Creative Constructor
Lab Virtual
Leadership Exchange
at ISTELive 21
Edtech Advocacy &
Policy Summit

Build an Inclusive Maker Culture: Awaken the Inventive Problem-Solver in All

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Participate and share : Interactive lecture

Caroline Haebig  
Maker learning is for all learners. Learn about strategies for creating an inclusive maker culture. Explore methods and resources for developing educator capacity, guiding student achievement and maximizing maker learning resources for virtual and face-to-face environments to meet the needs of all learners.

Audience: Chief technology officers/superintendents/school board members, Teachers, Coaches
Skill level: Intermediate
Attendee devices: Devices useful
Attendee device specification: Smartphone: Android, iOS, Windows
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS
Participant accounts, software and other materials: Padlet, Book Creator, access to G-Suite apps
Topic: Universal Design for Learning/differentiated learning
Grade level: PK-12
Subject area: STEM/STEAM
ISTE Standards: For Educators:
Facilitator
  • Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.
Learner
  • Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.
Analyst
  • Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.
Additional detail: ISTE author presentation
Influencer Disclosure: This session includes a presenter that indicated a “material connection” to a brand that includes a personal, family or employment relationship, or a financial relationship. See individual speaker menu for disclosure information.

Proposal summary

Purpose & objective

Participants will gain strategies for defining inclusive making Making as it relates to their organization's mission and vision.
Participants will be able to identify when learning is authentic and inclusive .
Participants will be able to assess how to integrate the innovative designer and computational thinker standards.
Participants will review examples of how teachers are identifying entry points for design thinking and making within their curriculum.
Participants will explore examples of skill builders activities that enable students to gain awareness about different tools and capacities in the makerspace that can be later utilized to develop their working prototype.
Participants will gain UDL aligned resources that can be used directly with students to bring learners through the phases of the design thinking process.
Participants will review a wide range of student products at different points throughout the design thinking process.
Participants will gain access to assessment tools we use to provide students with descriptive feedback and evaluate student work throughout the design thinking process.
Participants will discuss strategies for educator professional learning as it relates to making and design thinking in the learning environment.

Outline

Define inclusive maker learning and how to develop a definition of making that supports an organization's mission and vision .
Identify the core components of making and engage in an activity where participants have to decide if an example meets the criteria of inclusive maker work
Introduce and define the steps of the Design Thinking Process
Differentiate between Project Based Learning and Design Thinking/ Making
Share examples of how teachers have developed inclusive design thinking challenges and opportunities for making within their curriculum
Have participants reflect on and make connections about where the maker and design process can fit within their own learning environment (virtual or face to face)
Present examples of skill builder activities that can inform student understanding of the makerspace tools, capacities and technologies that they can transfer this new learning to the larger design process.
Provide examples of student work as they go through the design process and create/ make prototypes.
Share a variety of assessment tools we use to provide students with descriptive feedback and evaluate student work throughout the design thinking process.
Participants will discuss strategies for educator professional learning as it relates to making and design thinking in an inclusive learning environment.
Answer questions and review participant handouts

Supporting research

Design Thinking and Maker learning are methodologies that provide powerful outcomes for facilitating students as they engage in authentic problem-solving.
Increase access, interest, and skills in STEM, particularly for diverse communities;
http://www.cast.org/products-services/resources/2014/ncac-differentiated-instruction-udl
http://udlguidelines.cast.org/

Promote social and emotional learning by building empathy and perspective taking abilities through user-centered design thinking practice;
Personalize, engage, and facilitate student voice and choice; and
Catalyze interdisciplinary experiences and make curriculum more relevant.
https://digitalpromise.org/initiative/maker-learning/
http://www.cast.org/publications/2020/udl-tips-designing-learning-experiences

There are many different ways to engage students in authentic problem solving and creation within different disciplines. There are some resources that support how this can be done and why it is important: http://smumakeredproject.org/uploads/pdf/SMUMaker_Resources_8.5x11.pdf
How Design Thinking and Making Supports Learning and development for career success : https://hbr.org/2018/09/why-design-thinking-works

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Presenters

Photo
Caroline Haebig, School District of New Berlin

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