The Finished Book Igloo

Here is our finished book igloo! Our Stop motion video is posted below. I'm really proud of how the students at Quaker Ridge rallied to build the platform, prototype the igloo, and eventually put it together.  We've dedicated the igloo to Robyn Lane, our principal, who has retired after leading us for ten years. It will be a favorite book nook in our library for years to come! You can read more about the process here.

Lessons Learned Through Art Bots

I’ve realized something funny about myself while on the #makered journey.  Normally, I’m a huge proponent of project based learning. I try to incorporate story lines and plan for open ended solutions. But I fell back on recipes when I started working with kids in the Makerspace last year. You know what I mean; everything comes with recipes - Legos, Snap Circuits, even Instructables.  A recipe gives students an outcome and then provides the steps to make the outcome happen. Although efficient, recipes rob students of creativity and the trial and error process that is so important to making enduring connections. This year I have been working hard to avoid the “recipe crutch” and the results have been much more rewarding.

Take the simple art bot, for example. Last year I scoured the Internet for different takes on the vibrating drawing robot and found one that looked simple and effective. I created a demonstration bot to use as a model and carefully planned how to explain the needed circuit.  The project went off without a hitch and each student created a reasonable facsimile of my art bot. Looking back, the project fell well short of what it could have been.

To be fair, I was just starting things off last year and had no materials to pull from. I hadn’t read Make Space and we didn’t have our T Walls yet. I hadn’t taken Lisa Yokana’s design thinking course and I wasn’t using the d.school’s design process as a framework. It’s important to respect the beginning of something. In the last year I have had many inspirations to move my teaching and the art bot project is different as a result.

As with each project this year, students started at the T walls - planning their designs together.  Then, students went “shopping” at the material wall to get what they needed to build their prototypes. The material wall would be revisited over and over again throughout the project as designs were modified. This is the first bit of advice I would give to a teacher trying to set up a Makerspace: before you get the fancy and expensive hardware, get lots of inexpensive materials (popsicle sticks, foam shapes, paper clips, beads of different sizes and shapes - get as much as you can) and organize them in easy to open containers. Then display these materials in an open and accessible way. Don’t hide them behind a cabinet. With my material wall as a resource, I could introduce the idea of an artbot, discuss the circuit using the motor and battery, and challenge the students to come up with a novel design that would accomplish the task. The results were amazing. Students came up with incredibly creative solutions, some of which were far better than the recipe I had used last year.

I learned a few lessons through the Art Bot project. I needed to let go of the recipes and trust the design process. I needed to have inexpensive materials available for student prototyping. I needed to let the kids find their own path to the solution. In the end, the project was easier for me, involved much more critical thinking for the students, and was significantly more meaningful for everyone.

Redefining the Bird House, Part 2

The second grade students learned more than I expected in our "Redefining the Birdhouse" challenge. Beyond making cool birdhouses, they might be able to help Congress...

Mrs. Cheung’s second grade students had spent several days brainstorming their redesigned bird habitats and now it was time to start making.  These students are familiar with using materials like Legos to build - but this project was different.  They needed to realize a three dimensional birdhouse from 2 sheets of 18 inch square cardboard. We wanted to ease the class into three-dimensional thinking and how better to do that than with Minecraft?

Three-dimensional thinking

Building in three dimensions from two dimensional sheet material isn’t intuitive - we imagined confused stares and the chorus of, “What do we do now?”  We started by printing out Minecraft blocks from PixelPaperCraft.com using card stock. Cutting, folding, and gluing a 3-D cube is challenging but the children were able to persevere because, well, Minecraft is cool. We modeled cutting and folding the paper and had a sample cube available (without adhesive) so that students could see how it turns out. Although students used glue sticks to hold the cube together, I’d recommend having some scotch tape on hand, you’ll thank me later. It took a cognitive leap for the class to turn the paper into a cube, and I’m glad we started that way.

Planning

Cube building was an important step to prime our students for three dimensional thinking. Once primed, students reconvened into teams to plan how to change their cardboard sheets into 3-D bird houses. The children used small whiteboards and dry erase markers to sketch out where they should cut and fold the cardboard. Whiteboards have a playful, impermanent feel and the teams planned with enthusiasm. Teams needed to take turns planning on the small whiteboard and negotiate the direction for the birdhouse.

Building

It became clear that inter-group communication was valuable once students started building. Students used scissors, safety cutters (I highly recommend these for any elementary maker space!), and duct tape to construct their houses. Glue guns and the drill press (for bird house doors!) were available with teacher support. Each group was doing something interesting, but in isolation from the other cool things that were happening in other groups. We needed to reinforce that the teams were not in competition with one another, and could, in fact, help other teams. We needed to regularly stop the work and discuss what was going well and what wasn’t. Students were more self-assured after each discussion. Where teams needed to practice working together during the planning phase, now they needed to work together as a class. It was strangely foreign!

What I’d do differently next time

Next time I do this project I will try to build a better scaffold for empathy from the bird’s perspective. It is difficult for a seven year old to think from the perspective of another person, much less a bird. The kids did a great job but I think it could have been even better. I think it’s great that they figured out how to make furniture, I’m just not sure it fits into the design challenge. I’d also push harder on inter-team collaboration. I cannot stress enough how valuable it was to have the teams share with one another. Our students are used to competing with one another, both individually and in teams. It took a shift to think of the design challenge as a common goal that we could work on together to solve.

Why I think Congress should try design thinking

We live during a polarized time where people are more likely to talk over one another than to one another. The design thinking process encourages students to put themselves into someone else's shoes when they problem solve. The process enables teams to work together towards a common goal, rather than against each other. Lately it seems that the skills of negotiation, collaboration, and perspective sharing are rarely practiced. I'm encouraged that this generation could buck the trend.

Redefining the Bird House

Recently I met with one of our second grade teachers, +Jennifer Cheung, to redesign a performance task for a unit on animal habitats. We were inspired by the birdhouse project mentioned in the SparkTruck movie and decided to expand it for her class (You can see our learning plan below.) It's been an interesting project so far. Next week we begin the "Prototype" phase and our student teams will build their proposed birdhouses out of cardboard. I can’t wait to see what what they come up with.

The addition of the second T-Wall in our Maker Space made it possible to have a full class ideating at the same time. Jen's class used the space several times to brainstorm their bird habitats and I couldn't be happier about how it worked. The T-Walls really contribute to collaborative brainstorming and make ideation sing. But the best part of the maker space is not the T-Wall; it’s the design thinking process developed by the Stanford d.school. The stuff in the space is useful, but it’s the process that’s changing pedagogy. 

Here's how we broke the process down:

Empathize (Done in the Classroom and at home)

“How do the birds in our area interact with their habitat?”

Observe the birds outside of the classroom and at home.  What types of birds do you see?  What are the birds doing?

Define (Done in the Classroom)

“What does a bird need to be comfortable in a habitat?”

What do the birds need to do what they are doing? Do these birds need special things?

Ideate (Done in the Maker Space)

“How might we build a comfortable habitat for these birds?”

Use “T-Walls” to brainstorm in teams.  Don’t yet explain the constraints of the project so as not to discourage “moonshot” thinking.  Have teams talk through their ideas. At the end, engage in “Considered Selection.” Each team member gets a graphic organizer with three columns: "Most Practical," "Most Exciting," and "Most Unusual." Team members write one choice for each category on the organizer. This becomes a way to vote as a team.

Prototype (Done in the Maker Space)

This is where the teams discover that there are constraints to the project.  Each team gets a square of cardboard (1.5 feet by 1.5 feet?), string, and duct tape to make the bird house. Teams will have safety cardboard cutters, hole punchers, and scissors. Teachers will help with a hot glue gun, and string. In fact - I’m thinking about getting Flex Seal to coat them. (As seen on TV!)

Test

The Birdhouses are hung on the tree and the class will observes how the birds interact with them during the year. If time allows, Perhaps students will redesign the houses after several months of observation for fidelity to the design thinking process.