were purchased by watching sales, Facebook Marketplace, and repurposing materials found in the school.

References:

Delzer, K. (2016, April 22). Flexible Seating and Student-Centered Classroom Redesign. Retrieved April 16, 2017, from https://www.edutopia.org/blog/flexible-seating-student-centered-classroom-kayla-delzer

Posted by Michael Keany on May 15, 2014 at 2:22pm in Teaching and Learning – BEST PRACTICES View Discussions. (n.d.). School Leadership 2.0. Retrieved April 16, 2017, from http://www.schoolleadership20.com/forum/topics/what-your-classroom-setup-may-be-saying-to-students-by-colleen-le

Week 4: Makey Makey Lesson Plan

This week, we were tasked with designing a lesson, using our makers kit, that could be implemented into our current classroom. My lesson utilizes a Makey Makey kit to teach 5th graders about simple circuits, while maintaining a “Growth Mindset”.

Over the years of teaching, I have noticed that many students seem to give up at the first sign of a challenge. Many students tend to have a “Fixed Mindset” where they give up or put forth little effort as opposed to a “Growth Mindset” where they put in their best effort and try until they succeed.  A Makerspace is a perfect environment to foster a growth mindset. Therefore, I combined teaching simple circuits with the idea of teaching my students to have a growth mindset.

Throughout this lesson, students will use the Engineering Design Process to complete the Makey Makey circuit design challenges. They will design a plan to complete their Makey Makey Challenge, create a prototype, test the plan, redesign it, and find the solution.  In order to complete the project, they must work together with their teammates, push past their “failures” and try again to ultimately discover their solution. This lesson will help students learn a fundamental science skill while creating a collaborative problem-solving environment that nurtures a growth mindset.

View the full lesson plan below or select the link here to view it in Google Docs.  Any feedback you have, is welcomed and encouraged.

Simple Circuit Challenge

5th Grade Science Lesson Plan

Time: 3 x 40-45 minute class periods

Standards:

ISTE standard

4a

Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.

CCSS.ELA-LITERACY.SL.5.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

CCSS.ELA-LITERACY.SL.5.4

Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

 

Student Learning Objectives: I can create a simple circuit using various materials that act as conductors and insulators.

I can help myself gain a growth mindset by using the engineering design process identify the problem, create a plan/solution, build a prototype, test, and redesign.

 

Key Questions:  What basic materials do you need to create a simple circuit? Does it need to be the same materials every time? How did you maintain a growth mindset through this process?

 

Problem: Create a simple circuit using different materials and a Makey Makey kit.

 

Assessment:

Students successfully created the challenge and took a video using screencastify to show their success. /10

Students demonstrate their understanding of a simple circuit by showing their original design. /5

Students demonstrate their growth mindset by showing their redesign for their prototype. /5

BONUS: The circuit that was created was drawn up, by using the circuit component symbols found here.  /5

 

Materials:

• Makey Makey for 5-6 groups of students
• Alligator Clips
• Tin-foil
• Playdoh
• Popsicle Sticks
• Bananas or other conductive fruits
• Challenge cards1 and Challenge Cards 2– I recommend copying two of each and 5 of the 2 Starter challenges. Laminating them for better protection.

 

Rationale:

The main goals of this lesson are to learn how a simple circuit works, but more importantly help to create a growth mindset while applying the Engineering Design Process. Using the Makey Makey to design simple circuits creates an environment for Collaborative Problem solving and allows students to build a growth mindset. Collaborative Problem-Solving states that students will be able to achieve more, on each challenge, working together, then they would be able to alone. Through scaffolding, students can combine their understanding of the each topic to have collaborative success. They will create and redesign their circuits using shared knowledge (O’Donnell, 2012).
Throughout this process, students will follow the Engineering Design Process, by working together to design a plan, create a prototype, redesign, and find a solution (Science Buddies, 2017). This process is a great tool for a Makerspace as well as creating an environment for growth mindsets. Students will build a “Growth Mindset” and learn that it is okay to “fail” or not have something work the first time. The important thing is to be able to identify the problem and create a positive solution by working with one another (Popova, 2015). Students should not fear the challenge, but embrace it to expand their knowledge and understanding.

Hook/Antecedent Set:

Provide students with alligator clips, copper wire, coated wire, C or D battery, and a light bulb.

Say: Students, today I want you to attempt to make this light bulb light up. The challenge is that your design constraints are that you can only use these materials (alligator clips, copper wire, coated wire, C or D battery, and a light bulb). Explore!  Give students around 20 minutes to figure this out.

 

Procedures:

Day 1: (approx. 45 minutes)

• Complete the Antecedent Set. Allow students to explore for around 15-20 minutes.
• Bring their attention back together to discuss their findings and process.  
• Connect their exploration to having a growth mindset. They were faced with a challenge. Ask: Did you give up? Did you put in your best effort? Did you try something new, redesign, and try again?
• Ask: What was the challenge that you were trying to complete? How did they get the light bulb to work? What didn’t work?
• Draw the “circuit” they created to make the lightbulb work on the board. See if students connect to the idea of creating a simple circuit.
• Read over the student objectives posted in the classroom together. I can create a simple circuit using various materials that act as conductors and insulators. I can help myself gain a growth mindset by using the engineering design process identify the problem, create a plan/solution, build a prototype, test, and redesign.
• Briefly go over the simple circuit website.

Day 2:  (approx. 40 minutes)

• Review what made their lightbulb work in yesterday’s lesson.
• Quickly go over what a simple circuit is again.
• Display the 7 challenge cards to spark their interest in each challenge.
• Explain that they will be working in groups to complete the challenge. They will need to draw/write up their original plan, then redesign it to work better. Students are welcome to grab any materials they need from the “makerspace”/materials table. Their design constraint is to use a Makey Makey board for each challenge.
• All Students need to complete the Starter Challenge Cards 1-2
• Disperse the challenge cards around the room into 5 designated work spaces placing Challenge Cards 1-2 at each station.
• Allow students to choose their challenge.
• Students will work in groups to complete 1 project. All students must participate in their design. If they finish early, each card should have a challenge shown on the “How to” link below.
• If they need assistance, students can access “How-To’s” through this  link on a document showing step-by-step instructions for completing their challenge.

Day 3: (approx. 45 minutes)

• Students will put the final touches on their project.
• Groups will record their project by using screencastify.
• CHALLENGE: Students will draw up their simple circuit by following the circuit component symbols shown on this website.
• Students should check the rubric to be sure they have completed all the criteria for this project.

References:

O’Donnell, A. (2012). Constructivism. In APA Educational Psychology Handbook: Vol. 1. Theories, Constructs, and Critical Issues. K. R. Harris, S. Graham, and T. Urdan

Popova, M. (2015, September 18). Fixed vs. Growth: The Two Basic Mindsets That Shape Our Lives. Retrieved April 09, 2017, from https://www.brainpickings.org/2014/01/29/carol-dweck-mindset/

All of the Makey Makey activities above were found at the sites below:

Makey Makey Kit Librarian Reference Manuel. (2017, June 07). Retrieved April 8, 2017, from https://cdn.sparkfun.com/assets/7/d/2/2/1/MakeyMakeyKitLibrarianReferenceManual.pdf

Simple Circuits Challenge. (n.d.). Retrieved April 09, 2017, from http://makeymakey.com/lessons/simple-circuit-challenge/

The Engineering Design Process. (n.d.). Retrieved April 09, 2017, from http://www.sciencebuddies.org/engineering-design-process/engineering-design-process-steps.shtml

The Blobz Guide to Electric Circuits. (n.d.). Retrieved April 09, 2017, from http://www.andythelwell.com/blobz/guide.html

 

Week 3: Re-Imagine Learning: Collaborative Problem-Based Learning

This week, we were charged with the task to “re-imagine learning” through collaborative probleming solving, personalized learning, and immediate feedback. I chose to focus on how collaborative problem-solving can be used to create student-centered learning environments. I found two articles that discussed key elements and benefits in creating collaborative problem-solving learning environments.

“The Effect Of Using Guided Questions and Collaborative Groups for Complex Problem Solving On Performance and Attitude in a Web-Enhanced Learning Environment” by Sookyung Suh explores the effect of guided questions on problem based outcomes and attitudes. Suh discovered that problem-based learning results in students reflecting on their thinking process. Comparing web based PBL environments to traditional PBL environments, Suh discovered that face-face communication resulted in a better learning environment. Ultimately, guided questions increased the efficacy of problem-based learning environments whether traditional or web based.

“An Intervention Framework Designed to Develop the Collaborative Problem-solving Skills of Primary School Students” by Xiaoqing Gu focused on how to teach important skills needed for students to be successful in problem-based learning environments. The study focused on elementary school classrooms in Shanghai, China. Gu’s conclusion was that students achieved better understand and more success when teachers acted as facilitators and taught students higher order thinking and problem solving skills.

Based off this research, I have a more informed understanding on the process of creating a collaborative problem-based learning environment and the positive effects it has on student knowledge.

Richard Culatta encourages teachers to “re-imagine learning” by way of technology. He begs educators to use technology not simply to “digitize” traditional lessons, but transform them. Through collaborative problem-based learning, we are able to do just that.  Constructivism creates a learning environment that is a hot-bed for collaborative problem-based learning. Angela O’Donnell states the characteristics of constructivism as being a place where there is a community learning environment, authentic tasks, and tools to support learning (2012). Collaborative problem-based learning generates a deeper understanding of a concept, higher-level thinking, real-world application, and increased communication skills (Gu, 2015).

Teachers in traditional classroom settings often hear the drone of students asking, “Why is this important? Why am I learning this?” Traditional curriculum is driven on obtaining facts about a topic and memorizing it so that someday, down the line, the information may be recalled for practical application. This approach to instruction disengages students from the learning process and in turn results in a loss of knowledge. Constructivism states, “knowledge is constructed by the learner and informed and influenced by the learner’s previous experiences” (O’Donnell, 2012). With this in mind, the approach to teaching changes from a linear lecture, to a collaborative student-centered learning process; or in other words, collaborative problem-based learning.

Educators understand that the basic skills taught on a daily basis are the building blocks for future learning as well as real-world application. While this is easy for the teacher to understand, often to the student it is not. It is important to not simply teach the concepts, but guide students to see the real-world application of the knowledge. When this is done, information is moved from memorization, to deeper understanding. Sookyung Suh shares that social constructivists Dewey and Vygotsky understood that people learn best by being included in the “knowledge-construction process” rather than the reiteration of what they are told (2005). Students need to be involved in the process of constructing their learning  and not simply take the role of bystanders to the knowledge. When this occurs, the students become the drivers and teachers become the sideline coaches.

A makerspace puts students in the driver’s seat of their learning. It allows students to creatively problem-solve and apply the concrete knowledge to a tangible problem. The beauty of collaborative PBL is that is creates an effective Zone of Proximal Development, from Vygotsky’s theory,  through the use of  peer scaffolding (Suh, 2005; O’Donnell, 2012). By constructing collaboratively, students are able to create and understand much more than they would individually. One student might have a better understanding of a problem over another student and through their shared knowledge, a creative solution can be made or reached (O’Donnell, 2012). Xiaoqing Gu explains,

“ When students collaborate, they encounter ideas that are different from their own. The difference may lead them to look up for new information, clarify their ideas, and justify or to modify their positions. The students are learning in the working process. In addition, when working together, students may come up with approaches to solving problems that none of them would have been able to think about on their own” (Gu, 2015).

Through collaboration, communication, and problem solving, students are able to construct meaningful understanding of a topic (Gu, 2015). However, this process is not innate. It needs to be taught.

Vygotsky believes that higher order thinking skills need to be modeled first, before a student can perform them (O’Donnell, 2012). This modeling comes from the teacher, who provides increasingly more complex and higher order thinking questions. Educators need to teach the independent thinking skills needed for students to be successful in a PBL environment. Once a student has been taught to  think critically, they are now able to be successful drivers of their learning.

Collaborative problem-based learning environments have the ability to take linear learning and transform it into deeply applicable real-world situations. Information moves from rotely memorized, to deeply conceptualized. The makers community is a great way to foster this collaborative learning process by incorporating student’s interests, schema, and ability to problem solve. It takes learning and brings it to life. No longer are students passive members of a classroom, but rather a crucial cog in the collaborative classroom machine. Education becomes student-centered resulting in, higher engagement, deeper understanding, and practical application. This is exactly what Richard Culatta was urging teachers to do; to “Re-Imagine Learning”.

 

References:

Suh, Sookyung. “The Effect of using Guided Questions and Collaborative Groups for Complex Problem Solving on Performance and Attitude in a Web -Enhanced Learning Environment.” Order No. 3216655 The Florida State University, 2005. Ann Arbor: ProQuest. Web. 30 Mar. 2017.

Gu, Xiaoqing, et al. “An Intervention Framework Designed to Develop the Collaborative Problem-Solving Skills of Primary School Students.” Educational Technology, Research and Development 63.1 (2015): 143-59. ProQuest. Web. 30 Mar. 2017.

O’Donnell, A. (2012). Constructivism. In APA Educational Psychology Handbook: Vol. 1. Theories, Constructs, and Critical Issues. K. R. Harris, S. Graham, and T. Urdan (Editors-in-Chief). Washgington, DC: American Psychological Association. DOI: 10.1037/13273-003.

Reimagining Learning: Richard Culatta at TEDxBeaconStreet. (2013, January 10). Retrieved March 30, 2017, from https://youtu.be/Z0uAuonMXrg

Week 2: Thrifting Protoype

Makey Makey Vegetable Keyboard:

For this week’s assignment, we were asked to explore the Maker kit we chose and create a prototype from items found from either a thrift store or around the house. The maker kit I chose was the Makey Makey kit which costs $49.95. I would also recommend purchasing an extra set of alligator clips which cost $9.95. The extra alligator clips will allow you to connect to more keys on the keyboard at one time.

This week we were also instructed to explore Evernote  to take notes during the exploration for this project. So far, I think Evernote is a great tool for not only note taking, but copying direct websites into your notes. This helped me a lot while I was researching for the project that I would create. It held all of my ideas in one place, and made it much easier once I was ready to create my final blog post.

For my Makey Makey project, I wanted to create something musical. I love to sing and make music with my husband. Music is a passion of mine and it seems only fitting to incorporate my passion into this project. I scoured the internet to discover how I can use my Makey Makey kit to turn my pots, pans, fruits, stairs, etc. into musical instruments. There are so many resources out there to create amazing projects with your Makey Makey kit.

I decided to use  this Makey Makey Piano to play “Eye of the Tiger” from Rocky III. At first, my initial plan was to connect my Makey Makey board to my kitchen utensils such as a rubber spatula. However, when I tried this, no circuit seemed to be completed. I took the alligator clip off and tested it on my other hand to make sure that I had connected all the boards and wires correctly, and success! I saw the magic green light that indicated there was a complete circuit. I deduced that it must have been the rubber spatula that disrupted the circuit.

After reviewing the directions, I discovered a list of items that were “conductive”. Rubber spatulas were not one of them. However, vegetables were, so I decided to give vegetables a try and found success. Once I chose which Makey Makey program and conductive material I would use, I was ready to begin.

I started my circuit by connecting the wires to my various vegetables and testing to make sure they worked. The keyboard has around 11 different notes. At first, I hooked all 11 alligator clips in attempts to have the entire keyboard. However, I discovered it was very hard to keep a clean connection to each of the “letter keys”. The alligator clips were touching more than one key or losing their connection.

The next step I took was to figure out specifically which notes I would actually need to play  Rocky III’s “Eye of the Tiger”. I was in luck, because I only needed the arrow keys, space bar, and one letter key, “W”.

In order to play Eye of the Tiger, I originally found the sheet music online to help give me a jump start, but this proved to be a little tricky to correlate with my keyboard. It did help guide me in the right direction. To help me remember which veggie went with which key and note, I made labels and taped them to my “keys”. Then, I arranged them in keyboard order. Next, I started the song and stopped to annotate it, so it would be easy to play and remember.

I wrote my first draft, then went over it several more times to make sure the notes were all correct and I wasn’t missing anything.

The final copy of my “note chart” is here. You may use it if you wish to recreate this song yourself. I also added the lyrics so those of you who feel inspired to do so, can sing along as you play.

See my “How To” below to recreate “Eye of the Tiger” on a vegetable piano.

Materials:

• Makey Makey kit (Alligator clips, Makey Makey Board, and USB chord)
• Tin Foil
• Veggies i.e. Carrots and celery
• Makey Makey Piano
• “Eye of the Tiger” note chart

 

Directions:

1. Open the Makey Makey Keyboard on your computer using this link.

2. Set up the Keyboard so it is on Randomize and Vibraphone.

3. Make sure the Keyboard keys match the picture below.

4. Connect the large end of the USB plug from your Makey Makey kit to your computer and the small end to the Makey Makey Board.

Large USB

Small USB

5. Connect 4 alligator clips to the Makey Makey Board starting with the arrow connections on the back of the board.

6. Connect 1 alligator clip to the “W” key on the left side of the Makey Makey board.

7. Connect all the alligator clips from your Makey Makey board to your vegetables.

8. Create a tin foil “bracelet” and wrap it around your wrist.

9. Connect  1 new alligator clip to your tin foil bracelet and then to the EARTH part of the Makey Makey board.

10. Label your vegetables to match the computer keys and piano keys. See my note chart for more details.

11. Print off the note chart and practice away.

 

To view how the project turned out, watch the short video below.

 

 

Classroom Application:Through the process students should think about how they created circuits. What tools are needed? What disrupts a circuit? What materials are conductive and what is not? The Next Generation Science Standard I would connect to this activity would be  3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

I would also use this activity as a way to teach my students to have a growth mindset. There is a lot of trial and error that went into producing this project. It is important for students to gain a growth mindset through using the Engineering Design Process.

Multi-Modal Advantages: By incorporating pictures, links, and videos into my post, the process of creating a Makey Makey keyboard is more easily understood. The pictures along with the descriptions help to make this project recreatable. Visuals help to make step by step directions easy to follow by showing specific parts. The images can stand alone as directions. Images and videos help to bridge the gap between languages and make the instructions easily understood by the masses.

 

References for Inspiration

(n.d.). Retrieved March 26, 2017, from https://ericrosenbaum.github.io/MK-1/

Drum Kit. (n.d.). Retrieved March 26, 2017, from http://ronwinter.tv/drums.html

Scratch – Imagine, Program, Share. (n.d.). Retrieved March 26, 2017, from https://scratch.mit.edu/studios/223257/

Virtual MIDI Piano Keyboard. (n.d.). Retrieved March 26, 2017, from http://vmpk.sourceforge.net/

Music. (n.d.). Retrieved March 26, 2017, from http://makeymakey.com/gallery/?tag=music

 

  

 

CEP 811 Week 1: Makerspace Remix

Week 1: WeVideo Makerspace Remix

What an inspiring project to start off this class! I chose to have my video show simply what a Makerspace is. I had it describe the environment and what it allows students to do. A Makerspace is a place to create, explore, innovate, critically think, etc. It is a place where anything is possible. If you can think it up, you can create it. I chose to insert two video clips, one to show a school’s Makerspace in progress and the other showing a student explaining  their definition of a Makerspace. I thought the student’s explanation was very powerful depiction of the effect a Makerspace can have upon a student’s confidence to be great thinkers and creators. In the video the student said, “There is no limit to what you can create.” A Makerspace helps students to realize their full potential. My goal for my video was to show the mindset of a Makerspace and the endless possibilities it provides.

Makerspaces evoke inspiration and innovation. This past week I had the opportunity to attend MACUL 2017. Many workshops revolved around the idea of creating Makerspaces in the classroom. Makerspaces take learning beyond the contained walls of textbook learning and turn it into a three dimensional learning process. Students are given materials to create anything or they have specific tasks to fulfill. Makerspaces allow students to work through a process by designing, creating, testing, and remixing or improving on their original design. They learn from trial and error, from their successes and failures. Thomas Edison once said about his many attempts to invent the lightbulb, “I have not failed. I’ve just found 10,000 ways that won’t work”.  

I love starting off the school year talking about the idea of failure as a learning process. Sometimes we learn better through our failures, than through our successes. Makerspaces create a safe space for students to try, learn from their mistakes, improve on their design, and try again. Through the activities in a Makerspace, students are learning how to critically think, problem solve, imagine, and create. They learn how to find solutions to their problems from either experimentation or research.

As I was creating my video I couldn’t help but think about my students going through this process. I was already familiar with WeVideo from different trainings, but also from having my students create a WeVideo to publish their narrative stories.   Because of my prior experience, I wanted to push myself to create a video by using the Timeline mode as opposed to the story mode which I had formerly used.  After a lot of trial and error, I was pleased with my final result.

I had a vision for what I wanted my video to look like and in order to make it come to life, I had to play around with the program, test things out, and research. I researched how to best work “timeline mode” on the internet so that my video would match my vision.  One of my goals, was to match up the transitions from one picture to the other with the downbeats of the background music. This took a lot of time and editing as I could not simply drop the pictures in and hit play. I had to lengthen the clips, shorten it, replay the video, and repeat until it was aligned. One the main takeaways of completing this assignment was that I had to problem solve. There was no one there to tell me the answer. I had to figure it out on my own.

As teachers, students are constantly coming up to us to ask questions. They want us to feed them the answers. But, if we always do this, they won’t learn how to problem solve on their own. Makerspaces create a learning environment that pushes students to be the problem solvers. They have to work with each other, research, or simply try things out to find the solutions they are looking for. Makerspaces allow students to open up their minds to a world of possibilities and allows them to use multiple senses. It is said that the more senses that we use, the more we will remember. Let students use all their senses and CREATE!

Credits for WeVideo:

What’s the Maker Movement and Why Should I Care? (n.d.). Retrieved March 19, 2017, from http://www.scholastic.com/browse/article.jsp?id=3758336

Rendina, D. (2016, April 13). Defining Makerspaces: What the Research Says. Retrieved March 19, 2017, from http://renovatedlearning.com/2015/04/02/defining-makerspaces-part-1/

East Hills Hills Middle School MAKERSPACE 2013. (2013, December 20). Retrieved March 19, 2017, from https://youtu.be/aWAq5PdFSvg

“Creative Commons East Hills Middle School MAKERSPACE 2013” by Michael Medvinsky is licensed under CC BY 2.0

GCAA Makerspace Cardboard Carnival. (2015, September 30). Retrieved March 19, 2017, from https://youtu.be/Rzpwe-7aY8s

“Creative Commons GCAA Makerspace Cardboard Carnival” by GCAA Makerspace is licensed under CC BY 2.0

Free stock photo of black, blur, close-up. (n.d.). Retrieved March 19, 2017, from https://www.pexels.com/photo/black-blur-close-up-desk-296127/

“Creative Commons photo” by Lukas is licensed under CC BY 2.0

IMG_4088. (2017, March 19). Retrieved March 19, 2017, from https://goo.gl/0sUHZx

“Creative Commons photo” by Bruno Sanchez-Andrade Nuno is licensed under CC BY 2.0

Free Image on Pixabay – Building, Blocks, Construction. (n.d.). Retrieved March 19, 2017, from https://pixabay.com/en/building-blocks-construction-play-674828/

“Creative Commons photo” by Steve Pb is licensed under CC BY 2.0

Abesamis, S. (2014, November 26). Create. Retrieved March 19, 2017, from https://www.flickr.com/photos/enerva/15698486387

“Creative Commons photo” by Sonny Abesamis is licensed under CC BY 2.0

Ltd, B. (n.d.). Paper And A Pencil Free Stock Photo – Public Domain Pictures. Retrieved March 19, 2017, from http://www.publicdomainpictures.net/view-image.php?image=177877&picture=paper-and-a-pencil

“Creative Commons photo” by George Hodan is licensed under CC BY 2.0

Create. (2017, March 19). Retrieved March 19, 2017, from https://goo.gl/L5Hs0t

“Creative Commons photo” by Alisa Burke is licensed under CC BY 2.0

Free Image on Pixabay – Light Bulb, Lightbulb, Light, Bulb. (n.d.). Retrieved March 19, 2017, from https://pixabay.com/en/light-bulb-lightbulb-light-bulb-1246043/

“Creative Commons photo” by  Unsplash is licensed under CC BY 2.0