Why makerspaces?
I am a self taught web designer and developer, and when I was starting to learn about HTML, I found great joy in figuring out how to do things and solve problems with code. Now I am an advanced WordPress developer and I still get excited when I get stuck and I’m able to work through the difficulty and solve a problem that’s been holding me back on a project.
I see this same potential in a makerspace: the ability to choose a project that you care about, and stretch your abilities and knowledge as you work through problems. The excitement that comes with finally solving a problem that you’ve been working on can be a great way to get more deeply engaged in a subject. Additionally, the ability to work through failure – or even LEARN through failure – is a valuable skill to have and may even help students to learn concepts more deeply.
What do I believe about kids and makerspaces?
I believe that kids should be playing and having fun, even when they are in school. A makerspace can be a way for students to learn concepts and skills in an appealing environment. Instead of sitting in desks doing worksheets, kids are experimenting, figuring out what they might want to tinker with, trying to solve problems creatively and learning how to persist through failure. Additionally, a makerspace can be a way to get kids excited about subjects that may normally be scary or intimidating.
What do I want to know about makerspaces and elementary education (k-5)?
What does a makerspace look like in an elementary school? Is it a separate required class? Is it a cart shared by teachers? Is it an afterschool activity that kids choose to participate in? Is it maker activities that happen in a science class? What are the goals of the makerspace? Why should we do this in a classroom, when there are so many other resources and activities that teachers could be doing?
In makerspaces out in the community, individuals choose to come and create. They aren’t required – it’s a fun activity that they want to do. Because of this, communities form organically, and often a community of practice will develop where experts in certain activities can help novice makers. This also means that the available activities may be driven by community desire.
In a school, students are often required to participate in activities so their motivations in a school makerspace may be quite different than makers in a community makerspace. They might compete an activity becauset they want a good grade. They may not want to be there. Also, groups and activities may be organized by the teacher, so students may be less invested if they aren’t given the opportunity to help formulate the space.
How is a makerspace/maker activity different from a traditional classroom/lesson?
Some makerspace activities could have more than one right answer or solution to a problem. Also, a makerspace could allow students can choose what they want to focus on, instead of being given an assignment. Creativity and failure are an expected part of the process. It’s okay to be wrong!