I attended the WCET annual meeting this week. It was unexpected because I hadn’t submitted a proposal but I was asked to talk on a early adopter or innovation panel.
At best I’m a short term futurist or maybe I just have my Google alerts setup well. What surprised me was how well the emerging technology concepts of the Internet of Things (IoT) and virtual reality were received. I didn’t think we would get any discussion of maker projects but it ended up being part of the virtual reality discussion.
Robbie Melton from the Tennessee Board of Regions did the opening keynote on the Internet of Things and ended the keynote with an interesting proposition. WCET had procured 60 Google Cardboard. She asked me if I could help hand them and work with people to get them put together. The 60 Google Carboard were being passed out after the last session of the day.
What happened was people (actually administrators) started lining up at the table outside the main hall thirty minutes ahead of time. We had over 20 of them fill out a survey about innovation even before the box with the Google Cardboard even arrived. By 5:10 pm, 83 Google Cardboard had been given out. We found out that WCET had order 90 and saved 7 for their staff. What happened next was described and tweeted as the WCET Maker Meetup. About 30 of the administrators sat down and worked on assembling their Google Cardboard.
Here’s a short video of the Maker Meetup below.
Seeing this and hearing the administrators discussing maker projects along with virtual reality game me a bit more hope for integrating Maker Projects. Later during the conference I even found another Sherlock Holmes project that I can use for the Maker Portfolio.
Here’s the some of the main portions of my Educational Maker Project Proposal.
Educational Maker Project Proposal: Create a STEAM Maker Escape Room
This unit will have EDU 275: Science/Math & Middle School students complete Maker Mini-Projects for a Create a STEAM Maker Escape Room discussion that combines themes from Sherlock Holmes and the Energy MS-PS3-5 Next Generation Science Standard.
- Goals v. Curriculum Standards
|Examine the impact of the Next Generation Science Standards on curriculum design.||Explore how to align innovative curriculum with Next Generation Science Standards http://www.nextgenscience.org/|
|Deepen your understanding of how students acquire scientific and mathematical concepts.||Develop skills in observing and analyzing activities, ideas and interests as sources for appropriate science and math planning.|
|Formulate new roles and behavior for yourself as a STEM educator.||Explore the role of learning environments in providing appropriate and integrated math and science curriculum for middle school.|
- Student Characteristics
Students are middle school teachers who are taking 6 college credits for state re-certification. Most of the students will have taught science and/or math at the middle school level for at least four years.
|Cognitive||Students have experience using computers, have knowledge of appropriate science and math concepts appropriate for middle school students|
|Affective||Students have an open mind and curiosity about new learning environments and technology.|
|Physical||Students will need to be able to stand, walk around and group around a single computer station when needed.|
|Social||Students will be able to quickly form groups, be collaborative and take turns as both leaders and followers.|
- Student Present Level of Performance
Scratch and a basic scratch assignment will be given two weeks prior to this class.
- Maker Space / Classroom Layout and Grouping of Students
For these three mini-maker projects, class will be held in the computer room and the adjoining storage room. Students will be divided into group or 3 – 5 individuals depending on the number of students. The usual number of students for this course is between 12 and 15.
The computer rooms has 12 desktop PC computer all with Internet Access.
The storage room has one desktop PC with Internet access. The computer station is directly next to the door and has been used by students workers. The storage room is approximately 10 feet by 10 feet and is also used as a place for a microwave, small refrigerator and has several racks for hanging coats. The course takes place in the evening, so using the room will not interfere with its daytime function.
- Introductory Procedures
Students will receive a list of readings at the beginning of week through the course LMS. These will include:
Video Introduction to Educational Maker Project
List of blogs and articles on Escape Rooms
Prior to the class, students will be asked to post a preliminary idea of how escape rooms could be used to teach math and science concepts.
In the class, the instructor will introduce the idea of using the theme Sherlock Holmes to teach science and include information from the Denver Museum of Nature and Science’s International Exhibition of Sherlock Holmes http://www.dmns.org/the-international-exhibition-of-sherlock-holmes/ (10 minutes)
Over the rest of the class (2 hours and 50 minutes), the students in groups will have the remainder of the class period to complete the 3 mini-maker projects.
- Materials and Media
Access to the Internet
The International Exhibition of Sherlock Holmes
Next Generation Science Standards
3 – 5 Makey Makey
Paper (white and colors)
30 feet of 20-2 wire
30 graphite pens
5 multipurpose wiring tools
10 rolls of Aluminum Foil (150 square feet each)
5 rolls of Scotch tape
5 rolls of duct tape (assorted colors)
5 – 10 Everyday objects that are 2 – 4 feet in length.
- Mini Maker Projects
Project 1: Create the Setting and Mood
Link to completed project https://scratch.mit.edu/projects/83188670/#fullscreen
|Time to Complete||1 hour|
|Materials||MaKey MaKey, 20 -2 Wire, Paper or card stock; Aluminum Tape|
|Resources||Images and Sound Files|
Project 2: Creating a Clue
Link to completed project https://scratch.mit.edu/projects/84783380/
|Time to Complete||1 hour|
|Materials||MaKey MaKey, 20 -2 Wire, Paper or card stock; Aluminum Tape|
|Resources||Visual Images and Sound Files|
Project 3: Escape the Room
For this project, the Scratch portion will already be completed and the wire and
touch pad will be in place. The students will have to figure out how to reach the
touch pad without a chair using only the objects in the Escape Room (storage room).
An observer will be in the room at all times to verify the escape.
Link to Scratch https://scratch.mit.edu/projects/86182997
|Time to Complete||30 minutes|
|Materials||3 to 5 MaKey MaKey, 20 -2 Wire (30 ft), Paper or card stock, Aluminum Tape, 30 graphite pencils, 5 multipurpose tools, 10 rolls of aluminum foil (150 sqft each), 5 rolls of scotch tape, 5 rolls of duct tape (assorted colors), 5-10 everyday objects that are 2 to 4 feet in length|
- Assessment and Evaluation
After completion of the mini-maker projects during the F2F, the students will have the remainder of the week to complete an original 500 post on their experiences and to reply to two other students.
|Explore how to align innovative curriculum with Next Generation Science Standards (NGSS)||Gives several well thought out and researched examples of alignment to NGSS from the Escape Room.||Gives examples of alignment to NGSS with references to the Escape Room.||Gives examples of innovation with little or no reference to NGSS.|
|Develop skills in observing and analyzing activities, ideas and interests as sources for appropriate science and math planning.||Gives several well thought activities and ideas from the Escape Room as well as activities and ideas that extend beyond the Escape Room.||Gives several well thought activities and ideas from the Escape Room.||Gives a few or no activities and ideas from the Escape Room.|
|Explore the role of learning environments in providing appropriate and integrated math and science curriculum for middle school.||Uses additional researched references to the Escape Room activity, personal teaching experience and NGSS in the discussion.||Uses classroom references to the Escape Room activity, personal teaching experience and NGSS in the discussion.||Uses few or no references to the Escape Room activity, personal teaching experience and NGSS in the discussion.|
- Related Assessment Instrument
ISTE Standards Teacher https://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf
- Design and develop digital age learning experiences and assessments
2d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate and use information resources to support research and learning.
- Engage in professional growth and leadership
5c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.
|2d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate and use information resources to support research and learning.||Actively participate in Create a STEAM Maker Escape Room group during class period and a Proficient or higher on all criteria in the discussion.||Did not actively participate in Create a STEAM Maker Escape Room group during class period and/or receive a Proficient or higher on all criteria in the discussion.|
|5c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.||Actively participate in Create a STEAM Maker Escape Room group during class period and a Proficient or higher on all criteria in the discussion.||Did not actively participate in Create a STEAM Maker Escape Room group during class period and/or receive a Proficient or higher on all criteria in the discussion.|
You can link to the full project here Educational Maker Project Proposal