REFLECTING ON MAKERSPACE
Two years ago I was asked to create a “makerspace
open/closed” sign for our School Library Learning Commons, and having no idea what that word meant, I realized how much the philosophy
of a library has changed since I was in school. After reading the Learning
Commons Handbook and after learning from working alongside a fabulous teacher-librarian, Lynne Powell, I began to develop my understanding of a makerspace.
This week we were asked
questions about whether students made things in the library and about the
various supplies and resources our makerspace entails. Considering I knew
nothing about makerspace two years ago, I feel that I have come along way with
my understanding and facilitation of a makerspace; although, I still have a long journey
of improvement ahead.
Our makerspace was created
two years ago. The makerspace consists of two large shelves, which contain the following supplies: lego,
k’nex, timber sticks, straws, bits and pieces, marble tower, stamps, markers,
scissors that cut various patterns, hole punchers that punch various shapes,
puzzles, a tool box/kit with some wood, origami, perler beads, origami paper,
little bits, squishy circuits, makeymakey, create your own book mark kit, create your own puppet kit, weaving, and a “bits and pieces” bin filled with random
objects that could be used to build various inventions or crafts.
We
have a set of iPads where students have used the following apps quite regularly:
Scratch Jr., Hopscotch, Draw and Tell, Book Creator, and Inventions. As of this
month, we also have a 3D printer which students have already begun to explore
how to use tinkercad to create their own model.
The biggest challenge about
having so many options for the students choose from, is time. Something that
has worked well in our makerspace is booking classes in for a makerspace
session during collaboration blocks; however, with 34 divisions to accommodate,
each class is limited to the amount of time they get to tinker, create and
explore. Likewise, makerspace sessions take away precious collaboration time,
which also is not ample.
During each primary classes
library period, they are given many opportunities to engage with makerspace
activities; what also surprises me is how many boys are drawn to the “bits and
pieces” bin. If someone that was unfamiliar with makerspace saw this bin, they
might think the contents inside it were junk; some creations the boys have made
this year include totem poles, binoculars, bear caves, Pokémon characters, a
mailbox for their classroom, and a robot. I was pleased when I discovered how
drawn they were to the bits and pieces bin because I was able to share with
them how easy it is to acquire these materials and create different projects at
home.
Our new 3D printer!
A fellow teacher-librarian
in my district that I find very inspiring for makerspace ideas is Anna
Crosland. Her blog highlights the excellent organization, execution, and
creations, coming out of her school’s makerspace. My favourite idea she recently shared through her blog is the idea of putting the little bits pieces into
little tool boxes, as a means of better storage and organization of the pieces. Also check out what her students are doing with perler beads and binary coding!
ASKING GOOD QUESTIONS
I am so pleased to have been
exposed to the resources from this week’s modules. Great inquiry and learning
opportunities start by asking the questions that are difficult, open ended, and
lead to new understandings and connections. But how do you help students to ask
“good” questions. One of the best suggestions I thought came from Heick –students must
be curious; they must have curiosity of the subject. A know-wonder-learn chart,
is a great way to peek curiosity and generate questions, but equally important
is the curation of good resources that will lead to meaningful inquiry.
In
McKenzie’s blog, Questioning as Technology, he states that “questions are intended to provoke thought and inspire
reflection, but all too often the process is short circuited”. I realize that
this year alone, my students have been short-circuited in their inquiry quest
due to rigid guidelines of what classroom teachers (and myself) want the students
to learn. This realization will undoubtedly change the way I collaborate with
classroom teachers. Something I can do to improve my students’ inquiry process
is book the class in for at least one collaboration block to self and peer
asses rather that just share their work. Yes, it is great to give students the opportunity to enjoy one another’s
work, but I think there needs to be time set aside for meaningful reflection
and peer assessment.
Lastly, an idea that stuck with me this week was the idea
of the “third space” as mentioned in Coatney’s article, Essential Questions and Answers for Implementing Inquiry but was coined by Kuhlthau. The third space is where student wonderment and
the curriculum meet. I witness teachers feeling pressure to “cover” the
curriculum, and perhaps this is why their “inquiry” projects are so
teacher-centred and rigid. This idea of the third space, helps me to understand that you
can say to your students, "here is a concept, what within this concept do you
connect with and would like to know more about?" Overall I am left wanting read
more about the third space and how I can facilitate genuine inquiry experiences
for my students.
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