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NAEA Maker Space

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by

Matthew Sutherlin

on 30 March 2015

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Transcript of NAEA Maker Space

MAKING
TINKERING
ENGINEERING
Active role of construction in Learning
Mindset that involves a playful
way to solve problems through experience,
experimentation, and discovery.
Extracts principles from direct experience
Bridge between intuition and the formal aspects
of science.
TOY/GAME DESIGN
Software
3D Printing
The hands are the instruments of (wo)man's experience. - Maria Montessori

Designing a Problem:

Eight Elements of a Good Problem
Purpose and Relevance
Time
Complexity
Intensity
Connection
Access
Shareability
Novelty
Is the project personally meaningful?
sufficient time for thinking, debugging, and changing course, iterating, and expanding
Call on multiple subject areas and the strengths of multiple students.
Ability to engage and promote endurance
connection to each other, experts, the Web, and beyond. Collaboration occurs based on needs.
Access to concrete and digital materials
Sharable with others
Don't repeat projects and allow for learning from others. Don't force repetition of a project through which shared learning has already occurred.
(Martinez & Stager, 2013)
What makes a good prompt?
Brevity
Ambiguity
Multiple Outcomes
Two Prompts:
Math Prompt: Design a chair that is 1/8 the size and meets at least two of the needs of the user.
Constraints:
Constraints need to be balanced.
Design ________ for _______in a world that __________.
Prompt: Design a chair that meets at least two needs that you identify based on the description of your user.
What experiences have you had with the Design Thinking model and/or Maker Education?
What are the benefits to tinkering?
IN ORDER FOR MEANING/MAKING TO OCCUR, ONE OF THE MAIN JOBS OF TEACHERS IS TO TRANSLATE THE STANDARDS INTO MEANINGFUL EXPERIENCES FOR STUDENTS.
Give the
"Whoops"
moment
as much attention as the
"Aha"

moment.
PERSONAL MONUMENT
Learning reflexively and reflectively through making/doing is a major goal of both Art & Design Education and Maker Education.
Concluding
Thoughts...

Making, Tinkering, Engineering, and Design Thinking ...
HOW WILL YOU USE THESE
WAYS OF THINKING IN YOUR OWN CLASSROOM?
Prototype: Hands On Experience
3 SKETCHES
Design a solution to the selected problem. Please write a short description of your solution that you can present.
Empathize
Ideate
Open your envelope and select a problem. Take a few moments to brainstorm the needs in relation to the problem.

What needs are a priority?
tape
paper
pipe cleaners
Popsicle sticks
poof balls

cardboard
scissors
rubber bands
hot glue
miscellaneous

". . . play constitutes a significant part of individual growth and learning in Finnish schools. Every class must be followed by a 15-minute recess break so children can spend time outside on their own activities."
Why Finland's schools are top-notch
http://www.cnn.com/2014/10/06/opinion/sahlberg-finland-education/
Pasi Sahlberg
Tinkering Across Disciplines
Physical Science
- Build a ramp to jump a predetermined distance using matchbox cars - simple machines
Open your bag and explore your materials.
What can they do?
What can they not do?
Making Possibilities
in Art Education
CCSS.ELA-Literacy.CCRA.R.4 – Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

CCSS.ELA-Literacy.CCRA.L.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Lit. -
Specific literary devices for a poem and constructing objects to produce sound or onomatopoeia
Math
- Scale up or down a geometric construction
Draw construct, and describe geometrical figures and describe the relationships between them.
CCSS.MATH.CONTENT.7.G.A.1
Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
CCSS.MATH.CONTENT.7.G.A.2
Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
CCSS.MATH.CONTENT.7.G.A.3
Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.
Social Studies
- Observe historical gadgets and recreate / reimagine
Core Standard: Define a real world problem and list criteria for a successful solution
3.4.1. Choose and use the appropriate tools to estimate and measure length, mass and temperature in SI
units.
3.4.2. Describe the uses and types of simple machines and utilize simple machines in the solution to a'“real'
world”'problem.
1 CULTURE
2 TIME, CONTINUITY, AND CHANGE
3 PEOPLE, PLACES, AND ENVIRONMENTS
4 INDIVIDUAL DEVELOPMENT AND IDENTITY
5 INDIVIDUALS, GROUPS, AND INSTITUTIONS
6 POWER, AUTHORITY, AND GOVERNACE
7 PRODUCTION, DISTRIBUTION AND CONSUMPTION
8 SCIENCE, TECHNOLOGY, AND SOCIETY
9 GLOBAL CONNECTIONS
10 CIVIC IDEALS AND PRACTICES
NCSS Ten Themes for Social Studies
Access to both digital and physical materials.
Ability to share with others and collaborate.
Not repetitive year to year.
Problems are unique to each
classroom and/or student personality.
SHARE OUT!
Define
TEST AND GET FEEDBACK
Full transcript