Everything You Need to Know. Everyone You Need to Reach

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Everything You Need to Know. Everyone You Need to Reach.

• Essentials for a school makerspace • Strategies to motivate students in science • How to inspire girls to pursue STEM • Personalizing learning with makerspaces • Why STEM and STEAM are critical for • It’s OK for students to struggle—here’s why the nation’s future • Using STEAM in storytelling

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We are excited to bring you the latest in the eSchool News Guides series. eSchool News Guides are full of resources, tips, trends, and insights from industry experts on a variety of topics that are essential to the classroom, school, and district. The February Guide, the eSchool News STEM, STEAM, & Makerspaces Guide, offers insight on the best approaches to STEM, STEAM, and makerspaces. The guide also highlights some resources and tools educators can use in the classroom to engage students, improve classroom climate, and create interactive classroom environments. In the guide, we take a look at how educators are implementing STEAM projects for very young learners. Plus, we examine one school’s successful transition from STEM to STEAM learning, and we learn some of the most-needed components for a successful makerspace. Have you dreamed of starting a makerspace in your school, but you’re not quite sure where to start or what you might need in the space? Maybe you’re hoping to learn the best way to introduce STEM across all disciplines, or perhaps you want to learn how to engage Thank you to our sponsors. key groups of students, including underrepresented groups like girls and minorities, in We appreciate your support! STEM and STEAM learning. Or maybe you just want to know some facts about STEM education and where it’s going. In the eSchool News STEM, STEAM, & Makerspaces Guide, we’ve compiled a list of some of the most popular tools for classrooms. We highlight examples of how real educators are using STEAM learning and makerspaces to personalize education and engage students with relevant learning challenges and topics. You also can find a complete list of STEM, STEAM, and makerspace partners and companies in the guide. We’ll release a new guide at the beginning of each month, and we’ll feature content focused around each guide’s topic throughout the month. Stay tuned for eSchool News Guides on library media technology, online/blended learning, and more. Each guide also offers a comprehensive index of all the companies involved in that month’s specific focus area. We hope you’ll share this eSchool News STEM, STEAM, & Makerspaces Guide 2020-2021 MONTHLY GUIDE with your colleagues and use it to learn a bit more about how school leaders and educators EDITORIAL CALENDAR can create engaging learning experiences for students. March 2020 IT Solutions: P.S. – If you missed any of our other Guides, such as the eSchool News Multimedia Hardware & Management Presentation Systems Guide or the eSchool News Digital & Mobile Learning Guide, April 2020 Online and Personal/ you can find them here. Blended Learning Contents May 2020 Curriculum, SEL A look at the STEM landscape and Instructional Tools STEM, STEAM, and makerspaces–oh my! ...... 4 June 2020 Library & Media Technology K-12 STEM/STEAM Trending News July 2020 Wireless Products This program is determined to support girls in STEM ...... 6 August 2020 Data Management How a productive struggle motivates students in math ...... 7 & Storage Implementing STEAM projects in PreK and kindergarten classrooms ...... 10 September 2020 Communication 5 ways we’ve integrated STEAM education into storytelling ...... 11 Technology How our school transitioned from STEM to STEAM ...... 13 October 2020 Robotics K-12 STEM/STEAM/Makerspace Resources November 2020 Digital & Mobile 10 resources for STEM, STEAM, and makerspaces ...... 15 Learning K-12 Makerspace Trending News December 2020 School Safety 8 questions to ask before creating a makerspace ...... 16 J anuary 2021 Multimedia Presentation Systems Using design thinking to support makerspaces ...... 17 February 2021 STEM, STEAM, The New Librarian: How I created a makerspace ...... 18 & Makerspaces Company Profiles ...... 19

© eSchool Media Inc., All rights reserved. Reproduction in whole or part without written permission is prohibited. 3 K-12 STEM/STEAM/Makerspace Marketplace Update Guides A look at the STEM landscape STEM, STEAM, and makerspaces–oh my! Learn how three increasingly important components of a 21st-century education—STEM, STEAM, and makerspaces—are helping students get a leg up on global competition

BY LAURA ASCIONE Managing Editor, Content Services

By now, we’ve all heard about STEM, the acronym for science, technology, engineering, and math education. Most people have heard of STEAM, which includes arts education along with STEM and allows students to be more creative in their exploration of more technical subjects. And it’s not a far leap to assume a lot of educators are familiar with makerspaces, which offer open-ended creative spaces for students to explore these concepts as they engage in project-based learning or attempt to solve real-world challenges. same survey say they prefer STEAM tools have proliferated in classrooms, But how are these three things impact- learning methods over STEM learning there is increased understanding that ing classrooms and the students in them? methods. students (and teachers!) need to move STEM and STEAM The group 100Kin10, which works beyond being consumers of technolo- to address the nation’s STEM teacher gy,” according to the 100Kin10 report. When students engage in STEM and shortage by training and supporting new “As daily activities at work and in per- STEAM learning, they’re building STEM teachers, emphasizes supporting sonal life are increasingly driven by skills that will make them more mar- students–especially students of color– tech, students need not only hard and ketable as employees in an economy by recruiting and supporting STEM soft skills in technology, but also digital that increasingly demands STEM profi- teachers of color. literacy and technological competency.” ciency. The nation still struggles to meet the Spotlight on a STEAM Many of the jobs today’s students need for teacher diversity, according to a learning center will have don’t presently exist, but most new report from 100Kin10 that looks at industry leaders agree that these future 2019 STEM trends and 2020 STEM pre- Last fall, the Groton Central School jobs will require STEM skills and the dictions. People of color represent 50 per- District (GCSD) in rural New York ability to work collaboratively in a cent of students in the U.S., but less than opened its new STEAM learning center. STEM-focused workforce. 20 percent of teachers–and abundant The $4.8 million center is a renovat- Research says the earlier students research shows that students are more ed 8,000-square-foot STEAM lab and engage in STEM, the better–a 2019 likely to pursue STEM education and shared-learning space. Ashley McGraw Brainly study notes that 84 percent of career paths when they see themselves in Architects merged the district’s curricu- people in a survey say they believe an their teachers and industry experts. lum with the overarching concept using educational background in STEM makes And STEM doesn’t just mean sci- form, light, and materials to create a someone more hireable, and 76 percent ence and math, though many tend to modern learning environment where say people with STEM backgrounds earn focus on those two components. The both teachers and students feel valued, higher salaries than those with traditional “T” for technology is equally important. focused, and inquisitive. educational backgrounds. “Technology used to mean getting According to 2017-2018 New York Sixty-three percent of people in the hardware into schools, but as digital State Education Department school

4 © eSchool Media Inc., All rights reserved. Reproduction in whole or part without written permission is prohibited. Guides K-12 STEM/STEAM/Makerspace Marketplace Update report card data, less than 30 percent of cation also helps students become more actually get a finished product after Groton students in 7th and 8th grade were equipped to tackle those challenges and that,” said Grace Borst, one of two inno- proficient in English, math, or science. change the world for the better. vation specialists at the school. “But The multi-purpose STEAM space Makerspaces give students open- this has also been what has hooked includes a photo, video, and music edit- ended, interactive experiences that give many of our students. They come in to ing studio and will be used for a variety students freedom to explore creation start one project and they have one idea, of educational programs that are indus- and solutions to various problems. It is but they stick around because they fig- try-aligned, including: Building Trades, often cross-curricular, bringing in vari- ure out all of the other possibilities that Computer Science, Engineering & ous core subjects and helping students they can use the makerspace for—and Electronics, Agriculture Technology, build strong soft skills, or employability they keep coming back.” and Communications & Media Arts. skills, such as creativity, critical think- Actionable strategies to help school GCSD Superintendent Margo Martin ing, and collaboration. leaders and teachers start STEAM pro- has gathered data, including Google An important thing to remember grams in their own schools include: surveys and social and emotional learn- about a makerspace is that it does not 1. Policy makers and school admin- ing evaluations, which measured how necessarily need technology to exist and istrators should align budgets with the students feel about themselves as learn- to help students learn. Many maker- demands of the future of work, stu- ers. And teachers who are part of the spaces offer tools such as robotics, dents’ interest, and the potential for STEAM program have reported seeing while others feature popsicle sticks, higher achievement. “completely different students,” as LEGOs, fabric, and tape or glue. The 2. Librarians and media specialists

'*+&+)"*+$ *%)+*(#'$' +!#*%+&#+%) *')%+!&$' +$')&+)"*+(*#%(!*+"(%+**' #*($$' +)"*+(&')+&+)$*+$)+)(*%+)&+(*+(')"$' +*%*!$(+"*'+&#*+ &$' +$) #&+!&'!*)$&'+)&+)"*+#&)&)$' +(' +)"*'+)#$' +)&+(!)(+ *)+(+$'$%"* +#& !)+()*# )"()+%($ +#(!*+ &#%)+&'*+&+)&+$''&()$&'+%*!$($%)%+()+)"*+%!"&&+ )+)"$%+"(%+(%& **'+"()+"(%+"&&* +('+&+&#+%) *')%+"*+!&*+$'+)&+%)(#)+&'*+#&*!)+(' +)"* "(*+&'*+$ *(+)+)"*+%)$!+(#&' +*!(%*+)"*+$ #*+&)+(+&+)"*+&)"*#+&%%$$$)$*% )"()+)"*+!('+%*+)"*+(*#%(!*+&#(' +)"*+**+!&$' +(! compared to the same students in the important thing is student-guided explo- should have access to professional general education courses. ration. development resources so they can “This STEAM lab is poised to Vermont’s St. Albans City School successfully lead innovation. become a regenerative project for us,” has a dedicated makerspace open to 3. Staff meetings and school calen- said Catherine Wolfe, a senior interior all students from preK-8. In addition to dars should be designed in a way that designer at Ashley McGraw. “And by class assignments in the space, open lab lets librarians to interact more fre- that, we mean that we expect the center time is also available on a first-come, quently with teachers. This will let will work toward helping students first-serve basis. Students use this time them better integrate maker activities develop new skills and also help restore for school and personal projects where with curriculum and scale those activi- the fabric of the surrounding communi- tech might not be required but could add ties beyond the library space. ty on environmental, social, and eco- value. Although they miss class for 4. Rethinking the design of school nomic levels.” Community organiza- open lab, the teachers recognize the libraries will allow STEM and maker tions in the small town of 5,950 resi- benefits of letting students explore tech- integration, collaboration between students have rallied around the redesigned nology to help them achieve their per- dents, and opportunities for knowledge space as they recognize it has the possi- sonal and educational goals. sharing. bility to become an economic engine. “One of the biggest learning curves 5. Aligning maker activities with Maker education for students coming into the maker- community causes gives students the space has been realizing the amount of opportunity to become more active citi- Maker education and makerspaces time it takes to make anything, especial- zens and make more meaningful con- help students become more aware of ly when you’re doing it from conception nections between what they do and the challenges around them, and maker edu- to the prototyping and then trying to needs of the community.

© eSchool Media Inc., All rights reserved. Reproduction in whole or part without written permission is prohibited. 5 K-12 STEM/STEAM Trending News Guides This program is determined to support girls in STEM One educator uses the FlexFactor program to show girls and underrepresented student groups how they can pursue STEM careers BY BARBARA SCHREMP, retain girls in STEM: community, focus BRANHAM HIGH SCHOOL on soft skills like written and verbal INSTRUCTOR communication as well as technical Few girls choose engineering classes skills, the appeal of problem solving in because they aspire to be engineers. the real world, and relatable mentors or Many choose their classes because their role models. These components are an dents to connect STEM areas of study friends do. The sense of belonging is integral part of the FlexFactor pro- and their compassion for others. important to them, and girls in STEM gram, and they are why I am a strong In addition, written documentation want to feel as if they belong. When supporter of the initiative for its appeal and verbal communication are critical Marsha* was young, she had no plans to to students like Marsha. soft skills for any engineer. FlexFactor be an engineer. I’ve been teaching our school’s jun- allows students to practice their com- As she entered high school, many of ior and senior engineering classes for munication skills describing a technical her new friends joined the robotics club five years, and this is our third year par- product. This balanced emphasis on that met after school. Marsha initially ticipating in the FlexFactor program. technical knowledge and communica- decided to not join her friends. The 5-week program introduces stu- tion skills helps develop talents not However, after a few weeks she started dents to an industry they might not emphasized in a more typical engineer- to feel left out of the daily conversation know about, and motivates them to pur- ing class. High school girls with strong that usually revolved around robotics sue an education and career in engineer- communication skills are encouraged and their after school meetings. ing and advanced manufacturing for the by this aspect of engineering. Consequently, Marsha found herself future. In her senior year engineering class, starting to attend every robotics meeting FlexFactor prepares students for a Marsha learned that group presentations in order to keep up with the conversa- career in these fields by challenging to a variety of audiences were required tion and her new friends’ interests. them to work in teams to identify a real- and a significant part of her grade. Ironically, Marsha realized how world problem and a solution. It has Because she had good speaking skills, interesting engineering actually was, great appeal for me, because it helped my this gave her confidence in her ability to and eventually decided to join the com- engineering classes learn a bit more succeed. Her group was the top per- petitive girl’s robotics team that year. about the business aspects of product former in the FlexFactor program and With Marsha’s help and with the guid- development, and it also gave them an won a place to compete in the regional ance of a female robotics mentor, the opportunity to practice their presentation competition representing her school. team qualified for an all-girls robotics skills in a formal setting. It supports my Students in the FlexFactor program competition. Marsha’s love for engi- goals to attract female students and retain can take on different roles to learn how neering was set. under-served populations in engineering. marketing, finance, and manufacturing When Marsha’s peers were selecting When assigning the teams, I give girls and design are all critical parts of a electives for the following year, she the choice of working in teams with company. For some, this is the first heard that the 2nd year of engineering other girls to support community build- glance at how areas of study like STEM would be a continuation of what she had ing that keeps them engaged. can be split into different job functions already learned in the robotics club, and For many girls, the appeal of learn- within a company. the same female teacher was again the ing about technology for technology’s One of the most difficult parts of robotics mentor. Marsha continued in sake is not inspiring. These students recruiting and retaining under-served engineering her junior and senior year, search for a career that has a deeper populations is finding successful exam- and has now decided to major in com- connection to solving society’s prob- ples of people in that career. As part of puter science. lems. FlexFactor highlights how tech- the FlexFactor program, Industry Day is Marsha’s story illustrates some of the nology solves critical human problems a field trip to a local high-tech company. key components required to recruit and today. The real-world focus inspires stu- Our students toured Jabil’s Blue Sky

Center, which displays some of the major in college and how that enabled her decade. Passionate about teaching math world’s cutting-edge technologies and to work as a critical part of a team in this as a gateway to STEM careers, she was showcases examples of automation, very innovative environment. instrumental in starting the engineering product design, intelligent digital sup- As an educator, I’m very excited to program. Today the program has grown ply chains, the Internet of Things, and be able to offer my students the from 100 initial students to over 300 stu- more. On this trip, students interacted FlexFactor program. I have seen the dents. As a Robotics Club adviser, with a diverse panel of younger employ- numbers of the under-served popula- Barbara has supported the growth from ees and met the workforce first hand. tions, particularly girls, in the program 15 initial members to over 50 students. It is important for students to be able expand as positive “word-of mouth” She championed the addition of computer to see themselves in their career choice. about my class and this program science classes and now is also the advis- Knowing that people with similar back- inspires the next group of students to er for the Girls Who Code Club. Barbara grounds are succeeding in a variety of explore engineering. graduated from Cal Poly San Luis STEM disciplines encourages students to *name changed to protect privacy Obispo with a degree in Electrical consider it as a career. Marsha questioned Engineering and enjoyed her initial one of the female engineers on the panel Barbara Schremp has been a math career in semiconductor marketing. She about her aspirations to be in STEM. She and engineering teacher at Branham was also awarded Teacher of the Year for wanted to know the panelist’s choice of High School in San Jose, CA, for over a 2016-2017. How a productive struggle motivates students in math

BY BARBARA PAPE revealed the diversity of student While parts of the education system strengths and challenges and a wide vari- have incorporated tailored methods to ety of pathways there are to effective keep students engaged, mathematics is learning. Given the latest evidence, it is often still taught in traditional, non-dif- increasingly clear that a cookie-cutter ferentiated ways. For example, many approach to education does not regularly math lessons focus on teaching the one engage many students and leaves behind correct path to reach the one right far too many disconnected learners. tination. It recognizes that there are answer to a problem. Memorizing for- Incorporate productive multiple ways to tackle a problem and mulas and drilling in the “proper” struggle and a sense of views mistakes as opportunities for approach through repetition too often belonging to improve math learning rather than failures. It encour- take precedence over conceptual under- learning ages students to actively experiment standing and experiencing multiple and to participate in discussions about strategies, both of which are important How can educators transform their how to approach problems. All of this according to research. approach and teach math in a way that creates space for students to find the In school systems where a one-size- effectively addresses learner variabili- approaches that are most effective for fits-all approach continues to be the ty? In recent edWeb webinars, Digital them and engage in active learning. norm, it’s no wonder many students are Promise’s Learner Variability Project During our webinar on productive turned off by math and begin to believe, explored two important strategies for struggle, middle school math teacher “I’m just not a math person.” In addition, helping every student meet high expecta- and former National Council for being the “only” in higher level math tions in math: enabling productive strug- Teachers of Mathematics (NCTM) classes—the only girl in advanced alge- gle and creating a sense of belonging. board member Kevin Dykema bra, the only black or brown boy in AP Both of these approaches allow students explained his philosophy on the topic: calculus—can also limit students’ ability to actively participate in math learning “The thinking goes, if you were good at to perform to their full potential. and feel more connected to math. memorizing, you’d be good at math. Stereotype threat can affect performance Productive struggle And if not, you were told to work hard- on tests and lead to a sinking feeling that er, pay more attention, do your home- they do not belong in that math class. Productive struggle focuses on the work.” Instead, he proposes we empow- A growing body of research has math journey instead of simply the des- er students to truly understand math,

© eSchool Media Inc., All rights reserved. Reproduction in whole or part without written permission is prohibited. 7 K-12 STEM/STEAM Trending News Guides instead of simply becoming “rule mem- to think of belonging as only a product with content that speaks to their identi- orizers.” To get there, Dykema said, of classroom culture and student social ties and cultural contexts and makes “Students will be required to struggle, relationships, that ultimately students them feel like they belong in the math and I’ll need to help them discover how have to learn to negotiate and navigate. classroom. to struggle productively.” However, Dr. Matthews’s research Dykema and Matthews concur that Dykema shared several strategies highlights how belonging extends to the establishing authentic relationships with that he has successfully used to help stu- instructional choices and curricula used their students is an essential first step dents become “schoolhouse” mathe- by teachers, a theme that often comes for educators and both take the time to maticians, including error analysis, up in research on culturally responsive get to know and understand their stu- math talks, and worked examples. pedagogy. What you teach and how you dents. Matthews studies the use of math Our own expert advisors for Digital teach it plays a strong role in whether interest interviews to help personalize Promise’s Learner Variability Project students feel like they belong, particu- the math experience. These interviews suggest that these and similar strategies larly in math classrooms. ask learners to consider how math plays can effectively motivate students to pro- “Teachers may understand the out in their family, hobbies, entertain- ductively struggle in math and gain a importance of belonging for building ment, workplace, and daily lives. deeper understanding of the concepts. positive relationships with students or Teachers can use these insights to create “At its core, mathematics is problem comfortable class communities,” belonging-centered curricula and solving, and solving problems involves explained Dr. Matthews. “However, instructional strategies, such as word uncertainty and struggle at times,” said many may not recognize the power they problems that relate math to students’ Dr. Bethany Rittle-Johnson, Anita S. have to promote belonging through lives outside the classroom. This strate- and Antonio M. Gotto Chair in Child instructional choices, what we call gy may be useful for any student, but Development and professor of psychol- belonging-centered instruction, which particularly students of color, who may ogy and human development at gives students the opportunity to see not see themselves represented in that Peabody College, Vanderbilt University. themselves reflected in the content they specific class or even the school. “Students need to search for appropriate are learning.” “Both ‘productive struggle’ and solution strategies and flexibly choose When students don’t feel a sense of ‘belonging’ urge us to go beyond sugar- among multiple strategies for solving a belonging, this may create opportunities coating or watering down math to make particular problem.” She added that for disengagement from the material or it more palatable to students,” says Dr. “having students compare and discuss even for them to “act out” in class. Jeremy Roschelle, executive director of multiple strategies with their peers is Many webinar participants shared that learning sciences research at Digital one effective form of productive strug- they had not previously considered the Promise. “The real rewards of mathe- gle, which leads to greater flexibility connection between belonging and matics are connected to feelings of and understanding.” behavioral issues, motivation, and insight and power that are achieved Belonging engagement. As one webinar participant through working hard at a challenge; wrote, quoting Dr. Matthews: further, by sincerely caring about and How can we make students feel like “Disruptive, distracted, or disengaged respecting what each student uniquely they belong in the math classroom? Dr. behaviors can be indicators of lack of brings to a challenge (and not just right Jamaal Matthews, a former math belonging not just behavior problems. or wrong answers), we can cultivate teacher turned researcher and professor A-ha!” their mathematical identity.” at Montclair State University, recom- Tips for promoting math Explore these topics and strategies in mends that teachers elicit information engagement the Learner Variability Project’s from their students on the “4 Hs” to Navigator web app by clicking on build student-centered instruction: Productive struggle and belonging Models and selecting a grade range. You home, hobbies, hopes, and heritage. By represent two factors, supported by can also learn more about learner vari- personalizing learning to incorporate research, that help students more active- ability as a part of Powerful Learning these four elements of students’ lives, ly engage in math learning by teaching experiences. teachers can help students feel like they to the whole child. Both approaches [Editor’s note: This post originally are just as much a “math person” as emphasize the importance of context appeared online on the Digital Promise anyone else. and communication. As students partic- blog, and is reposted here with During our webinar on belonging, ipate in productive struggle, they have permission.] Dr. Matthews discussed the importance opportunities to discuss and analyze of expanding how we think about creat- what they’re doing and identify the Barbara Pape is the communications ing a sense of belonging in the class- approaches that work best for them. It’s director for Digital Promise’s Learner room. Many teachers have been trained also important that they are presented Variability Project.

Lori Thompson began using the Ro- How Virtual Reality Is Changing The botLAB VR kit after searching for new technologies to engage her students in the #$ Way We Learn And Teach In Education kits last school year. I did some research and found RobotLab’s kit to be the most Learn what virtual reality is, how it is changing education, economical” she said. and how you can implement it at your school. What she loves most about the kit, is the excitement that it brings for her students By RobotLAB Unique Experiences Within Reach as they are learning. “I have used these ! % levels- and all ages of students (and In a rapidly changing world, education The Expeditions app and Cardboard teachers) get excited. I think the students should be constantly developing. Educa- viewer and Cardboard Camera were built like using technology and they like to be tion needs to catch up with new ways of to bring immersive experiences to as many immersed in what it is they are studying” teaching, and moreover, it needs to learn schools as possible. to keep pace with new ways of learning. The educational impact that Lori has Inspiring students’ creativity and noticed is that this technology allows imagination students to go places they may never visit. “It is very engaging and it gets kids talking. They get excited about what By helping your students visualize infor- they see and they want to share that with mation in a new way, you can positively others” impact their ability to retain information. Lori Believe that this kit has impacted the Create Your Own Virtual entire district. Students in all buildings of Adventures the school have been invited to use the devices. So far, 4th, 5th, 6th, 7th, 10th, 11th Virtual reality can be used to enhance With Tour Creator, teachers can build and 12th graders have used them! student learning and engagement. VR $! education can transform the way educa- create their own immersive tours. You can tional content is delivered; it works on the create a virtual reality tour using your own premise of creating a virtual world — real 360° or 180° photos or images from Street or imagined — and allows users not only View directly in the browser see it but also interact with it. Being immersed in what you’re learning motivates “The most frequent comment [from stu- you to fully understand it. It’ll require less dents] was that it was the best thing they cognitive load to process the information. well. They were amazed at the things they RobotLAB has proudly partnered with could do and the places they could see.” Google Expeditions. These are some of It’s here! With the virtual reality pack the ways that using RobotLAB’s VR Michelle Guzman, Dartmouth Middle powered by RobotLAB, teachers can take $ " School "$ and your school. trips without leaving the classroom. This bundle is custom-built for Google Expe- Minimal Setup For Maximum ditions and includes everything you need Engagement to turn your classroom into a whole new world. Helping your students explore new places and ideas has never been easier or It’s never been easier to take your students % on an adventure of a lifetime in VR or AR. Hundreds of adventures for the classroom RobotLAB is currently giving a special Expeditions explore history, science, % ! the arts, and the natural world. Whether Call +1(415)7023033 or email Sales@ you’re roaming with dinosaurs or taking RobotLAB.com and let them know you a look at Renaissance sculptures, there’s ! " something amazing to explore for every discount today! K-12 STEM/STEAM Trending News Guides Implementing STEAM projects in PreK and kindergarten classrooms Young students can be some of the most enthusiastic STEAM learners— here's how to incorporate engaging STEAM projects into early grades

BY ROBERT LOW Creating an optimal STEAM lesson plan specific scientific topic. The plan Preparing young children for jobs that should then include vocabulary devel- haven’t been invented yet may sound like opment, the preparation and use of any a difficult task for educators, but a recent Rather than teaching individual sub- materials, step-by-step instructions, and edWebinar showed how preK and kinder- jects in isolation as part of a STEAM guiding questions that will prompt garten teachers can start developing the project, Forestieri and Mitchell recom- young learners to investigate, forecast, skills needed for future careers. mend integrating activities to optimize and analyze results. Marnie Forestieri, the CEO of Young learning. This type of learning process Implementing a STEAM Innovators, and Debby Mitchell, Ed.D., a is also aligned with real-world 21st cen- lesson plan effectively Young Innovators curriculum writer, tury jobs, which are usually interdisci- explained the process for creating lesson plinary and rarely require just one skill. Especially for young students, one key plans that include projects introducing The way this can be done in a preK aspect of the process is learning the relat- science, technology, engineering, arts and or kindergarten class is through a lesson ed content-area vocabulary, which should be supported by clear definitions as well as the use of illustrations wherever possible. In addition, the teacher needs to model the use of everyday language related to the project, so students learn to “talk like engineers” rather than just learning what individual words mean. Another important aspect is the use of questioning strategies by the teacher, so the students are encouraged to observe, discuss, predict, experiment, and reach evidence-based conclusions. Questions can also be used to prompt students to do research and find answers in books and videos, as well as on safe web sites. Meanwhile, the students need to participate in hands-on activities and use their own senses as much as possible, in math (STEAM), noting that “STEAM plan and related project that includes all order to make the learning process happens naturally in young children as five STEAM elements: engaging and meaningful. The introduc- they explore and investigate the world Science: Studying the world around us tion of STEAM careers should also be around them.” Technology: Using tools to learn and part of the lesson plan through play- Among the skills that can be devel- work based intentional experiences. This can oped and enhanced in preK and kinder- Engineering: Designing and building include dress-up activities, and can be garten classes are four that have been things supplemented by field trips or class- identified as critical to the success of 21st Arts: Making things attractive and room visits. Making careers known to century workers: creativity, communica- engaging young children in this way can stimulate tion, collaboration, and critical thinking. Math: Measuring things and results their interest and provide direction for These can all be integrated into STEAM- To accomplish all this, STEAM les- additional learning. related projects, along with other key son plans need to start with a clear goal, Throughout the process, the teacher skills such as analyzing information. such as acquiring knowledge about a should be documenting the learning that

10 © eSchool Media Inc., All rights reserved. Reproduction in whole or part without written permission is prohibited. Guides K-12 STEM/STEAM Trending News takes place, using handwritten notes, a teacher, director, writer and entrepre- community on edWeb.net that helps computer or iPad, or photos or videos, neur in the early childhood field. She is early childhood educators share as well as the students’ own work. This passionate about bringing solutions to resources, tools, best practices and more should include things such as forecasts the current challenges of the industry. to help them create healthy, creative and and predictions, so the students and Dr. Debby Mitchell, EdD, is a cur- happy learning environments that sup- teacher can then compare the results to riculum writer for Young Innovators. port early learning and child develop- what was originally expected. She recently retired from teaching in the ment. As the STEAM project reaches its College of Education at University of This broadcast was sponsored by conclusion, Forestieri and Mitchell rec- Central Florida. Her doctorate is in Kaplan Early Learning Company. ommend using music and movement to physical education with a focus on early The recording of the edWebinar can be help celebrate what has been accom- childhood. Her expertise and interests viewed by anyone here. plished, because that can help students include: STEAM, brain research, devel- remember and integrate what they have opmentally appropriate movement Robert Low has worked in education- learned. It also continues the process of activities and music, dance and al publishing for more than 30 years. His integrating the arts into the project and rhythms, children’s wellness, obesity experience ranges from editing and prod- turning STEM into STEAM. and integrating technology into the cur- uct management to online advertising About the presenters riculum. and content development. He also works Join the community with edWeb.net to write articles on their Marnie Forestieri, BS and CDA, is professional learning edWebinars. the CEO and founder of Young Classroom Management for Early Innovators. She has been a preschool Learning is a free professional learning 5 ways we’ve integrated STEAM education into storytelling Once upon a time, there was a robot: Here’s how an early childhood consultant uses storytelling to introduce children to robots, electricity, and other STEAM education topics

BY CATE HEROMAN want to sacrifice creativity and literacy. When you think of a museum, the STEAM education is integrated in image that comes to mind is keeping your every single learning zone throughout hands at your sides and looking at arti- the museum, just as it is everywhere in facts. That isn’t what the Knock Knock life. For example, in the Art Garden young as three how to program robots Children’s Museum is about. With a tar- children may be creating squishy cir- and use other tech tools that help them get audience of birth through third grade, cuits with Play-Doh to make things light create a narrative. We offer a variety of we encourage kids to learn through play up or buzz. In the Knock Knock Maker robots to meet the developmental needs about a variety of topics using modern Shop they may be building Scribbling of our visitors. If there’s a story behind technology in combination with beloved Machines using motors and batteries a concept, kids get it. They listen to sto- stories—both old and new. and are challenged to create a contrap- ries every day. Logic comes easily when Fourteen years of research went into tion that moves across the page and there are characters, a conflict, and a developing exhibits that involve learn- leave a mark in its path. And in Go Go resolution. Here are a few ways we’ve ing through play before the museum Garage, they may be designing cars integrated storytelling into teaching opened in August of 2017. STEAM with LEGOs, testing them on inclined STEAM education topics. education (science, technology, engi- race tracks, and then making adjust- Robots meet Rapunzel neering, arts and mathematics) has blos- ments so they can go faster. somed even more since we opened At the museum, we mesh storytelling Young learners are more likely to almost two years ago, but we didn’t with technology by teaching children as successfully engage in a new concept if

From the museum to the it’s tied into something they are already Gruff. After designing and creating their classroom familiar with. For our “Fairy Tale Tech” props, children can retell a story in their experience at the Baton Rouge Mini own words, or make up new parts of a Maker Faire, children’s favorite fairy- story. When children retell stories, they When school groups come to the tale came to life when we invited them extend their learning and strengthen museum and take part in these STEAM to create their own characters using their comprehension skills. and storytelling activities, teachers are open-ended craft materials and card- Interactive digital inspired to extend the experiences back board tubes. They attached their fairy- storyboards to the classroom. They’ve seen the tale characters to one of our KIBO activities in action, and we encourage robots and taught them how to program At Knock Knock, we often collabo- them to integrate STEAM topics into the robot to move, shake, dance, and rate with Louisiana State University to activities they’re already doing. sing. They could also take their charac- introduce children to new technologies. Professional development is critical ter to a stop-motion animation station, For example, children love exploring for teachers, especially since many to create a short movie of their story. the interactive digital storyboards creat- teachers lack confidence in STEAM At the museum, children and adults ed by Hye Yeon Nam from LSU’s content areas. The museum offers a full- were fascinated using the Watercolor Bot. Digital Arts Department. They’d create day session for teachers on making and They drew a character or scene with their special puppets made from gloves that tinkering. Our goal is to help teachers fingers on the iPad. When done, they sent had copper tape on the finger tips. When embrace a mindset for making and tin- their image to the Watercolor Bot—an art they’d touch different parts of the kering through engaging, playful hands- robot that moves a paint brush to paint scenery on the storyboard, they could on experiences. We investigate how tin- their digital artwork onto paper using a record their voice telling a story. When kering and making experiences support set of watercolor paints. they walked their hands across the fundamental STEAM thinking and Making, tinkering, and board, children could hear the story learning for young children using wide engineering challenges being played out across the board. They variety of activities and new tools. And, inspired by stories could use their imaginations to re- we show teachers how to integrate mak- record new scenarios or endings to the ing and tinkering experiences into liter- Early literacy and STEAM go hand- stories. Integrating technology and the acy and their existing curriculum. in-hand. Children’s books, especially exploration of conductive materials To me, integrating the arts, technolo- fairy tales, provide a wonderful spring- with storytelling added a new dimen- gy and hands-on opportunities into edu- board to launch design experiences. sion to a simple storytelling experience. cation just makes sense. As children Using the problems characters face in Puppetry think with their hands and represent the stories is the best place to start. their thinking through the arts, they can Whether you are building a sturdy chair The museum also holds puppetry make sense of science, technology and for the baby bear in Goldilocks and the camps where children make a variety of engineering. When we add characters Three Bears or a house that can with- puppets, including marionettes. It takes into their work, it becomes personal and stand strong wind in The Three Little a lot of engineering and problem-solv- meaningful for each child. Pigs, the possibilities are endless. ing to craft, but children become deeply During our Cardboard Challenge engaged in exploring motion by moving Cate Heroman, a former teacher and month at the museum, one storyline we the strings of the marionette. We also state early childhood/elementary admin- used revolved around the story of invite local puppetry artists to teach istrator, retired from Teaching Strategies Rapunzel. In the story, she was tired of children how to make Muppet-like char- in 2012. She’s the author of Making and people crawling up her braid, and she acters and put on puppet shows, but it’s Tinkering with STEM: Solving Design needed help. The children engineered a no ordinary puppet show. We use green Challenges for Young Children, and cardboard castle and tower complete screens to display our story setting. volunteers as education chair and past with a pulley system made from string Using technology in congruence with board chair for the Knock Knock to get food and supplies up in the tower. interactive storytelling enriches not Children’s Museum in Baton Rouge, For another story, children built a only the puppeteer’s experience, but the Louisiana. troll-proof bridge for Three Billy Goats viewer’s experience.

12 © eSchool Media Inc., All rights reserved. Reproduction in whole or part without written permission is prohibited. Guides K-12 STEM/STEAM Trending News How our school transitioned from STEM to STEAM Learn how this district saw great success as it moved from STEM to STEAM and discover how yours can do the same BY ALANA DAVIS Imagine this: You’re a teacher at a school that’s been on board with STEM since the first little whispers about how it can provide unique learning experiences centered on 21st-century skills. You and the other teachers at your school encourage students to stretch their critical thinking skills and complete projects, but after a couple of years, the STEM program has lost its zest. It needs to grow and to dents? We found that adding the “A” classrooms and use technology effec- work better for staff and students–but no and transitioning from STEM to tively with students. one is quite sure what would add that STEAM created interdisciplinary learn- To begin, I modeled and coached extra spark. ing that facilitates content mastery and teachers on effective STEAM integra- That’s what led us to infuse arts into lends itself to whole child teaching. tion strategies, including how to use a our science, technology, engineering I discovered over time that STEM quick visual thinking strategy–an arts and math program. A little more than learning was a way “in” with our elemen- integration strategy with famous pieces three years ago, our new principal made tary school children. They light up when of artwork, like a Jackson Pollock paint- the decision to transition our school we pose a problem or challenge that ing, when beginning a science lesson or from STEM to STEAM. requires them to work together to solve math lesson. This quick strategy asks We knew the “A” in STEAM was problems using STEM skills, and you can students to look at a piece of artwork. important for our students. Whene w see it on their faces when they walk into The teacher asks what they notice, such did STEM lessons and activities, we the STEAM Lab each day. Through these as colors, shapes, and technique, and found some kids felt blocked off cre- activities, they start to understand that makes connection between the artwork atively and felt that inspiration was hard any future is possible for them, regardless and the science content standards. to come by. When we added the “A” of what’s going on at home. It might sound something like this: and transitioned from STEM to This transition from STEM to “How do you think Jackson Pollock STEAM, things changed. We started STEAM was a little nerve-wracking for made this painting? What type of force teaching the arts standards alongside some of our teachers. How would they or motion would he have to use in order other content standards, and we found integrate arts into the curriculum? Many to create this artwork?” This integration our spark. schools across the nation are making strategy is just one example of how our Shy and quiet students came to the this transition now, and it can be scary teachers teach art standards alongside front of the class with their creativity. for them, too–but it doesn’t have to be. science or math standards during les- Teachers who felt stuck in the STEM By integrating technology that teach- sons throughout the week. box came alive with new ideas to inte- ers are already familiar with, and using A big part of the new spark in our grate different art modalities. The “A” that technology as the vehicle for learn- STEAM program has come from intro- allows teachers to give students a differ- ing, teachers can become comfortable ducing coding and programming. I ent learning experience. We thought to with the uncomfortable. As the innova- work with teachers to help them feel ourselves: An artist goes through the tion specialist, I get to play an important comfortable with that technology. same design process as an engineer, so role for teachers providing the support For instance, we use Sphero robots, why not open up this channel for stu- they need to try new things in their which are app-enabled programmable

© eSchool Media Inc., All rights reserved. Reproduction in whole or part without written permission is prohibited. 13 K-12 STEM/STEAM Trending News Guides robots that allow students to learn basic neering students next fall, our students increases in every science domain. We coding language using commands such in advanced 4th and 5th grade classes also have seen more students attending as drive and draw. In addition, students will launch a weather station satellite magnet high schools after graduation. can run programs using block coding and into Low Earth Orbit to gather data on We’ve won state technology and digital HTML text. All of this learning happens regional microclimates. competitions using programmable through the Sphero Edu app, which lets We’ve also created partnerships that robots and 3D printing designs. And the students and teachers connect, code, and bring STEAM career professionals into transiency rate dropped–more students

'+ (%+"*'+)"*+*')$#*+%!"&&+$%+*' ( * +$'+ +())*' ('!*+ &*%++(' +*"($&# #**##(%+ &+ &'+"$%+(%)+*(#+)"*#*+(%+%$ '$$!(')+ #&)"+$'+**#+(#*(+&+&#+%!$*'!* )*%)+%!&#*%+)"*+$#%)+*(#+**#+)"()+)"*#*+*#*+$'!#*(%*%+$'+**#+%!$*'!*+ &($'+*+(%& "(*+%**'+&#*+%) *')%+())*' $' +( '*)+"$ "+%!"&&%+()*#+ #( ()$&'+**+&' %)()*+)*!"'&& +(' + $ $)(+!&*)$)$&'%+%$' +#& #((*+#&&)%+(' + +#$')$' *%$ '%+ ' +)"*+)#('%$*'!+#()*+ #&* &#*+%) *')%+(#*+%)($' +()+&#+%!"&&+$'%)*( &+$)" #($' +)&+ &+*%*"*#* learn from others around the world. This our school to talk with students and help are staying at our school instead of robot has allowed my teachers to inte- them envision their futures. Sometimes withdrawing to go elsewhere. grate technology into content standards those partnerships can lead to even We think families in our community for other subjects and has increased stu- more: Our partnership with the Georgia see the value in the creative, cross-sub- dent engagement and student interest in Space Grant Consortium from ject work we’re doing. coding and programming. Georgia Tech connected me with the We are pushing our students further To assist this process, I created an Hines Family Foundation, which each year, and our STEAM culture still anchor chart for the classroom wall. donated weather kits and to us and has room to grow. Students can refer to it while they’re trained teachers on how to use them. learning how to create block coding pro- Nonprofits and community centers Alana Davis is the innovation spe- grams, which tell the robot what to do. like this exist in just about every state cialist at Mableton Elementary School Imagine a classroom of 8- and 9-year- and region. Seek them out and explore in Cobb County, Ga. In 2017, she was olds, huddled on the floor with a diagram how you can work together. the Georgia Elementary Science of the water cycle, figuring out, with So, what’s it all for? The transition Teacher of the Year and has been coding commands, how to get a paint- from STEM to STEAM at our school has involved in the CCSD Teacher Leader dipped robot to follow the path of that dramatically improved student outcomes. Academy and several STEAM diagram. When they succeed, the robot On days when the entire school is Innovation Academies. In 2019, she was makes colorful trails along the floor. engaged in STEAM, attendance goes up named a Sphero Hero, which recognizes Currently, I am working with a group and behavior referrals go down. This pioneer teachers who use Sphero app- of three teachers to integrate Xinabox past year, there was significant growth enabled robots and other educational modular electronics that use weather in every area of our science test scores, tools to transform teaching and learn- sensors. Working with high school engi- the first year ever that there were ing in their classrooms and beyond.

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BY LAURA ASCIONE Managing Editor, Content Services playing robots or autonomous cars). Students and teachers can access the It’s easy enough to decide to focus browser-based learning ecosystem from more on a specific topic or skill, such as any device. RobotLAB’s STEM Lab STEM, in the classroom, but it’s some- features resources such as courses and times more difficult to find tools and lessons, apps, for different products, resources to support that skill. including an autonomous car, Ozobot, 8. Maker Ed provides insight, Teachers have limited time, and it’s Sphero, 3D printers, and more. resources, and professional learning in often a challenge to search for and eval- Educators also can search for lessons order to ensure maker education is trans- uate the tools and resources found in for any subject, age group, or robot–or formational for students and teachers, search results or blog posts. they can create their own lessons. meeting the real-world learning needs of Here, we’ve gathered some 4. MakerBot’s 3D printers help edu- students and focusing on student agency. resources and tools focusing on STEM, cators advance STEM education and help 9. Dr. Universe is here to answer STEAM, and makerspaces. Some may students bring ideas and projects to life. questions. Dr. Wendy Sue Universe is a be familiar to you, while others may be The Replicator+ 3D printer comes with very smart cat who investigates tough new to you–but we hope they all inspire an educator’s guidebook and a MakerBot questions from curious elementary and you to explore STEM or STEAM in certification program for teachers. middle school students. Based out of your classroom. MakerBot’s Thingiverse Education pro- Washington State University, Dr. 1. STEM Like a Girl knows that vides over a hundred free lessons that Universe teams up with professors, girls can’t become excited about some- make teaching with a 3D printer easier researchers, and experts in the field, to thing if they aren’t exposed to it. This and more effective for a variety of grade tackle big questions like: What is fire? resouce-rich site emphasizes the critical levels and subjects. It also provides a Why does soda fizz? Why is the ocean role parents and other caregivers, as community where educators can salty? Why is liquid nitrogen so cold? well as positive female mentors, play in exchange best practices or remix projects. 10. Girl Powered is supported by helping girls grow their interest in 5. Teach Engineering offers NGSS- Google, and was launched by The STEM. Resources include workshops, aligned STEM curriculum for elementary Robotics Education & Competition at-home activities, and links to other top through high schools. Some of the most Foundation and VEX Robotics. It is STEM education tools. popular curricular units, lessons, activi- committed to showing how exciting it is 2. Makey Makey works through ties, and challenges include “Potato to be involved with STEM, showcasing opening and closing circuits, just like Power,” creating an electromagnet, build- examples of how women are changing any other button. Instead of the circuit ing roller coasters, and designing bridges. the world, providing tools for success, being closed underneath your keyboard, 6. Project Noah is a global citizen and enabling comfortable environments the circuit is closed through the conduc- science platform used to help people where all students confidence and abili- tive objects you connect with alligator connect with the natural world and iden- ties can flourish. These real-life exam- clips, like your hand or your lunch or tify and learn about wildlife. Project ples and hands-on opportunities can help some tinfoil. When the circuit is closed, Noah enables amateurs and profession- motivate more girls in STEM education. the Makey Makey sends a command to als alike to create and share multimedia 11. Kid Spark Education’s hands-on, your computer, just like a button nature journals. On the site, educators easy-to-teach STEM program for kids pressed on a keyboard. Educators will will find project missions to complete will prepare your elementary and middle find a teacher’s guide and sample lesson with students. school students for a lifetime of interest in plans online as well. 7. Kid Weather App is a true weather science and technology. The program is 3. RobotLAB’s offerings include the app for kids designed by a 6 year old boy so much more than a STEM kit that NAO Robot and tools that focus on cod- (and his meteorologist dad). The interac- teaches just one or two concepts—we ing, engineering, virtual reality, and tive app is power-packed with real-time provide you with a comprehensive preK- makerspaces. RobotLAB’s Online weather conditions, forecasts, science, 8 STEM curriculum, teacher training, and Learning Platform is an interactive and and fun facts about the weather. It’s robust and reusable Mobile STEM Labs hands-on learning experience organized designed with STEM in mind to make that encourage collaboration, creativity, by eye-catching themes (such as soccer- parents and teachers happy as well. and problem-solving.

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BY DIANA FINGAL dreamed up everything from a formative You wouldn’t just randomly choose a quiz that lights up an area when you push tool from your toolbox and feel confi- a button to historical signs that show topo- dent it was the right one to cut a board graphically where an event occurred. or attach a hinge. Same goes for a 3. Who will lead the student school makerspace. experience? Will your makerspace be part of a Like everything in ed tech, it’s not Someone needs to lead the student regularly scheduled class, will students enough to have a bunch of shiny gadgets experience. Vrotny suggests a STEM attend to work on a particular project or in your makerspace. You need to have the teacher, makerspace teacher, classroom is this an impromptu drop-in space they right materials to meet your goals. teacher or librarian. Regardless of the use during free time? Decide these Vinnie Vrotny, director of technolo- title, the space needs a leader. questions first to make good use of the gy at The Kinkaid School in Houston, 4. Will you provide students a set space. Texas, understands how tempting it is to curriculum or more open-ended 7. How will educators learn how to fill a space with the latest devices. But projects? get the most from the makerspace? before you do, here are eight questions Will you take a genius hour approach How will you provide professional you should ask to determine if you’re where students are free to pursue pas- development? Will it be a one-time ses- choosing wisely. sion projects or will you introduce a sion to show teachers the space? Or do Important questions for your particular curriculum? you plan to hold regular meetings with makerspace creation The Kinkaid School does both. In a grade-level faculty to discuss curricu- curriculum-based maker project, for lum and brainstorm ideas for maker 1. What is the experience you’re example, their first graders did a read- activities? There is no right or wrong trying to create? ing study on leprechauns. In the maker- answer; you just need to have an In other words, what is the purpose space, they prototyped leprechaun traps answer. of the makerspace? If you’re unclear and set them before spring break, then 8. How will you assess the students about what you want students to be able returned excited to see if they had on their projects? to do when they leave the space, you’re caught one of the magical beings. Assessment ties back to learning starting off on the wrong foot. Maker Middle schoolers, on the other hand, goals and outcomes. If your focus is on magic lies in the disposition rather than created models of the two atomic bombs students feeling comfortable with risk a specific task or skill. Do you want stu- and the Enola Gay to reinforce a social and even failure, you might choose not dents to be creative and take risks? The studies unit. In other sessions, the stu- to grade entirely on the quality of the options are many, but they need to be dents pursued their passion projects. artifact they built. If you want to teach part of the planning. 5. What grade levels will your creativity, grit or persistence, reward it 2. What are the learning goals and space target? instead of penalizing failure. Students outcomes you want to achieve in this The tools you purchase for an ele- need a lot of encouragement to take space? mentary makerspace are different than a risks. The learning goals must be tied to space for older students. For elemen- Once you answer these eight ques- the makerspace experience, and you tary, low-cost, low-tech solutions are tion, creating a makerspace becomes want students to apply knowledge and often sufficient. Add more complexity purposeful, affordable and fun. demonstrate understanding of a con- with laser cutters and 3D printers at the [Editor’s note: This post originally cept, whether the subject is science, lit- middle school levels. A high school appeared on the ISTE blog and is erature, history or something else. makerspace might evolve to band saws reposted here with permission.] For example, Vrotny’s school designed and jigsaws, machines not suited for an transformed the traditional diorama elementary room. Diana Fingal is director of editorial assignment into an interactive museum 6. How will students access the content for ISTE. display with engaging hooks. Students space?

16 © eSchool Media Inc., All rights reserved. Reproduction in whole or part without written permission is prohibited. Guides K-12 Makerspace Trending News Using design thinking to support makerspaces Educators should research different design thinking strategies and find one that fits their school’s goals for makerspaces

BY STACEY PUSEY • uTEC Maker Model: In this system, 2010. Follow her on Twitter @mluhtala. Creating makerspaces and incorpo- students move from one level of expert- Bill Derry most recently worked as rating them into schools involves more ise to the next—creating, experiment- Director of Innovation at The Westport than coming up with project ideas. ing, tinkering, and using. They not only Library in Connecticut. He was the co- Typically, when schools add maker- develop their own competencies at each chair of the Westport Mini Maker Faire spaces, they’re also looking to shift level, but they also learn to collaborate and one of the leaders of the creation of their education goals and focus on skills and use their group’s shared intelli- the makerspace. He was a principal writer beyond traditional curriculum. gence to reach their goals. of an IMLS national leadership grant As Michelle Luhtala, library depart- • IDEO: Here, the idea of the creative received by the Westport Library in 2013. ment chair at New Canaan High School, thinker expands beyond students and The grant, called MakerSpace 2.0: CT, and Bill Derry, a consultant for education. While the model can be Retinkering Libraries, created a model schools and public libraries in applied to the classroom, this method- for a participatory learning environment Connecticut, explain in their edWebinar, ology posits that anyone—from the for public, academic and school libraries. “Design Models that Guide Innovative P.E. teacher to the math teacher—can Prior to joining the Westport Library in Thinking,” for educators looking to make be a creative thinker. 2011, Bill worked in education for over this transition, there are several different Before educators adopt a design 30 years as an elementary classroom methodologies that complement the goals thinking model, they should research teacher, drama-in-education teacher, of makerspaces and help students become the different strategies and find one that library media specialist, supervisor of creative problem solvers. fits their school’s goals. Of course, these library media K-12 and information and While every design thinking model has methodologies can’t be implemented technology literacy coordinator K-12. its own approach, Derry and Luhtala say without significant impact on the cur- Currently he is leading workshops and teachers will see some similar attributes: riculum and professional training. More presenting on the transformative power A focus on play, where students are important, administrators must also proof play, imagination, and making. Follow encouraged to try new ideas in an open vide adequate funding. While there are Bill on Twitter @BillDerry. environment. Derry says libraries often many projects that can be done with Join the community find it easier to encourage play than cardboard boxes, building blocks, etc., schools, which tend to be more closed students thrive when they have the Emerging Tech for Schools and environments. resources to tackle real-world projects. Libraries is a free professional learning A focus on empathy and learning to Finally, the main criticism that Derry community on edWeb.net where school relate to all aspects of the problem and and Luhtala hear about using makerspaces librarians can explore all the ways to not just the end result. is that there isn’t enough evaluation of the integrate technology and 21st century A focus on the entrepreneurial mind- students and their work. Both agree, learning into school library programs. set where students not only design a though, that that reflects more on what the This broadcast was sponsored by solution but develop a prototype that educators have built into the project rather Mackin Educational Resources. The could be brought to market. than on makerspaces themselves. recording of the edWebinar can be Next, each methodology typically About the presenters viewed by anyone here. includes several phases meant to guide students through the problem-solving Michelle Luhtala is the Library Stacey Pusey is an education communi- process. Each process also allows stu- Department Chair at New Canaan High cations consultant and writer. She assists dents the opportunity to fail and assess School in Connecticut and was one of education organizations with content their failures so that they understand the five school librarians named as a “Mover strategy and teaches writing at the college need for perseverance. and Shaker” by Library Journal in 2015. level. Stacey has worked in the preK-12 • The Launch Cycle: This is a student- She is the winner of the 2011 “I Love My education world for 20 years, spending friendly model that takes students Librarian” Award and the Library time on school management and working from awareness of the problem (Phase Association’s 2010 Outstanding for education associations including the 1) to the launch phase (Phase 6) where Librarian Award. The New Canaan High AAP PreK-12 Learning Group. Stacey is they put their product in front of an School Library won AASL’s National working with edWeb.net as a marketing authentic audience. School Library Program of the year in communications adviser and writer.

BY TODD BURLESON they wanted to support it. Using pic- problems. One of my favorites is As an elementary educator for most of tures of furniture and spaces was a great Rigamajig, a collection of wooden my career, I’ve had the privilege of work- way for me to communicate my ideas planks, wheels, and pulleys that connect ing with a variety of learners—from and make them come to life. easily with heavy-duty plastic wing nuts inner-city students in North Carolina to 2. Ask a lot of questions—and real- and bolts. The kids can prototype and university-level students in Chicago—but ly listen to the answers. During the build large things like cars, chairs, and I found my true calling as the librarian at process of building our makerspace, a benches quickly and easily. With the Hubbard Woods Elementary in group of parents and teachers visited simple machine add-ons, we’ve been Winnetka, Illinois. I’ve been called the schools all over Illinois, Wisconsin, and able to introduce complex concepts like “Willy Wonka of school librarians” Colorado to see their spaces. We asked cams, cogs, and pulleys in ways that because I transformed our traditional librarians and teachers thoughtful ques- kids can physically understand. library into what I call an IDEA tions about which tools they liked the Although some people think card- (Innovation, Design, Engineering, and most and which ones they could live board boxes and sewing machines are Art) Lab complete with flexible furniture, without. non-traditional makerspace tools, I robotics, engineering tools, iPads, lap- At every school we visited, someone strongly disagree. We believe in having tops, and sewing machines. said, “If we could do something differ- students learn valuable skills and appre- To get started, I used my experience ent, when we were first starting out we ciate the process as much as the final as a classroom educator to create a would not have gotten a 3D printer and product. To that end, we have empha- cross-curricular library curriculum that instead put that $3,000 into XYZ.” sized both hand- and machine-sewing in supports classroom teachers’ lessons, Because of that feedback, we didn’t our K–4 progression. It’s exciting to see marrying the idea of books and bytes. put a lot of money into 3D printers until them gain confidence and skill. Daily activities include robot bowling, later on. We have a massive Lego wall and using robots to paint pictures, and film- 3. Do all that you can to help edu- tons of cardboard, cardboard tools, and ing and producing music videos staring cators see the cross-curricular value. I hand tools. We know that saws and (you guessed it) robots! love to incorporate coding and robotics drills can hurt children, but why keep a For other districts that want to turn into my library, and the kids love it too. good tool away from them when you their libraries into IDEA labs, here are One of my favorite tools to introduce can teach them how to use it safely and some insights into how we made it all our youngest students to the world of it makes the work easier? happen. coding is KIBO by KinderLab One of my idols, Gever Tulley, said, 4 steps to turning your space Robotics. Students link wooden blocks “Children can build anything, and by into a 21st-century library to create code, then use the robot to scan building anything, learn anything.” the blocks and make it go. It’s a good, Our IDEA Lab is a balance of high- 1. Create a dream binder. In 2015, device-free way for students to learn and low-tech tools that encourages stu- I received a lump sum of funding to about coding and robotics. dents to explore leaning in a whole new help transform our traditional library Part of my role is to help classroom light. Hanging in our IDEA Lab is a into a flexible, collaborative maker- educators see the cross-curricular value giant light bulb that I found online from space. One of the conditions of the of coding and robotics. A big part of the a thrift shop in Paris. It glows the words funding was that we needed to spend it first-grade curriculum is learning about “IDEA Lab” in our space, which is sym- in a certain amount of time, so we had our community. To support the class- bolic of the passion kids have for learn- four to five months to make some big room during library time, the students ing about the world. I’m lucky that I get decisions. and I created a Lego city and used to have a space to help kids explore the Luckily, when the PTO asked what I KIBO to navigate around to the major things that will “light up” their own needed to create the space, I pulled out landmarks. Students thoroughly metaphorical light bulbs! a three-ring binder of photos, drawings, enjoyed the activity, and the classroom and ideas I collected during my first few teacher saw the connection that robotics Todd Burleson is a library media years as a librarian. I had been search- has to the curriculum. specialist in the Winnetka School ing the Internet and library magazines 4. Incorporate digital and physical District in Winnetka, Ill. School Library for inspiration. tools. We have a wide variety of engi- Journal named Burleson the 2016 The binder was ready before we neering tools and materials that I use School Librarian of the Year. Read his started, and that helped my PTO realize alongside traditional robots to encour- blog here, and follow him on Twitter that my dream was a good dream and age students to prototype solutionso t @todd_burleson.

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