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

Pennsylvania Convention Center, 118C

Participate and share: Interactive session
Recorded Session
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Digital Learning Coordinator
School District of New Berlin
Based in Wisconsin, Caroline Haebig has extensive experience designing and leading professional learning for teachers, instructional coaches, and administrators nationwide. Focused on helping educators develop innovative teaching, learning, and assessment practices, she has successfully facilitated student, teacher, and administrator preparation for school system 1:1 technology initiatives to support student learning and led district -wide work in the areas of inclusive maker learning and technological literacy. Caroline Haebig is also the author of The Maker Playbook: Designing Inclusive Learning Experiences, a book for K-12 leaders and educators.

Session description

This session will provide strategies for creating an inclusive maker culture. We'll share methods and resources for developing educator capacity, guiding student achievement and maximizing maker learning resources for a variety of learning environments to meet the needs of all learners.

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.

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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

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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;

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.

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:
How Design Thinking and Making Supports Learning and development for career success :
Next Generation Science Standards:

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Session specifications

Innovative learning environments
Grade level:
Skill level:
Chief technology officers/superintendents/school board members, Curriculum/district specialists, Professional developers
Attendee devices:
Devices useful
Attendee device specification:
Laptop: Chromebook, Mac, PC
Tablet: iOS
Participant accounts, software and other materials:
Not necessary at this time
Subject area:
ISTE Standards:
For Education Leaders:
Equity and Citizenship Advocate
  • Ensure all students have access to the technology and connectivity necessary to participate in authentic and engaging learning opportunities.
Visionary Planner
  • Share lessons learned, best practices, challenges and the impact of learning with technology with other education leaders who want to learn from this work.
Systems Designer
  • Lead teams to collaboratively establish robust infrastructure and systems needed to implement the strategic plan.