Four years ago at a Young Makers meeting, a parent-mentor told the group, “Following directions is not making.” When I recently saw the same sentiment on a post or tweet, it made me think about our practice at the Lighthouse Creativity Lab and when following directions is making.
This is the second of a series of posts documenting the progression of a collaborative project at the South End Technology Center @ Tent City supported by the Harvard Graduate School of Education Dean's Equity Project. The goal is to create a safe and creative space for high school and college youth to explore their identities and the issues that have come up for them with the #BlackLivesMatter movement through activities based on Hip Hop Culture.
Among the FabLearn Fellows and at the Fab Learn Conference this past October, there has been a focus on thinking about how to put youth of color, young women and youth living in families with low incomes at the center of the maker education movement.
As part of my own research for a current project at the South End Technology Center @ Tent City, Dr. Nettrice Gaskins, the Director of the STEAM Lab at the Boston Art Academy High School, recommended I read this excellent article that she cited as part of her dissertation. I wanted to share it with the community.
This is the first of a series of posts documenting the progression of a collaborative project at the South End Technology Center @ Tent City supported by the Harvard Graduate School of Education Dean's Equity Project. The goal is to create a safe and creative space for high school and college youth to explore their identities and the issues that have come up for them with the #BlackLivesMatter movement through activities based on Hip Hop Culture.
In part one of this blog, we discussed what self-assessment is, and the relevance of using alternative assessments in your MakerEd program or school wishing to usher in more student choice into the curriculum. In this blog, we will do a shallow review of what has been written about self-assessments. This will include work being done on the frontlines by teachers (blogs and articles), as well as published studies from academia about the efficacy of self-assessment. We will focus our discussion of efficacy on two parameters, accuracy and return for time invested.
In the quest to create an authentic student-driven learning experience I find myself thinking a lot about the role of a maker educator as facilitator. If I were to distill what that ideal is for me, it would be to provide an environment where students could find their own way creatively, all the while gaining skills they could take into the world to make new things.
I have been thinking about STEAM. STEAM supporters believe STEM should be updated to include creativity, innovation and aesthetics. Are we thinking of this like a Venn diagram, merging form (from the artistic side) to function (from the scientific side) or an extra component to add to the mix, enhancing work in STEM? Either way, arts are valued as the components that “round out” the technical.
Education is filled with acronyms and buzzwords, some invented by educators and others borrowed from industry and psychology and even popular culture memes. Why is it that an experience as basic as learning has been so sliced and diced into so many pieces that it has become unrecognizable? School vision statements are peppered with the buzz words of the day, false testament that these things are occurring on a regular basis within the walls of the school.
One of the most meaningful things that I get to do as a teacher is to watch my students learn. What makes it most exciting and interesting for me is observing this learning through their eyes and their contexts. I have several Flip Cameras located in the classroom long with my Point and Shoot camera and the students will ask me “where is the camera?” “can we use the camera?” “we just did something really cool, can we record it?"