Why is “making” in education taking off globally? It’s because the whole world wants children to become competent and capable citizens.
Last week I had the honor and privilege of speaking to a global audience of educators at the eighth annual Global Education Conference, an online conference that supports global collaboration and connected education. The conference is unique in that it is a free, online event that takes place around the clock during International Education Week.
The sessions are now available online – mine is embedded here, but be sure to check out all the keynotes and sessions. There are inspiring collaborative project ideas, sessions on encouraging student voice, global education case studies, and more – both for K-12 and Higher Education.
The Global Education Conference organizers, Lucy Gray and Steve Hargadon, are experts at facilitating online conferences and face to face events. They will be hosting events at TCEA, ASCD, COSN, and ISTE, so be sure to sign up to be notified of these and other future opportunities.
The Independent Schools Association of Central States (ISACS) offers Learning Bridge webinars live and recorded for professional development. (Register here)
Sylvia will be presenting:
PBL Gets a Make-Over: Prompts, Scaffolding & Assessment for the Maker Classroom
Presenter: Sylvia Martinez
Thursday, November 30, 2017
3:00 pm – 4:00 pm (central)
Audience: Faculty and Administrators, grades 3-12
Of course students should have powerful hands-on project-based experiences in the classroom—but does that happen? Explore how to design engaging prompts with helpful scaffolding and how to manage the project process when students are using cutting edge technology integrated with iterative design. Learn about new research on assessment for projects and real classroom practices using modern technology and materials.
Sylvia Martinez is the co-author of Invent to Learn: Making, Tinkering, and Engineering the Classroom helping teachers bring the exciting tools and technology of the modern world to classrooms. She advocates for student-centered project-based learning with an emphasis on STEAM for all. Sylvia is the principal advisor to the Stanford University FabLearn Fellows, a group of global educators researching and developing hands-on, minds-on projects and curriculum. She also ran educational non-profits and headed product development for consumer software, video games, and educational games at several software publishing companies. Martinez started her career designing high frequency receiver systems and software for GPS navigational satellites. She holds a masters in educational technology and a bachelor’s in electrical engineering. For more information, visit sylviamartinez.com
Discounts of up to $15.00 per seminar are available if you register for multiple seminars.
I’ll be a featured speaker at the Future of Educational Technology Conference this upcoming January in Orlando, Florida. The fine folks at FETC have supplied a code for you to get a super discount to this conference — 10% off by using the Promo Code MARTINEZ18.
Plus – register now for early bird savings – FETC’s $150.00 Super Savings ends next Friday, Nov. 17. Use the link (or my promo code at the regular conference site) and get both discounts!
Hope to see you there! Here’s my lineup:
PBL Gets a “Make”-Over: Prompts and Assessments for Maker Classrooms
You may have heard that it’s best to “ease” into hands-on project-based learning at the start of the school year. Maybe you feel your students aren’t ready, need some skills development, or just need to have a few weeks of settling down before getting started with more independent work.
I think this is a big mistake.
Why? Two reasons: habits are formed and messages matter starting day one.
If you are looking at making and makerspace activities as a way to give students more agency over their own learning, why not start building those habits immediately to send that message early and often.
Many teachers feel that they have students who aren’t ready for a more independent approach to learning. However, how will they get ready if they don’t practice it? Many teachers say that students have to be “unschooled” out of practices like constantly expecting to be told what to do. So why not start to build those habits and expectations on day one?
That doesn’t mean that you have to start with a monumental project. Start with something small. Shorter, more contained projects will build their confidence and skills. Mix these projects with less structured time to explore, invent, and tinker. If it’s chaos, you can add some constraints, but don’t give up!
Empowering students to believe in themselves as capable of making things that matter, both in the physical and digital world, is a crucial part of learning.
The message is also going home to parents every day — what they expect to see all year starts today. Explain what you are doing and why, and reinforce that with every communication with parents.
So whatever you call it, making, project-based learning, hands-on, or inquiry learning – the time to start is always NOW!
“Sylvia and Gary’s book became an instant classic that in a short time has influenced classroom practice around the world. While on the surface, Invent to Learn seems to be a book about the nascent Maker Movement that has gained great popularity in recent years, this is more a book about how to create opportunities for deep and powerful learning for kids that is amplified by technology. Building on the work and ideas of Seymour Papert, this is one of the few books that situates real learning in a fully modern context.”
Modern Learners, a global online community headed by Bruce Dixon and Will Richardson, features podcasts, courses, and a platform for educators to join in conversations about changing the practice of school.
In part 1 of this two part series, I shared four attributes of ideas about education that successfully become common knowledge. In this post, part 2, the topic is whether making and makerspaces in education are here to stay or whether they will fade in popularity.
The current interest in schools in making and makerspaces has many parallels to these examples. Looking at each one of these attributes under a “maker” microscope is an interesting exercise!
People have to hear about it and believe it’s important. It has to address a timely, significant issue on teacher’s minds. It also has to come from a place that inspires believability. (To be blunt on this last point, prestigious university credentials matter.)
The maker movement came at an opportune time for the resurgence of the idea that children learn through hands-on, minds-on experiences. Having popular media create a widespread acceptance that DIY and crafts are modern and futuristic helps with the adoption of this idea.
Having multiple, prestigious universities like Stanford, MIT, and Harvard doing research that supports making in education is important. The intellectual pedigree may be seen as elitist, but there is no doubt that it works as shorthand for establishing credibility.
It jigsaws with two contemporary concerns without really taking a side:
The current interest in STEM/STEAM education driven by a perceived lack of preparation of today’s youth for jobs in important industries.
The concern that young people do not see school as relevant to their real passions, including wanting to make the world a better place as opposed to making money.
Educators often complain that scholars don’t have any idea what happens in real classrooms. Scholars complain that educators rely on folk wisdom and tradition rather than research. But when scholarship validates what teachers feel, it has a special resonance.
Making is an obvious backlash to the standards and accountability movements of the last 30 years. It gives teachers a concrete way to put their beliefs–-or at least an answer to their nagging doubts–-into practice.
The maker movement can be seen through a number of lenses: personal accountability, a new economic engine, techno-centrism, globalism, practical skills, community involvement, ecology, etc. These attributes transfer to making in education, creating a chameleon that takes whatever shape educators and the community desire.
Like Bloom’s Taxonomy, the vagueness of “maker education” might be an asset in more widespread adoption.
The idea has to be easily put into use. It must not require extensive training or major changes to existing structures and practices.
This is an ongoing issue for making in education. If it requires a wholesale shakeup in the way a school is run, the subjects that are taught, and the way teachers teach, that is a big lift. It may, like the project method, become an add-on practice.
Seymour Papert often compared the way school reacts to big ideas like the computer as an immune system response. School identifies a foreign idea, overwhelms it, and neutralizes it.
“Previously teachers with a few computers in the classroom were using them to move away from the separation of subject matters, and the breakup of the day. When the administration takes over they make a special room, and they put the computers in that room and they have a computer period with a computer teacher. Instead of becoming something that undermines all these antiquated teachings of school, computers became assimilated. It is inherent in school, not because teachers are bad or schools are bad, but in all organisms that have come to a stable equilibrium state in the world, that they have a tendency to preserve the inertia they have. So school turned what could be a revolutionary instrument into essentially a conservative one. School does not want to radically change itself. The power of computers is not to improve school but to replace it with a different kind of structure.” http://www.papert.org/articles/SchoolsOut.html
Re-read the paragraph above replacing “makerspace” for “computer lab” and “3D printer” (or your favorite maker technology) for “computer.” Has anything changed?
It was certainly a good thing that children got access to computers. But in many schools, students only learned to use computers to take notes, write reports, and look things up–-hardly new ways to learn. Computer labs and computer classes instead resulted in schools being satisfied that they were using modern technology without having to actually change the content or pedagogy of any “regular” class. The computer lab became a misdirection, an excuse for the status quo, rather than a driver of change.
How will it feel, if two years or twenty years from now we look back and say exactly the same thing about makerspaces? That we built them, we tried to integrate making into the curriculum, we thought it would change everything–but nothing happened.
When schools insist that making fit into existing curriculum and subjects, it’s reasonable to agree and to try to create materials that help teachers do that. The risk is twofold: 1. If this doesn’t happen and making is not in the curriculum, it will always be on the outside, not a core need or intent of school and not impacting most students. 2. If we do make it work in the curriculum, it will simply be muted, and gradually absorbed as the school creates a new stable equilibrium without really making any change to the lived experiences of the students.
Either of these choices ends up with nothing really changing.
The other option, as Papert points out, is to replace school with a “different kind of structure.” Is that giving up… or facing reality?
Can educators have their feet pointed in two directions at once–both working to drastically change the system and at the same time, assisting students in the current system to have a better experience? Is “occupational realism” a death sentence for ideas that are truly revolutionary?
The research and terminology must be easily understood. It must have both a big idea that can be quickly expressed, and simple parts that support the whole.
The good thing about “making” is that it’s an easy word to understand. Students need to do things, and educators can visualize that happening at every grade level, and perhaps with a little help, in every subject area.
It embodies the commonly understood ideals of the project method, plus embraces more modern versions like PBL. To that it adds a bundle of futuristic and cool tools to work with.
A note about independent schools
Private independent schools have been early and enthusiastic adopters of making in education. While it is easy to point to these schools having the financial resources to purchase expensive technology, there are deeper reasons that making resonates with independent schools. This was also true of the theory of Multiple Intelligences. In his book, Schneider makes the case that independent schools, primarily elite, non-parochial schools were primary drivers for the popularity of MI.
Independent schools are typically more progressive than public schools. MI provided new support for these ideals and scientific language to communicate these progressive ideals to parents and staff.
Independent schools are typically freer than public schools to try new approaches and curriculum than public schools. Using MI to recalibrate activities in the classrooms was seen as part of the school mission, not as disruptive.
At a time where schools were being called failures and under duress to teach in a more rigorous, standardized way, MI gave independent schools a way to push back on this trend and claim that their progressive methods were scientifically based.
As a market-driven organization, independent schools constantly need new things to prove to parents that they are worth the money. MI was an understandable concept, and validated by the Harvard pedigree, an easy sell to parents.
Independent schools have traditionally valued the arts, MI provided a way to say that the arts were not detracting from academics.
Independent schools catered to parental expectations that their child would be treated as an individual. MI provided clarity that personalization could be scientifically based, not just left to chance.
There are certainly noteworthy parallels between MI and the adoption of making and makerspaces in independent schools. It is good to note that in many cases, the adoption of MI in independent schools created examples of practice that made their way into public schools. MI supporters were found in many communities, working to make all schools happier and more humane.
Is “Making” going to stick?
Will making in education have a lasting effect on education, or will it become just another “new new thing” that is overtaken by some newer new thing? It certainly has the perceived significance. Both academic credentials and cultural trends are working in its favor. It has philosophical compatibility with many teachers and parents too. They see children starving in a desert of worksheets and tests and know there must be a better way.
There may be more to worry about in other areas. In some cases it has transportability, especially when using simplified models like Design Thinking. The problem is that simplified models and canned lesson plans are a double-edged sword. As they helps teachers with operational realities, it removes agency from the teacher. Is it inevitable that creating a version of making in education that is widely acceptable will by its nature create unacceptable compromises?
It may be that countries other than the United States hold the answer. American teachers have the least amount of professional preparation time in the world. They participate in less professional development, have less time to plan lessons, and spend less time with colleagues. The US is a large country with a fractured educational governance and dissemination path for educational information. US teachers are underpaid, overworked, and given all these realities, may simply not be in a position to undertake changes.
While educational theorists often talk about wanting to scale good practice, there may be such a thing as “too big to scale,” especially when it comes to complex ideas.
For proponents of making in education, the longevity and widespread adoption of ideas like Multiple Intelligences offers hope that making will become a long-term trend in schools.
Tracking the history of these ideas as they journeyed from research to practice is a fascinating look not just at education, but also politics, culture, personalities, and pure luck. Contrasting each these ideas with four similar ones that did not receive the same attention makes the case even more compelling.
1 – Perceived significance:People have to hear about the idea multiple times and believe it’s important. It has to address a timely, significant issue on teacher’s minds. It also has to come from a place that inspires believability. (To be blunt on this last point, prestigious university credentials matter.)
For example, Multiple Intelligence theory helped teachers explain that students who don’t do well in school aren’t simply unintelligent. At a time when school was becoming more standardized (1980s), it was a big picture explanation of how teachers could still meet student needs without really changing curriculum. Coming from Howard Gardner, a respected Harvard professor, meant that it would be listened to, talked about, and taken seriously.
2 – Philosophical compatibility:Educators often complain that scholars don’t have any idea what happens in real classrooms. Scholars complain that educators rely on folk wisdom and tradition rather than research. But when scholarship validates what teachers feel, it has a special resonance.
At the turn of the 20th century, rote learning and recitation were the primary modes of schooling. Many teachers felt that there was more to learning, but were powerless to change the system. William Kilpatrick, on the faculty of Columbia University’s Teachers College wrote about what he called “the project method.” It validated teachers’ feelings that something was wrong. It offered an explanation that made sense, and a way to operationalize that in a classroom.
3 – Occupational realism:The idea has to be easily put into use. It must not require extensive training or major changes to existing structures and practices.
Both Bloom’s taxonomy and MI had occupational realism in that teachers didn’t have to change very much to feel like they were using these scientific methods in their classroom.
In the book’s discussion of “the project method,” the practical application in the classroom was its weakest point. It wasn’t clear how to do it, and even if it was possible, seemed to call for a complete overhaul of school structures and curriculum. Therefore it was mostly adopted as something that happened every once in a while as an add-on to the curriculum. As time went on, widespread adoption of formulaic projects subverted the power and promise of the idea. The book discusses the spread of the “California Mission Project” as an example. (For those of you not in California, every fourth grader in California builds a model of a Spanish mission, and has for decades.) The poor implementation of the project method on its way to occupational realism was the price paid for its widespread acceptance and endurance.
The review of why Direct Instruction became so widespread is especially interesting. It violates the second principle of “philosophical compatibility” because many teachers do not believe in scripted curriculum. However, at the time (late 1960s), political pressure for accountability and cost reductions required a curriculum that did not need a highly trained professional, yet produced increased standardized test scores. Despite complaints that students were being treated like trained animals, politics and budget cuts overwhelmed that objection.
DI solved multiple problems. It made it easier to spend less on teacher training and teacher salaries, increased test scores, allowed larger class sizes, and satisfied the “back to basics” movement all at the same time. The occupational realism of Direct Instruction was above all, institutional and political, rather than classroom centered.
4 – Transportability:The research and terminology must be easily understood. It must have both a big idea that can be quickly expressed, and simple parts that support the whole.
Bloom’s Taxonomy started off as an assessment scheme, a way to be more objective by defining different kinds of questions for students to answer. It quickly leaked out of assessment, as educators applied the structure to every part of the educational process from planning onwards, taking Bloom’s into a whole new area for which it had not been intended.
As time went on, the original complex definitions were simplified and recast as a pyramid that implied a progression from bottom to top. Teachers started seeing the drawing of the pyramid everywhere in their professional lives, and every instance reinforced the idea that it was reliable. This cycle of positive reinforcement-–of exposure validating reliability, and so in turn creating more exposure–-is typical of ideas that gain traction.
Fifty years before Bloom, MI, and DI, “the project method” found its way to millions of teachers. It had a persuasive and tireless advocate in William Kilpatrick, from Columbia University’s Teachers College. He was an ambitious academic who wanted more than just scholarly fame. He convinced the publication Teachers College Record to publish his article, “The Project Method” and give it away for free to teachers. Sixty thousand copies were printed and distributed nationwide. Thousands of subsequent papers and articles were written about the project method and its application to all grade levels and subjects.
Although not a new idea, Kilpatrick wrote in a clear and less formal manner than many academics, including his teacher and mentor John Dewey. Kilpatrick was also genuinely interested in real classrooms. While some of his colleagues complained that he was a self-promoter tarnishing the reputation of academia, the results spoke for themselves.
The project method made such an inroad into teacher education in the first half of the 20th century that it became a part of every teacher’s classroom practice up to this day. The resurgence of various project methods in the 1960’s and 70’s (PBL, The Project Approach, etc) simply built on the collective consciousness of this idea from a half century earlier.
The project method became so popular that “project” became a term of art, not a specific method tied to one person. One can only assume that Professor Kilpatrick would be a bit miffed by this.
Ideas make their way into the world
The book creates a case that one of the reasons that most of these ideas took hold was that they were both specific and general at the same time. They also had a wide variety of interpreters and promoters who helped spread the message.
Bloom’s Taxonomy gave teachers a new way to look at classroom practice, yet didn’t require any particular belief or theory of pedagogy to implement. If you were progressive, it matched your understanding that growth is at least as important as learning specific facts. If you were more of a traditionalist, it provided a path from content to deeper understanding. The lack of opposition was an opportunity for it to spread widely. Everyone saw what they wanted reflected in an idea from a highly respected source. Schneider says the taxonomy was, “… an idea that somehow had the power to generate multiple constituencies without sparking opposition.”
Various providers of professional development created materials that further examined Bloom’s Taxonomy and provided specific curriculum and lesson planning advice. For the time, Bloom was remarkably open about supporting various groups, authors, and companies to interpret his work. These satellite disseminators made it easier to access the work, and even though some complained that it was misinterpreted or diluted, it was widely spread. These providers helped the idea gain the operational realism that it lacked in earliest incarnations. They answered the question — What would a teacher DO exactly, in a classroom where Bloom’s Taxonomy was a driving idea?
What does this mean for today’s ideas about making in education?
Next week I’ll be hosted by the FabLearn DK (also known as Fablab@schools DK) network, a group of 44 (and growing) schools in four municipalities in Denmark: Kolding, Vejle, Silkeborg and Aarhus. These schools share resources, professional development, and expertise in their quest to engage students in high quality fabrication, design, and engineering experiences within the context of existing schools.
I’ll be one of the keynotes at FabLearn DK (sold out!) — but more importantly, I’ll be meeting and working with educators and learning from them. I’m very excited and honored that I can spend a week with these schools.
This is potentially a model of the elusive “scale” that so many educators seek from “maker education.”
An integral part of this effort is that a team from the University of Aarhus, led by Ole Sejer Iversen, has been documenting and conducting research from the start of the project to study how digital fabrication could promote 21st century skills in educational contexts. Here are some preliminary (draft) results from one report to be released very soon.
Fablab@school.dk status 2017
Number of email@example.com (schools): 44
Teachers engaged: 1,160
Students engaged: 12,000
Scaling the Fablab@school initiative towards 2019 (estimates)
Number of firstname.lastname@example.org (schools): 61
Teachers engaged: 3,050
Students engaged: 19,100
In a 2016 survey study with 450 email@example.com affiliated students (aged 11-15) and 15 in-depth interviews we found that:
FabLab students improved their understandings of digital fabrication technologies and design
FabLab students gained experience with a range of digital fabrication technologies
FabLab students found the work with digital fabrication technologies motivating, interesting, and useful for their futures. They “liked” FabLab, “loved projects with digital fabrication”, and “learned a lot.”
Learning outcomes and motivation were very dependent on schools and teachers*
Also quoting from the draft:
There were large variations within the FabLab group with regard to the number of technologies used, design process structuring, student motivation, and students’ self-perceived knowledge, as well as on self- perceived learning outcomes such as creativity with digital fabrication technologies, abilities to critically reflect on the use of digital technologies, and complex problem solving. The variations among groups of schools followed a pattern in which higher numbers of technologies, more knowledge of the design process model, higher motivation, and better learning outcomes appeared to be connected.
In schools in which students used a wide range of technologies, worked with own ideas with a diverse range of digital technologies, and had their work scaffolded and structured around the AU Design Process Model** to a high degree, students reported that they had on average become better at imagining change with technology, at working creatively with technology, at understanding how new technologies are created, and at understanding how technology is affecting our lives as well as at solving complex problems. Thus, the FabLab@School.dk project did initiate the development of Design literacy among some students. However, it was very much up to chance, what education in digital fabrication and design processes, the students received.
* Shocking, eh? (NOT) The full report goes into more detail on these variations, but it’s no surprise that when you give people more agency, they tend to do unique things. Can we all strive for excellence? Sure – but that’s not the same as everyone doing the same thing. Scale does not have to mean replication. More on this later.
** The Aarhus University (AU) Design Process Model is a specific design process being developed for educational use. The schools were free to use (or not use) this model with students.