(If you haven’t read my other posts on invention literacy, this project was inspired by Jay Silver. Read more posts about invention literacy at RHS here.)
I had some visitors in my library makerspace last week that were wanting to add an aspect of maker education into their own libraries.
As they walked around our space, visited with my collaborating English teacher, and witnessed students prototyping for our invention literacy project, they said something surprising.
“We noticed you have traditional wooden library chairs and tables, so it isn’t about the furniture, is it? Maker Education? It’s about the mindset?”
One of the best things about this Invention Literacy project is that students can come in with little to no maker experience and become completely immersed in the maker mindset with one simple question, “How does ____ work and can I make my own version with limited materials?”
Let Students Own the Learning
Students brainstormed inventions, researched the history of their invention and crowdsourced some ideas for making, then begin building and prototyping with cardboard and other materials. Mrs. Melvin and I noticed that in the beginning, her students were asking us for a lot of help and weren’t spending enough time finding solutions to their own problems. So early on in our PBL, Mrs. Melvin told students, “This is about you tinkering and figuring things out. Don’t ask us questions, instead, see if you can find the answer yourselves. Plus, if you don’t have a material you think you need, see if you can substitute a different material. You can use anything here in the maker storage bins.”
We quickly saw our students transform and begin finding their own answers by trying out different material types and learning new skill sets. My favorite things that blossomed from Mrs. Melvin’s directive was:
- Inventive material usage -lots of tinkering with motors for cars, a swamp boat with computer fans, and catapults made from knitting needles.
- Tinkering to problem solve -students hit roadblocks and instead of asking for our help, they had to tinker to debug and creatively problem solve! (YES!)
- Learn skills when needed – Mrs. Melvin and I taught quite a few kids how to sew circuits, Mrs. Moor taught students how to sew, I gave quick lessons in soldering, using a saw, making a DIY switch, etc. IT WAS AWESOME! It was great to see students pick up skills when needed to move their project along. MIT professor Neil Gershenfeld wrote about this phenomena in his 2005 book Fab (see quote below.) If you are doing a similar project and your students need to learn to solder to complete a project, teach them to solder! If they need to learn 3D design to create a solution to an existing problem then let them teach themselves how to use 3D modeling software.
“Once students mastered a new capability, such as waterjet cutting or microcontroller programming, they had a near-evangelical interest in showing other show to use it. As students needed new skills for their projects, they would learn them from their peers and then in turn pass them on. . . . This process can be thought of as a “just-in-time” educational model, teaching on demand, rather than the more traditional “just -in-case” model.”(Gershenfeld)
- Focus on perseverance not failing – When things didn’t work, Mrs. Melvin and I encouraged students to continue to tinker and not give up. This is part of the mindset that seems to often get overlooked. Yes, failure is okay, but it is really persevering (and creative problem-solving) that we want our kids to gain as a life long skill.
A Warning on Inventive Materials
If you tell your students to get inventive with materials and then give them free access to your maker supplies, they might end up turning double-pointed knitting needles into catapults, paper circuit templates into decoration for their cardboard Skee-ball machine, and who knows what else into an invention prototype. I should’ve known this would happen after talking with Krissy Venosdale at SXSWedu, but I didn’t think my teenagers would tear up things that were so obviously not consumable. Lesson learned! I am now working on labeling materials as consumable and non-consumable and moving maker supplies to different spots in the library for different purposes. (Maker storage update post to come! I’ve moved consumable materials far, far away from non-consumable ones!)
Equitable Access to Making
I love how this project allowed an entire class to make cool stuff and try on the maker mindset. If you truly want to provide equitable access to making for your own students, you’ll have to make time for students to explore ideas and come up with creative solutions. This project is an excellent way to provide time for creative problem solving and teach students to be self sufficient in their learning. (And while I’d love to be able to offer this class to my 2,000 students in my school, I also know that won’t be possible to do in one year. However, it could become a project that one whole grade level could tackle!)
Some Student Projects in the Making
When I started this post, we were in the very beginning of our Invention Literacy project, and the students have astounded me EVERY DAY since then! I want to share some of their works in progress so you can see some of their process and I will share their final projects in an upcoming post.
I shared #LEGOtinkering during our material exploration, but somehow, our students ended up doing a lot of car tinkering! Some students got very creative with gears and finding motors to power their cars. Plus, we had one student build a pretty cool classic truck with Hummingbird Robotics.
If you don’t have access to any fancy “makerspace materials” just stock up on cardboard, hot glue, and tape. You’ll be surprised at the amazing things students can make with cardboard!
Tons of our students really wanted to make things blink and light up. These students learned about simple and parallel circuits as well as conductive materials. Something that made me smile was the student with the “swamp boat” talking about how he didn’t know ANYTHING about electricity before this project.
As much as I love electronics, my students don’t always gravitate towards this style of project. Here are some of my favorite gadgets by Mrs. Melvin’s students.
It is about the Mindset
So no, maker education is not about special furniture, or even about specialized equipment. Instead, it’s about developing a maker mindset and spreading a culture of creativity throughout your school. As a librarian, it’s about developing partnerships with teachers and bringing inquiry, curiosity, and an inventive lens to collaborative lesson planning. As an educator, it’s about giving students the opportunities to find their inner awesome, think for themselves, and gain creative confidence. And while it might seem like you need a 3D printer or a laser cutter…. you don’t. You just need some creative storage solutions for lots of clean recyclables, hot glue, and CARDBOARD. Once you get those things organized, start finding ways to incorporate the maker mindset into everyday classroom curriculum.
2 thoughts on “Maker Mindset and our Invention Literacy PBL”
“It’s not about the furniture” – thank you, thank you! I still have wooden tables and chairs in my K-5 library. And when it’s time for MakerEd, the entire room becomes our creative space. This week I have DUPLO’s on three tables (even the big kids love them), Domino Rally on another, two sets of Connect4 on another and origami on another. We’re on a fixed schedule and each class spends the first fifteen to twenty minutes borrowing new books or reading magazines. Then each grade level has different options. On other weeks we spend the last part of the period coding, with Code-a-Pillar, LightBot, and Tynker. Thanks to you and Diana Redina, my students have enjoyed a lot of creative fun this year. 😀
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