s tudent engagement through STEM-based cultural design

1. MakerSpace student engagement through STEM-based cultural design Noelle Pepin (School District 57, Prince George, BC) Brenda Gwilliam (NusdehYoh, Prince George, BC) Melanie Howard (Queens University, Kingston, ON)

2. Noelle Pepin GwiixSilwilayinsgunGibuualways learning wolf Laxgibuu clan, Nisga’a Nation Daughter, Maker, Sister, Partner, Teacher District Aboriginal Resource Teacher/NusdehYohSchool Brenda Gwilliam Wolf Clan, Tahltan Nation Learner, Teacher, Maker, Supporter, Octopus Enthusiast Learning Commons/ELL/Maker teacher NusdehYoh Melanie Howard Tawesakheshe comes to search for Turtle clan, Mohawk Nation Kanehsatake Daughter, Maker, Sister, Mother, Teacher, Director Aboriginal Access to Engineering, Queen’s University Proud Indiginerds

3. The Maker Movement

4. The Maker Movement CREATE vs. Consume Maker ideology moves kids from being strictly consumers of technology into being *creators* of technology

5. The Maker Movement PROCESS of Making Maker ideology puts emphasis on the process of creating and designing a product, rather than the product itself

6. The Maker Movement STEM to STEAM Maker ideology is very creative and can involve the ARTS as well.

7. Maker Culture • Maker Ed • Project an important part of the process • Assumes background knowledge and skill level • A focus on digital technology to enhance maker processes • Because of different accessibility to technologies, not all Maker Ed projects can happen at home and learning may not be “owned” by the learner • Pushes people to perform in a certain way and does not allow space for students who may not be ready Maker Ed • Maker Culture • Process and learning the primary focus of maker culture. • Allows for entry points for makers of ALL levels and skills. • Maker is not limited to the classroom and students are encouraged to continue projects at home or are inspired to create own projects. • Digital technology is not a driving force in maker culture. • Allows space for different learning styles and involvement levels.

8. Principles of Making “Consider the most important implications of the maker movement on education: Making dissolves the distinctions between domains such as arts, humanities, engineering, and science. More important, it obliterates the destructive cleavage between vocational and academic education…. When the very same tools, techniques, and process skills are found and required in the physics lab, art studio, and auto shop, schools can and must stop sorting kids into winners and losers.” Gary Stager, co-author Invent to Learn

9. MakerSpace Aphysical location where people gather to share resources and knowledge, work on projects, network, and build. Makerspaces provide tools and space in a community environment. learn invent create explore iterate collaborate communicate

10. Student Engagement MakerSpace engages non-traditional students • Hands-on design Student-driven outcomes • Collaborative learning = no experts

11. Student Engagement The Evidence!

12. Student Engagement The Evidence!

13. Student Engagement The Evidence!

14. MakerSpaces Classroom integrated

15. Mobile MakerSpaces

16. Travelling MakerSpace • Cart brought to each classroom • Students used the space they could find • Able to use technology in the classroom

17. MakerSpaces Purpose Built

18. MakerSpace Room Organized materials by type and allowed for more student agency

19. MakerSpace Scaffolding Lessons to Build Capacity • Assess where the students are: can they cooperate, do they share, and begin where your students are, try not to throw them into the deep critical thinking/design thinking without building that capacity. Maker is a fundamentally different way of learning than most regular classroom environments. • We developed a year long schedule and a loose content plan: • Term 1 > Teamwork • Term 2 > Small Group Project focus on planning stage • Term 3> Small Group Project focus on developing stage (focus on self-directed) • We specifically do not solidify anything because we want to be flexible in content, so we could target our learning intentions with the content that would support us. • It’s important to have your learning intentions guide your Makerspace, rather than the projects guiding your Maker. We used the ELL Matrix and the Core Competencies as our curriculum focus last year. This year I am using the seasonal rounds to guide Maker. • Also not having specific content in mind allows opportunities for emergent learning.

20. Original Makers Indigenizing the MakerSpace

21. Original Makers Indigenizing the MakerSpace What traditional technologies can we refer to?

22. Original Makers How can we bring Indigenous knowledge into making?

23. Time to Make! Design Challenge – Initial prototype Use what you know about Lacrosse to design a stick for Dash • Learning outcomes related to: • Science Social Studies Health Education Literacy Follow up could include bringing in a lacrosse stick maker, examining different types of lacrosse sticks over time and from different cultures, and definitely reiterating the prototype based on what we’ve learned – make it better

24. Make in your Community Discussion in small groups What could Maker Culture look like in your school?

25. Musi ChoT’ooyaksiyniinMaduNia:wen@INDIGital_space@noelle_pepin@beeNmusing@AboriginalEng