Chapters 13, 14 & 15 by Deigh Young
This chapter introduced the idea of having a Maker Day for the community in order to gain support of the idea of making and/or to celebrate student making. There were many instructions on how to plan and publicize for the event. The importance of having students involved in each step of the process was stressed. For example, the chapter encouraged having students send personalized invitations, which would cause a larger turnout.
During the event, children could share their own inventions, but the main focus should be on families participating in hands-on activities, such as making their own name tags, which I thought was a cute idea. Furthermore, families should be encouraged to keep moving to different booths so they can have a chance to experience more of what is offered. Before the families leave the event, they should be aware of the date for any future Maker Days.
Once the event is over, children should help clean-up and thank you cards should be sent.
This chapter focuses on the Constructing Modern Knowledge summer institute. At the institute, the teachers become the students and spend 4 days collaborating on a project that solves a problem they choose. They are given readily available materials and are responsible for their time and learning. Also, the teachers are not “taught” in the traditional sense, but experts are available for advice. In addition, once a day, all of the teachers come together to listen to a guest speaker.
Some completed projects include a contraption that allows you to charge an iPhone while riding a bike and a hat that had LEDs to form an L for “learner hat” and a T for “teacher hat.” Once the teachers leave the institute, they feel competent and energized.
This chapter is about proving to others that making is what is best for students. We should not claim that making helps with test scores. Instead, we should promote that making helps children with learning skills that they will use their entire lives. Convincing students, parents, and the community that making is best can take time. Family workshops are mentioned as a means to reaching this goal.
Furthermore, there is a section that includes phrases to use when supporting maker-style learning, and a section with phrases for arguing your maker plans. Lastly, references were mentioned that have research to support making in the classroom.
"If every child were to be given access to a computer, computers would be cheap enough for every child to be given access to a computer."
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