mak·er·space
ˈmākərˌspās/
noun
noun: makerspace; plural noun: makerspaces
a place in which people with shared interests, especially in computing or technology, can gather to work on projects while sharing ideas, equipment, and knowledge.
“the makerspace is equipped with coding robots, art supplies, building toys, and more”

The landscape of digital learning is ever-changing.  Schools invest a lot of money and time into school technology, in the name of better student achievement and increased student engagement.  However, there are differing views as to which kinds of digital learning experiences pay the highest dividends in the name of student achievement.  Student achievement can be defined as higher test scores, readiness for the workforce, attendance and graduation rates, college entry, and engagement in learning.  While all these goals are inarguably positive goals for students, school initiatives tend to address only one goal at a time.My proposal is to address all these goals at Edgewood Elementary School by creating a makerspace.  A makerspace is a shared learning space that allows children to exercise Choice in learning activities, have Ownership of their learning experience and their creations, express their Voices through creating and reflection, and become self-directed learning advocates through Authentic experiences.  This COVA model, when implemented through our makerspace, will help build a maker mindset in students and teachers, and will also help Edgewood teachers to move toward project-based learning in the pods.

Support for the makerspace is already strong.  Last year, the 40-minute related arts classes rotated weekly on an AB schedule.  This year, we tried a 30-minute, non-rotating weekly schedule.  This year’s schedule was not conducive to strong arts programming, and the administration is looking to return to last year’s schedule.  The schedule last year allowed for weekly arts lessons, but also for extra time in which I was supposed to “push in” to the pods and work on Project Based Learning.  However, due to so many time requirements to the school day, I was underutilized, and that time was not spent on PBLs.  If we return to that schedule next year, that time could be used for me to collaborate with the school technologist, Brianne Vandal, to host makerspace learning sessions.  Principal Scott has already suggested making a rotating schedule and requiring each group to visit once a week.

The launch of our makerspace would take place in three phases:

 

Phase One:  Planning (February – June 2017)

A:  Create quality makerspace resources

• We will collaborate with other makerspace facilitators to learn what they do, how they do it, what what challenges they’ve faced.
• We will start matching standards with appropriate learning activities to create the best options for each grade level.
• We will start looking for funding to see what options are feasible for our first year of makerspace.

B:  Generate interest in having a makerspace

• We will beta-test makerspace and choice-based learning activities with the afterschool program and in the art classes.
• We will meet with teachers to discuss the makerspace and get their thoughts and suggestions on how best to implement it.
• Plan Maker Day to introduce students to local makers who are making cool things

C:  Start gathering materials

• Request donations of recyclables to use in the makerspace
• Set up a storage area that will be secure for storing our gear
• Put feelers out for community groups and experts that may be interested in helping to locate materials or share expertise with students.
• Start creating and organizing a library of how-to videos for specific makerspace modules.
• Gather any shelves, rugs, and bins needed for our space.
• Clean out art/gifted closet to make space for any available overflow lockable storage

 

Phase Two:  Readying the Physical Space (June-July 2017)

A.  Out with the old

• Move all unnecessary furniture and items from the computer lab.    
• Plan out the space based on our Apple Vanguard flexible learning environment categories:  Sandbox, Campfire, Cave, Mountaintop.
• Create a visual barrier between the computer lab and the makerspace.

B.  Establishing Maker Culture

• Create posters and signs to encourage digital citizenship and maker ethics
• Label “hands-off,” “ask first” and “community resources” areas.
• Plan team-building activities to do for the first few weeks of makerspace time.
• Plan maker PD for teachers
• Finalize Maker Day presenters

C.  In with the new!

• As soon as the building becomes available after summer camps and cleaning, move makerspace furniture and set up the space.  
• Add signage and vinyl-cut lettering sticker from Carver Career Center for our Makerspace window.
• Set up project bins, maker storage, and a few example projects to be ready on day 1!

 

Phase Three:  Launch (August, 2017)

A.  Teachers return

• Host maker PD for teachers that includes our most exciting maker projects
• Meet with teachers to plan makerspace options that align with their lessons for the month of August
• Ready makerspace for those options
• Ready Seesaw for students to use to document pre-makerspace ideas, prototypes, revisions, and reflection
• Ready collaborative Numbers document for planning with teachers throughout the year without having to have regular meetings

 B.  First week of school

• Roll out the maker options!  Have everything ready to go on day 1.  
• Document our launch with lots of photos and videos of kids having awesome making and learning experiences (no faces, because we won’t have all the releases, yet.)
• Invite media to share our launch to help generate community interest (again, no faces.)
• Generate student feedback through Seesaw by creating an “exit ticket” that asks reflective questions about their first makerspace experiences and their hopes for the space.
• Host Maker Day for students to introduce them to local makers and officially launch our makerspace.

C.  Keep it going!

• Follow up on collaborative planning spreadsheet; send out reminders each week for teachers who haven’t logged in
• Plan a month ahead of time.
• Replenish any consumables as soon as they get used up, even if they’re not planned for use in the next month.
• Keep feedback from students and teachers coming through regular reflection via exit tickets and informal communication with visiting teachers.
• Anonymous suggestion box.
• Share student work at monthly family nights.