Week 8 Mechanical Applications of Technology EDET677
Essential Question: Can you teach more than you know?
The teaching learning process in the classroom is dynamic; “. . . it flows back and forth from students to teachers” (Barseghian, 2011). Teaching students is dynamic in that while we teach, we also learn.
An important role of the Makerspace Coordinator is that he/she “knows about the usage and safety of the tools in the shop” (Hlubinka, Dougherty, Thomas, Chang, et al., 2013, p. 19). This will need to be learned and practiced prior to running “safety training for all who use the Makerspace” (p. 19).
Additionally, to begin with an organized multi-project, multilevel Makerspace, I think the year-long timeline introduced in Chapter 7 of Hlubinka, et al. sets the space up for everyone to learn. During August — November, student build up their skills in a variety of areas like using Arduino, soldering, robots, woodworking, etc. Then during December – March, students begin to develop their own vision for a project to design and complete during this timeframe. In March – May their projects are completed and ready for show at a Maker Faire.
As I looked further in to this chapter, I noticed that the sections divided by times of year above were further divided into Phase 1—Building Skills that focused on soldering, woodworking, crafting, using and Arduino and Shield. After reading the section on soldering, I am now interested in trying out a kit like this. What I believe is that the teacher needs to be able to use their planning time for the Makespace just trying out things like the soldering kits, woodworking tools, etc. prior to teaching students. Then I can get students started with a think-aloud style by talking briefly about each step and any mistakes I had made or avoided and what I did either to repair errors or how I managed to read directions closely enough to avoid errors. Hlubinka, et al. (2013), reminds us that we are all makers. It may be difficult to stay ahead of students, but it will get easier over time—with experience. The advice given on p. 22 is “Let it go. . . . “just be reassured that nobody expects you to be an expert in everything.”
According to Daggett (2010), to be college or career ready, our students need to graduate high school with the ability to read at a higher Lexile level than what most graduates do. The skill levels not only need to be across subject areas, and selecting a correct answer on a state-wide assessment, but they need to include reading technical manuals; directions for how to do something. They need reading skills that include “the ability to find, analyze, and synthesize written information” (Dagget, 2010, p. 11). With my research skills, I believe I can facilitate making connections to student projects they are making to concepts they are learning in class. As stated by Dagget, “Elementary teachers, for example, might use short (under five minutes) video clips to provide students with visuals to help clarify concepts and bring relevancy to a lesson” (p. 3). Then I can teach students to research their own connects, maybe by starting out with a list of websites to visit, and questions to answer from each website stop.
Further thinking on whether I can teach more than I know; if I do not know, I can ask someone. In our school, I may be taking a few students at a time to work at a maker station, since it may not be quite large enough for students to come as a whole class. I noticed in the Hudson article that “Most of the classrooms in Megan’s school don’t have their own workstations, so teachers have to sign up for a time at the computer lab” (p.2). In our elementary school, teachers move from one room to the next room in order to teach their subject areas at two different grade levels in a dual language program. Therefore, we have scheduling, as well as, space issues. Yet, I am sure that if this is the direction education is moving toward; applied content; then I will have the opportunity and support to make teach this way.
Barseghian, T. (5 Feb., 2011). Mind/Shift How we will learn. Three trends that define the future of teaching and learning, (pp. 1-8). KQED News, Retrieved on July 5, 2016. http://ww2.kqed.org/mindshift/2011/02/05/three-trends-that-define-the-future-of-teaching-and-learning/
Daggett, W. R. (Ed.D.) (2010). Preparing students for their technological future. International Center for Leadership in Education: Rigor, Relevance, and Relationships for ALL Students, (pp. 1-13).
Hudson, H. T. (?). Do your students know more about technology than you do? . Retrieved on July 5, 2016, at: http://www.scholastic.com/teachers/article/do-your-students-know-more-about-technology-you-do (pp. 1-5).
Makerspace team: including Hlubinka, M., Dougherty, D., Thomas, P., Chang, S., Hoefer, S., Alexander, I., McGuire, D. Vanderwerff, A., Scott, B. and pilot school teachers (Spring 2013). Makerspace Playbook School Edition. Retrieved 7-5-16: http://makered.org/wp-content/uploads/2014/09/Makerspace-Playbook-Feb-2013.pdf. Maker Media—Creative Commons license (pp. 17-31).