Makerspace Playbook was a great follow up to my last summer read. Thanks to Elisa Carlson (@emscarlson) for piquing my interest.
What do Genius Hour, Innovative Learning Designs, Learning Commons and MakerSpace have in common?
They are about exploring passion, self-direction, inquiry and learning from doing. Surrey already has active communities for Genuis Hour, Innovative Learning Designs and a growing Learning Commons movement. I am hoping that in the near future we will have MakerSpaces and maybe even a Maker Faire.
There is so much packed into this playbook. I encourage you to read the Makerspace Playbook and consider:
What does MakerSpace look like in my school?
What ideas can I glean to incorporate into my classroom? (even without a formal makerspace)
The playbook details Makerspace from inception, to implications, and application. Having such a complete resource will greatly increase our chances of replicating Makerspaces in Surrey. (It leads me to consider creating an Innovative Learning Design playbook so others can replicate our success with such a strong scaffold as the Makerspace Playbook.)
My answers to the questions I asked…
The District Education Centre (my office) doesn’t have a space to dedicate or that can get messy; however, I am certain that we could find a space on a bi-weekly basis that we could invite staff in the building, and possibly students from Simon Cunningham to come and make/tinker/explore with technology software, programming, hardware parts and pieces. As long as we can pack it away quickly and store the bins of materials easily, we can make space work. Knowing how strong my colleagues are at problem-solving, their are likely a great many of us that are tinkerers already. Formalizing a Makerspace could give life to a whole new network within the building.
Makerspace has a strong connection to meaningful and authentic learning. Everyone is engaged exploring and learning.
My gleaning will be the pieces that I can pull to help organize and formalize what we do for the Innovative Learning Designs work. Chapter 8 on Documenting gives a comprehensive process of documenting the learning. We have encouraged documenting with ILD; however, we could be more supportive with a document much like this chapter.
It seems like this is my summer of reading and it is all going in one direction – Innovation, Inquiry, Inventing, Making – Engaging and empowering students as learners. I have already started Invent to Learn by Sylvia Martinez and Gary Stager