Have you ever wanted to try something new at your school, but didn’t have the backing? You pitched it to your PLC and your colleagues seemed to like the idea…but you could tell they weren’t really on board?
For two years, I tried to convince my administration and co-workers to join me in setting up a “Maker Space” at our school. There was talk about creating a place for it, but ultimately the project went nowhere.
Just do it!
Finally, I decided to fly solo with a Maker Space in my classroom. I collected a lot of materials and compiled a parent wish list: hand tools, recyclables, building sets such as Legos and K’nex, circuit sets, broken cell phones, broken electronic toys, etc.
I poured through books and subscribed to online newsletters and websites to learn how to pull it all together. I decorated a corner of our classroom and dubbed it our Maker Space!
Unlike my colleagues, my students were very excited and curious about this new challenge. I designated Friday afternoon as the Maker Space time, and they could hardly wait until Friday!
Lots of choices
During our Maker Space time, they had five activities to choose from: Construction, Coding, Art Exploration, Electronics: circuitry & “take apart,”and Design/build a prototype.
After the first few sessions, I found that some students are clearly “builders” who love to work with their hands. Others completely enjoy exploring various art media to create something special. Projects involving circuits seems to appeal to the academically advanced students. But gradually, others are giving it a try and liking it.
Option #5, Design and build a prototype, was a huge hit with all of the students. One of the first tasks I gave them to do was to design and build a new theme park ride.
On their own, the students formed work groups, and got busy sketching out their ride ideas. One group needed to take a vote on what to build, because they had come up with three ride ideas! After several revisions, the groups were ready to build their prototypes.
It took three Maker Space sessions to complete the prototypes. Finding a place in the classroom to store the unfinished projects was a challenge. And as much as we tried to clean up after each session, the school maintenance crew dubbed our classroom the messiest on the second floor!
But I didn’t care, because I was so proud of the work the children had done and of the level of their engagement in the task.
What’s next?
I’m not sure if I organized the Maker Space true to form. Or if we are doing it “right.” But maybe that doesn’t really matter. They are making and they are loving it. More importantly, they are learning so many critical thinking skills through Maker Space. I will be “tweaking” it, but the Maker Space will be back next school year.