Intergrating Maker Education

Decorative: "Maker Education Lesson Plan"

 

A. "User Generated Education: Integrating Maker Education into the Curriculum" (post) helps the instructor approach his or her curriculum and lessons with a maker mindset" - and perhaps using maker spaces.

  • "With this mindset, he or she figures out creative ways to integrate maker activities into existing lessons and instructional activities."
  • "The educator in these situations starts with the standards and objectives of their lessons, as they typically do with their regular lessons, and then designs and/or locates maker activities that fit the lesson."
  • "It simply becomes, 'How can I add a making element to my lessons to reinforce concepts being learned?'"

B. Maker Education Lesson Plan Outline 

To help with this expansion of perspective, the post provides a useful, interrogative-based "Maker Education Lesson Plan":

1. Vision for This Lesson and Student Learning

  • "What's the overarching purpose of this lesson?"
  • "How does making enhance the lesson?"
  • "Consider relevancy, authenticity, transfer to other life situations."

2. Student Voice

  • "What are the interests and needs of the students?"
  • "How is their voice incorporated into the development of this lesson?"

3. Standards Addressed

  • "Think cross-curriculum and 21st-century skills."
  • "Think process as well as content learnings."

4. Lesson Challenge Statement

a. The Questions

  • "What is the big challenge for this activity?"
  • "What essential questions do you want learners to explore?"
  • "Is the challenge open and ill-defined so there are multiple opportunities for student interpretation, innovation, and creativity?"

b. The Categories

  • "Introducing Essential Questions"
  • "The Use of Scenarios"
  • "Specifying Standards"
  • "Asking Questions Related to Personal Skills"
  • "Asking Questions to Help with Scaffolding and Sequencing the Activities"
  • "Asking Questions Related to Using Peer Support [and] Working Collaboratively"

5. Prerequisite Knowledge and Skills

  • "What prerequisite knowledge and skills do the learners need to successfully engage in this lesson?"

6. Vocabulary

  • "What vocabulary do you want learners to learn and use?"

7. Getting Started

"What high-impact activity will you do to get learners excited about or hooked into the upcoming lesson?"

  • "Hands-on demonstrations?"
  • "Video?"
  • "AR/VR simulation?"
  • "Online virtual simulation?"
  • "Live guest speaker (in-person or via Skype/Google Hangout [or Virtual Classroom])?"
  • "Gaming (analog or digital)?"
  • "Initial group discussion about learning challenge?"

8. Tinkering and Exploration

  • "Will the learners benefit with some free-play tinkering and exploring the materials?"

9. Skills and Knowledge Direct Instruction

  • "What, if any, knowledge and skills do you need to teach directly prior to the maker activity?"

10. Activity Breakdown

  • "Learner Planning Time: Time for learners to research and plan what they will do for the Maker Challenge."
  • "Learner Creation Time: Time for Learners to create, to try out several iterations of their ideas, if needed."
  • "Learner Sharing and Feedback Time: Time for learners to share what they are making with their peers, whose role is to give feedback."

11. Documenting Learning and Reflection

a. Documentation

"How will learners document and reflect on their learning?"

  • "Photos?"
  • "Videos?"
  • "Writing or blogging?"
  • "Online forums and discussions?"
  • "Sketch-noting?"

b. Possible Reflection Questions

  • "What new skills have you learned because of the maker experience?"
  • "What are the most important learning moments you take with you from this maker experience?"
  • "Would you do this or a similar maker project again? Why or why not?"
  • "Has this maker experience changed you? If yes, how?"
  • "Describe what you have learned about yourself as a result of your maker experience."
  • "What would you like to change about your maker experience?"
  • "What were the benefits from you participating in this making activity?"
  • "What surprised you the most during your maker experience?"
  • "What did you do that seemed to be effective?"
  • "What did you do that seemed to be ineffective?"
  • "What were the most difficult parts of the maker experience? Why?"
  • "What were the most satisfying parts of the maker experience? Why?"
  • "What personal characteristics made this maker experience successful for you?"
  • "Describe an awareness about a personal characteristic that has been enhanced by your maker experience."
  • "How does the maker experience relate to your long-term goals?"
  • "How have you been challenged during the maker experience?"
  • "How do you feel about what you made? What parts of it do you particularly like? Dislike?"
  • "What lessons can you learn from the maker experience?"
  • "What positives can you take away from the maker experience?"
  • "How can you apply what you learned from maker experience in your life?"
  • "What advice would you give to someone else working on the maker activities?"
  • "What did you learn through this experience and how can you use it in the future?"
  • "Looking back on the maker experience, what two things stand out to you the most and why?"

12. Assessment

"How will learners be assessed? (This is especially important in a school setting where grades and accountability are expected.)"

  • "Rubrics (teacher-developed, student-developed)"
  • "Portfolio artifact (submitted to a blog or web platform like Seesaw)"
  • "Peer assessments"

13. Sharing Out

"How will learners share out what they learned with a larger maker education community?"

  • "Social media?"
  • "Presentations to other learners?"
  • "Teaching others?"
  • "News coverage?"
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