I teach struggling readers, and I truly believe students who struggle in any way need rewards to build motivation. Makerspace time may not have anything to do with reading in and of itself, but makerspace time allows for my students and I to engage in a number of other ways.
Students collaborated in small groups to problem solve. In doing so, they had an opportunity to talk to one another, building relationships in a way that does not always occur in the general classroom setting. I observed students who never talk to one another in class working together and discussing what they were creating.
As students were working, I asked what professions they thought might use some of the same skills they were applying to their creations. The student below was building with blocks, when another student said an engineer would use those skills. The student actually doing the building said he felt that the process he was using might benefit an artist. Gotta love the kids who think differently!
One student exhibited some creativity that I had not seen in the classroom before then. When I asked what he was creating, he told he a portal - to take him home. I did ask if that same portal could take me to a tropical island, but I was denied.
In each class, I also played. I want my students to understand that "play" is not just for kids, no matter how much they criticize me for not acting my own age. They watched as I built a flower, only to have it collapse at the last second. Did they see me cry and yell and pout? Absolutely not. It was an excellent opportunity to model how to react when things do not always go our way.
I do believe that makerspace is underutilized on my campus. It is seen as play rather than being a tool for critical thinking and problem solving and so much more. And when did play become such a bad word? Are we so lost in a world of deadlines and testing that we have forgotten to give kids time to explore?
I am not simply doing my best to create better readers. I want to create writers and dancers and singers and artists, in addition to scientists and engineers and doctors and lawyers. And I hope our makerspace time ignites a spark that may not have been present before.
How are you using makerspace time with your students?
As students were working, I asked what professions they thought might use some of the same skills they were applying to their creations. The student below was building with blocks, when another student said an engineer would use those skills. The student actually doing the building said he felt that the process he was using might benefit an artist. Gotta love the kids who think differently!
One student exhibited some creativity that I had not seen in the classroom before then. When I asked what he was creating, he told he a portal - to take him home. I did ask if that same portal could take me to a tropical island, but I was denied.
In each class, I also played. I want my students to understand that "play" is not just for kids, no matter how much they criticize me for not acting my own age. They watched as I built a flower, only to have it collapse at the last second. Did they see me cry and yell and pout? Absolutely not. It was an excellent opportunity to model how to react when things do not always go our way.
I do believe that makerspace is underutilized on my campus. It is seen as play rather than being a tool for critical thinking and problem solving and so much more. And when did play become such a bad word? Are we so lost in a world of deadlines and testing that we have forgotten to give kids time to explore?
I am not simply doing my best to create better readers. I want to create writers and dancers and singers and artists, in addition to scientists and engineers and doctors and lawyers. And I hope our makerspace time ignites a spark that may not have been present before.
How are you using makerspace time with your students?
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