ReturnMini Makers: 2nd Grade Entrepreneurship and Community Connections
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Colorado Convention Center, Bluebird Ballroom Lobby, Table 26
Participate and share: Poster 
Trips and ToursPresenters
Session description
Purpose & objective
The purpose of this poster presentation is to showcase second grade students' participation and growth from taking part in our school’s Mini Maker program. This poster presentation will highlight key objectives of the program as well as how it was developed and implemented so that other educators who are also interested in creativity and entrepreneurship can start a similar program.
By attending this session, participants will gain a deeper understanding of how to create a MakerSpace with an entrepreneurship focus in their own spaces. Participants will gain ideas for product development and advertising, as well as ways in which to generate interest among students of different skill sets. Explicit connections to math and language art in the 2nd grade curriculum will be made.
After visiting this poster presentation, participants will be inspired by the limitless creative possibilities that our elementary students bring to our school buildings. They will be able to envision ways in which their own students could get involved with sharing their creativity through making items that can benefit their school community.
My poster presentation will feature a variety of interactive student projects that participants can look at/try, and I will also have a variety of engaging student videos (using FlipGrid) so that participants can see students' reflections on their learning.
This presentation will be considered successful if teachers leave the conversation feeling empowered to bring hands-on Making to their students and are able to reflect on how making can be combined with entrepreneurship.
Outline
The main focal points of my poster session will be:
1. Experiencing the benefits of the Mini Maker program from the perspective of the facilitator (me, live), and from the students (student-created items will be showcased with video recordings of student reflections).
2. Hearing about students' process as they planned, created, sold, and received feedback on their projects
3. Sharing relevant resources that can help other educators implement similar programs with their students
I will speak with each attendee, but they will also have access to QR codes that lead to students' projects/reflections, and some of my classroom materials (handouts).
Supporting research
Wagner, Tony, and Robert A. Compton. Creating Innovators: The Making of Young People Who Will Change the World. New York: Scribner, 2012.
Gormley, William T., Jr. Critical Advantage. S.I.: Harvard Education, 2017. Print. (Chapter discussing South Fayette. Chapter 7. Critical Thinking and the Technological Revolution. 157-185)
Quigley, C. F., Herro, D., King, E., & Plank, H. (2020). STEAM Designed and Enacted: Understanding the Process of Design and Implementation of STEAM Curriculum in an Elementary School. Journal of Science Education & Technology, 29(4), 499–518. https://doi-org.umasslowell.idm.oclc.org/10.1007/s10956-020-09832-w
Resnick, M., & Robinson, K. (2018). Lifelong kindergarten: Cultivating creativity through projects, passion, peers, and play. The MIT Press.
Session specifications
Facilitator
- Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.
- Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.
Creative Communicator
- Students create original works or responsibly repurpose or remix digital resources into new creations.