Infosys Foundation has been asking people to share why they make, and including some of their responses on their site. There are also three videos from famous makers (Nick Offerman, Noah Bushnell, and Adam Savage) who explain why they believe it is essential for human beings to create. My favorite video comes from Adam Savage, The Mythbuster, in which he says, “I make because in making I’m telling a story.” As I watch my students in robot camp this week, I get to witness their delight in making – whether it is making programs, designing robot costumes, recording crazy robot sounds, or fastening bits and pieces together to make their robot props. And I get to feel the same indescribable joy when I create the curriculum that activates these busy makers.
Jackie Gerstein offers even more reasons for making in her recent post about her “Cardboard Creations Maker Education Camp,” reminding us that making things does not have to involve expensive tools and technology. The key elements are imagination and a willingness to accept messiness – literally and figuratively – as we go through several iterations to make our ideas into reality.
Whatever our motivation for making, it cannot be denied that most of us feel compelled to do it, and feel accomplished when we succeed. That is why it is so important for educators to teach our students how to heed their inner desires to create, to persevere through those guaranteed botched attempts, and to make it a quest to improve without becoming bogged down by self-flagellation.
Even though a makerspace isn’t needed in order to encourage students to make, here is a “Makerspace Essentials” list of articles I’ve published in the past about making.
“Wow in the World” is a new podcast from NPR that brings interesting science and technology topics to families. Hosted by Guy Raz and Mindy Thomas, this weekly show is between 20-25 minutes long, making it the perfect listening entertainment for carpools, short road trips, and family hangouts in the kitchen. Designed to appeal to adults and kids, the topics so far range from space vacations to hermit crab wrestling. With its quick pace, fascinating subjects, and (somewhat goofy) jokes, “Wow in the World” is a fun way to integrate STEM into the busy lives of families. You can listen and subscribe here.
It has been awhile since I’ve succumbed to my Kickstarter addiction, but felt the need to place a pledge last night for “Turing Tumble: Gaming on a Mechanical Computer.” The good news is that the project has already far surpassed its funding goal, and there are still 27 days to go in the campaign. The bad news is that the projected date I will receive it is not until January of next year. Turing Tumble looks like it will be a great addition to my classroom. Because marbles!!!! And logic puzzles in a comic book!!!! And learning the basics of how computers work!!!
If I haven’t convinced you yet, check out their Kickstarter page, which gives a very thorough explanation (better than mine) and video of the Turing Tumble in action.
Leland Melvin is a former football player. He also happens to be a retired astronaut. (The two careers happened in that order.) Steamography has joined with Leland Melvin to create a site that tells his story as the first in what they plan to be a series of “ographies” about people who have lived STEAM-driven lives. You can learn more about Steamography’s mission here.
I can’t think of anything that might be more interesting to children than a football player turned astronaut – except a football player turned astronaut who loves dogs. Fortunately, Leland Melvin fits that description, as you can see from the cover of his recently published book, Chasing Space. (There is also a Young Reader’s Edition of this book.)
On Steamography’s Leland Melvin page, your students will be greeted with fun comic-like graphics, short videos from Melvin on such topics as, “What it’s like to spend Thanksgiving in space,” and eight STEAM activities.
If this site is an indication of the future Steamographies that will be featured, then I am looking forward to this being an incredible resources for my students to inspire and motivate them to learn more about STEAM careers.
When I first ran across this site, I was a bit dubious of the value of a Clothesline Math activity. Basically, the teacher gives out a set of number tents to students, who then must hang them on a clothesline (which represents a number line). However, once I watched Shore’s video explaining how he introduces Clothesline Math, I realized how this seemingly simple activity could really start some incredible math class discussions. There are many decisions students need to make when they determine what benchmarks to use on the numberline, the order to place their numbers, and the amount of space in between. Even with a set of 3 fractions (1/2, 1/3, and 1/4), you could take up an entire class period.
Shore provides different sets of printable numbers (from various math disciplines) and an answer document on his site. Of course you can DIY with your own supplies and number sets based on whatever you are studying in math class at the moment.
I like the idea of students reasoning through this, and having to justify their responses. It can also be a great visual and kinesthetic activity that will be much more meaningful that choosing from multiple choice answers on a worksheet.
Questions like, “How Many Combos are there on a Coke Freestyle?” are sure to elicit curiosity from your students. Kaplinsky shares the image, a challenge, questions to be asked by the teacher to encourage discussion, and background information regarding the facts and the math related to each image.
Robert’s site inspired me to look for some other free images that might spawn some intriguing math questions, and I found this one on Pixabay:
Can you think of math questions for your own students that would correlate to this picture?
About three years ago, we tried out a tool called, “Flipgrid” for a project that my students were doing for Genius Hour. We were using a trial version and I decided against a paid subscription and I didn’t think I was ready to invest in that at the time. However, I am seeing a lot of features that make Flipgrid a potentially exciting classroom tool. Basically, Flipgrid allows you to create a topic, and other people can add videos to respond to the topic. All of the video responses are collected on one page, which makes it easy to access them. This means that people can reply asynchronously, (as opposed to a Skype interview, for example) which allows for participants from all over the world to add videos when it is convenient in their time zones. For global learning, this can be an invaluable tool.
Recently, Flipgrid started offering a free account. Although it obviously offers less features (you are limited to one grid instead of unlimited, for example), it is still something worth trying. One grid still allows unlimited topics. Another way that you can experience Flipgrid for free is to participate in its “Explorer Series.” In the first edition of this series last October, Flipgrid offered weekly videos from an Antarctic marine biologist along with questions to which students could respond. Flipgrid just launched the second edition, which will be two weeks of posts from Mike Billington of the University of Minnesota Raptor Center. The first topic is, “What is a common bird in your community? What can you do to support their environment?” Mike’s first video shows him with a live bald eagle, a site many students don’t get the chance to see. It would be interesting to connect this experience with Beauty and the Beak, and certainly a great way to make the last few weeks of school engaging and educational.