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Five weeks ago, I did not really know what this class encompassed, and I did not know how to explain it to my colleagues. The articles were interesting, but I did not see how they really applied to my innovation plan- makerspace. I did not have the buy-in of the class until last week: when I was updating my literature review. Now that this class is coming to an end, I want to reread the articles and keep researching makerspace and how it really does create a well-rounded child. In my last class EDLD 5389, we had to make an extensive outline for our innovation plan with dates and resources that I will be using as I introduce makerspace to my school. I have done some of the things, but I have not worked on getting a committee together. I have learned this week that my principal will be retiring and I do not know what will happen next year… With all of this said, I have learned so much in my research in makerspace. This is my abstract from my literature review- Makerspace is an area that has grown in the last 20 years. There are many types of makerspaces- from mobile to library to a cart to a classroom. Materials can be used in the area and either be expensive or be reused products. There are many benefits to having a makerspace, and one of the biggest ones is that the student can own their learning. Cost, materials, and area can be a barrier to start makerspace in different communities. Many countries are beginning makerspace (but can be called fab labs, hackerspace, Chaihuo, or Makerskola) and eight countries are collaborating to form the MakEY Project. Being a new concept brings lots of questions, but different people are trying new things every day to have makerspace give children (and adults) a way to gain so much out of "playing." This past year, I was able to put in a makerspace area in my classroom. I have seen children come to life in their creating, making, and inventing. I wish that I could have had more of the teachers come in my class so they could experience what the students do- joy, love, and excitement of designing! I was able to have four teachers come with me to another school in the district who has a makerspace room. I was able to get great pictures in my Call to Action Video. Going to this makerspace room also let me use the Plus-Delta Tool that we learned in the first week of this class. Here are the comments that some of the teachers had: Positives (What aspects do you like? What is working?) +increased student engagement and creativity +science lab parallel +permission slip for afterschool (15 students max each day) +teachers do not have to recreate the wheel in makerspace +difference between makerspace vs. breaker space +ideas on the board +maker cart could be an option for those teachers that can't go to the room +gives space for students to spread out and work +Gifted and Talented teacher can come in and work in this class (it is STEAM mode too) +there are teachers who volunteer from 3:15-4:15 (Monday-Thursday) +different stations are in the room +materials are brought in from teachers and the community Delta (What do you have questions about? What do you think will not work?) -try to target "during school" and not "afterschool" (we don't need more to do/ who is going to volunteer afterschool -administrative limitations (accountability points/ do we have the freedom to create this in class?) -how to make this work at my school -how to do this with all of the other programs/ new curriculum that we have to do at school -training (using this room as a place to get materials to use in the room to create time) As this year is coming to a close, I know that there are questions that I have: -Will makerspace be able to work in the school? -Will the new principal be as excited as my current principal was when I introduced makerspace? -Can I calm my spirit and just share the excitement of makerspace? References
Call to Action and Lit Review References Cmoeinc. (2013, July 23). How to get quick feedback with the plus delta tool. Retrieved from https://www.youtube.com/watch?v=ADEd0IIswpQ&feature=youtu.be
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 On a road trip, you might go through wind, fog, snow, or just have a calm day. I designed and wrote up this assignment on a road trip to see an actual work of art- the Grand Canyon. I know that I might have bumps in making Makerspace happen in my school, but I am going to stay on the road until it happens! The Why- The idea of “sit and get” professional development makes my stomach sick. I am a person who hates to waste time, and I feel like a lot of this PD is pointless. I love the idea that you can get support, varied approaches, modeling/ mentoring, authentic projects, and extended time for professional learning- “go and show.” I have seen this with my Technology Learning Coach. Both of them (last year and this year) have been there when I needed to work on a new project in my class. The What- The How- I decided to use Prezi because I had heard of people using and I saw that this would be good to apply again for my real live presentation (if needed.) When I looked it up on the internet, it said that I would be able to have a voice-over. I decided to try out the two week trial for the Prezi Plus because it included the voice-over option. The first day that I worked on my presentation, that option was on… A couple of days later (after the road trip days,) I tried to use the voice-over, and it would not work. After breathing in and out for a couple of minutes, I decided to use the Screencast-o-matic application. I know that this made me get out of my comfort zone and learn different things that make me uncomfortable. This has allowed me to grow more in what I know… When I first started on this road, I thought that this might be my final project. I know that it might not be as magnificent as the Grand Canyon, but I know that I will have the opportunity to re-work it later.  References Daniels, K. (2013). Empowering the teacher technophobe. [Video]. TEDxBurnsvilleED. Retrieved from YouTube, https://www.youtube.com/watch?time_continue=641&v=puiNcIFJTCU Gulamhussein, A. (2013). Teaching the teachers effective professional development in an era of high stakes accountability. Center for Public Education. Retrieved from http://www.centerforpubliceducation.org/system/files/Professional%20Development.pdf Standards for Professional Learning. (2011). Retrieved from https://learningforward.org/standards TNTP. (2015). The Mirage: Confronting the hard truth about our quest for teacher development. Retrieved from http://tntp.org/publications/view/evaluation-and-development/the-mirage-confronting-the-truth-about-our-quest-for-teacher-development  Email… Class Dojo… Google Drive… Seesaw… Small Group… Greenscreen… Makerspace… Growth Mindset… Throughout my teaching career, I have learned about tools that have led me to be a successful teacher. I know that I have had to change each year because I have a new set of students (with different personalities.) Change is hard, and it can be very uncomfortable. These last five weeks have to lead me to four different tools that I can not only use to change my organization, but I can use them in my life, classroom, and personal conversations.  What drives people? What gets me out of my bed in the morning? It starts with why... For me, it is teaching my students. Sinek (2009) tells us that the “why” causes leaders to inspire others to believe in their ideas. After introducing the “why,” it is easier to tell others the “how” and the “what.  After thinking about the “why,” we need to think about how I will be influencing change so my teacher friends will get in line to be part of my innovation plan. Grenny, Patterson, Maxfield, McMillan, & Switzler (2013) explains to be successful, you have to have three keys: focus and measure, vital behavior, and six sources of influences. This helps us target our audience to get our ideas out.  Now comes the execution of the plan. This is not for me, but it is now “Team Makerspace.” I have to remember that I am not alone with this plan. As a team, will focus on a WIG (like the “why”), act on the lead measure, create a compelling scoreboard and then create a cadence of accountability (with WIG sessions.) We will remember that there will be a whirlwind out there, but we will try not to let it control us.  In our WIG sessions, I might start to become uncomfortable with some of the talks that we have. I will be able to use the eight steps from the “Crucial Conversation” book. I will remember that even with opposing opinions, strong emotions, and high stakes, we can move the path to action. Instead of having a silent treatment, I will make a safe environment so the plan to have a makerspace room can continue. Change is hard, but with these tools in our pocket, we can be more successful. References
Grenny, J., Patterson, K., Maxfield, D., McMillan, R., & Switzler, A. (2013). Influencer: The new science of leading change. New York, NY: McGraw-Hill. McChesney, C., Covey, S. & Huling, J. (2012). The 4 disciplines of execution. New York, NY: Franklin Covey Co. Patterson, K., Grenny, J., McMillan, R., & Switzler, A. (2012). Crucial Conversations: Tools for talking when stakes are high. New York, NY: McGraw Hill. Sinek, S. (2009, September). Start with why: Simon Sinek TED talk. . Retrieved fromhttps://www.youtube.com/watch?v=IPYeCltXpxw 
Everybody has opinions that are close to their heart. In the last couple of weeks, I have realized that I have conversations with certain people when I feel wronged. My emotions are up (and I am usually tired.) I assume the worse and do not give that person the benefit of the doubt. I sometimes just clam up and avoid the talk. Why do I do this??? It is because I am not prepared to have a conversation.
Patterson, Grenny, McMillan, and Switzler’s (2012) book on Crucial Conversations gives me the steps on how to have talks when stakes are high. They highlight eight steps on what I should do to have tough conversations. I have made a slide show that explains the steps.
I know that I will be having conversations in the next couple of months about my makerspace innovation plan. I am starting with my “heart,” and I now know how to “check my emotions.” I will not have to walk on “eggshells” and discuss the facts! Silence will not be the answer anymore for me!!! I will be able to talk to my co-workers effectively (and maybe even family and friends.)
References
Patterson, K., Grenny, J., McMillan, R., & Switzler, A. (2012). Crucial Conversations: Tools for talking when stakes are high. New York, NY: McGraw Hill. 
I have written a plan- Makerspace for my school. My principal is excited about this plan because it will be celebrated in an applied learning center. I know it is a good plan and I have thought about all of the influencing strategies from Grenny’s Influencer book. Then I think of all the things that teachers and students have to do in the whirlwind: data, lesson plans, more data paperwork, and more plans. Is this worth it? I just don’t know.
Back up… I, I, I… This is not about me. This is about the students. Also, I don’t have to do it alone. “I” becomes a “we” in a team. McChesney, Covey, and Huling (2012) discuss in their 4DX book that to achieve your wildly important goal (WIG), some of the players need to come together to decide on a target. This takes off much of the pressure of the person that wrote up the plan (that one letter word will not be in this post again.) We are able to share duties and can be accountable to each other.
Click on the enlarge square to see the 4 disciplines, 5 stages of change, and examples for the innovation plan.
When you look at the Influencer plan and 4DX, the reader can see similarities. The “desired results” are like the “WIG.” The vital behavior #2 is the committee which turns into the WIG session. We have to realize that we are not alone in getting the players to buy into a wonderful plan. The six strategies of influences motivate people, while the WIG sessions carry out the goal.
At the beginning of this post...it was about me, me, me. Now it is about Team Makerspace!
So... Who would like to join us in the makerspace?
References
Grenny, J., Patterson, K., Maxfield, D., McMillan, R., & Switzler, A. (2013). Influencer: The new science of leading change: 2nd ed. New York: McGraw-Hill Education. McChesney, C., Covey, S. & Huling, J. (2012). The 4 disciplines of execution. New York, NY: Franklin Covey Co.  When is the last time that you were influenced by someone? It was probably in the previous hour. It could be from a television commercial or your child trying to get your attention. For my birthday, I had students influence me by giving me things that I like- my favorite color, drink, and number. Either from the advertising group or family or friends, people want you to change your mind or just get a smile. Last February, I went to a one hour workshop about makerspaces in the district. I thought that the things they presented were cool, but I did not want to change too much in my classroom to make a makerspace area. My district has a technology incentive program where they will give different technology for the school if you attend workshops face-to-face or online. They know that teachers want “extra things” and this influences them to attend these classes. One of these classes was a makerspace one, and the Technology Learning Coaches showed us the district makerspace room. I then realized that I could change my room by adding a makerspace area and have the students create as a station. I never really had thought about makerspace before last February, and now I want one for my whole school. WHY, is this? I was influenced by people that I respected, and they started my thinking that it was important for learners to have the time to tinker or create. For my first assignment of all my master classes, I learned what growth mindset was and created a first-week lesson plan that ended with the students doing their own projects. The students were able to use the concepts of the growth mindset that they learned about during that week. The reader of this blog might be thinking- “why is she talking about how she put makerspace in her classroom?” My answer would be- “I was influenced by the students’ excitement and experiences that I have witnessed in makerspace!” When I needed to pick an innovation project in the third master class, I knew that a makerspace room was a great one. Vital behaviors are actions that essential to have, so people will know what will be happening to get a project going forward. The next chart will show the reader what behaviors and influencers need to get “ball rolling.”   In the last couple of weeks, I have been learning about how to influence people to change. I know with my project, people will have to change some of their own mindset. When you start something else for teachers, they think that this is just something else to do in their hectic schedule of teaching. I will be using the “Influencer strategy” that focuses on motivation and ability in personal, social, and structural level. I will need to use at least four of these strategies to have a victorious makerspace room.     References
Grenny, J., Patterson, K., Maxfield, D., McMillan, R., & Switzler, A. (2013). Influencer: The new science of leading change. New York, NY: McGraw-Hill. I am a passionate person. When I talk about certain things, like learning, family, and teaching, I usually tear up. Why do I do this? It is because I love this part of my life. As I was watching Sinek’s “The Why is born out of pain” (2016) I found it interesting that he mentioned that it so important to have a WHY, a HOW, and a WHAT in your job. He goes on to say that you should “share, give, and inspire.” This is why makerspace is fantastic...It might just change students’ visions in their life.     What makes the why so critical? I believe it pushes me to really dive deep into what I want for the students. As I move along in my master classes, I know that I am becoming a leader. I have to think about what is most important in sharing my plan for Makerspace. Sinek (2009) mentions that when leaders start at the 'why' (inside out,) they are able to get the trust and loyalty from their workers. At the beginning of the year, I started a Makerspace area in my room. This year, I have witnessed students being inspired to create things out of their imagination. Asacker (2014) reminds us that our visions and personal narratives are what motivates us to “keep us lit up.” So why not, let’s have a makerspace?These words were at the end of my innovation video. Each year, my students inspire me to do more for them that year, and I want to continue to add to their learning. The makerspace room will do this for all students!!! References
Asacker, T. (2014, June). Why TED Talks don’t change people’s behaviors. TEDxCambridge. Retrieved from https://www.youtube.com/watch?v=W0jTZ-GP0N4&feature=youtu.be Sinek, S. (2009, September). Start with why: Simon Sinek TED talk. . Retrieved from https://www.youtube.com/watch?v=IPYeCltXpxw Sinek, S. (2016, December). The origin of the why. Retrieved from https://www.youtube.com/watch?v=nRaqe9M2DYc  These last five weeks have been hard and very challenging. I can say that I have learned so much about myself and LOVED pretty every moment in this class. People might question these two statements because I am tired and feel like I am running ragged (it did not help to have the flu virus and the stomach bug.) As a teacher, I do not always know why I do certain things. I know I have not ever made the best choices, but I always learn from my mistake (growth mindset!) I also realized that my parents have played a big part in my learning. (This is close to my heart since eleven years ago both of my parents passed away.) Thomas and Brown’s (2011) book on “A New Culture of Learning” confirmed to me why my makerspace innovation plan is important to continue in my classroom and add it to the whole school. This area has given the students to engage with their projects. The book said that “change motivates and challenges.” I know that changing different ways that I do things gives me a chance to grow and challenges me! As I think about my new culture of learning, I realize that it helps to have a growth mindset so there I can learn as I am challenged. When I did my learning philosophy, I did not realize how personal it was going to be to me. My parents and teachers started me on a road of constructivism theory, and then classroom behavior happened. I know that the series of events took me out of the behaviorist theory. I am glad that my classroom environment has changed this year with all of the rotations (see both learning philosophy and the new culture of learning.) With all of the environment, philosophy, and growth mindset, I have been looking for the end in mind and teaching the students for LIFE (not just a daily task.) Whether I am developing a lesson plan with the 3-column table (BHAG) or the UbD template, I am able to connect students to talents, interests, or life in general. I know that with these two lesson plans, I can see the big picture for the students. Fink’s Taxonomy (2003)- Six Aspects of Learning (3-Column Table with Big Hairy Audacious Goal) 1. Foundational Knowledge- Understanding and remembering information and ideas 2. Application- Developing critical, creative, or practical thinking skills 3. Integration- Making connections between information, ideas, perspectives, people or realms of life 4. Human Dimension- learning about oneself or others 5. Caring- Developing new feelings, interests, or values 6. Learning How to Learn- Becoming a better student, inquiring about a subject, becoming self-directing learners Wiggins and McTighe’s (2005) has an acronym WHERETO that highlights the key elements and considerations in instructional planning (pp. 197-198). W- Ensure that students understand WHERE the unit is headed, and WHY. H- HOOK students in the beginning and HOLD their attention throughout. E- EQUIP students with necessary experiences, tools, knowledge, and know-how to meet performance goals. R- Provide students with numerous opportunities to RETHINK big ideas, REFLECT on progress, and REVISE their work. E2- Build on opportunities for students to EVALUATE progress and self-assess. T- Be TAILORED to reflect individual talents, interests, styles, and needs. O- Be ORGANIZED to optimize deep understanding as opposed to superficial coverage. The things I have learned these last five weeks will be with me for years and years. I am glad to have the books so I can reference them frequently.  References
Brown, J. S. & Thomas, D. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Lexington, KY. CreateSpace. Fink, L. D. (2003). A self-directed guide to designing courses for significant learning. Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass. Wiggins, G. & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.  In the start of my masters, in July, I really have to dive into what growth mindset incorporated. In my paper, I designed a week-long lesson plan for the first week of school where I taught my students Carol Dweck's (2010 Mindset website) four steps to changing your mindset. •Step 1- Learning to listen to the fixed mindset "voice." •Step 2- Recognize that they have a choice in their growth mindset. •Step 3- Talk back to Fanny (fixed mindset) with a growth mindset voice. •Step 4- Taking the growth mindset to action.
In my district, we are asked to set aside the first five days at the beginning of the year to teach the expectations and have a community building. Adding this growth mindset lesson plan started the year off with a bang! It was amazing how I could see the children connecting to books that I read. On the second day, we read Your Fantastic Elastic Brain by Deak, and I saw that this one little boy (we will call him Tim) cringe when I told them that as they would learn things this year, their brain might hurt (like muscle does when you exercise.) At that time, I knew he had a “fixed mindset” because Tim feels like he needs to quit when he cannot do things in class. We have had some successes with him, and I reflected on this a couple of months ago.  I have connected in growth mindset with quite a few things. I voiced with my colleagues about rewards and praise. Alphie Kohn (not related to me) talks about that praise or being rewarded by doing is more about controlling than encouraging. It is having the child get something with strings attached. The students need our unconditional support by commending their effort. In my makerspace area, I feel like I can give them praise for their effort that they put into their projects. I know that this is why I would like the whole school to be able to push themselves to explore different things too. I have not given rewards to certain students this year. Instead, I give gifts to the whole class for their effort in working on their projects. I have given a snowflake ornament to each of my students (in all my years of teaching.) I read this poem (by a Pinterested Parent) to them:
 I want the students to realize that they do not have to compare each other to themselves. They need to know that all people have their own way to grow. I have put the students in groups that are more level, so I can differentiate the instruction and challenge the students that are ready for things at the next grade level. I have decided that I need to be challenged so I do not become bored. Being in graduate school has allowed me to learn so much, even though I am very busy with the assignments and readings. I have said this before, but I love learning, and I am growing as a teacher and as a person.  Mistakes have become my friend. I used to hate to make a mistake, but I have realized that it is a way for me to learn. During math meetings, we tend to have many errors (see blog post.) This makes the class a great atmosphere where we can use the mistakes to be a learning opportunity. If the students do not make a mistake, I make one!  Growth mindset…YET…mistakes…Again, I am so glad that I started with this the first week of school. The district that I teach in wants to be a growth mindset district. I am not sure all the teacher and administration know what it incorporates. I am planning to share my plan with someone in the district.  References:
Andreae, G., & Parker-Rees, G. (2001). Giraffes can't dance. New York: Orchard Books. Deak, J. M., & Ackerley, S. (2010). Your fantastic elastic brain: Stretch it, shape it. Belvedere, California: Little Pickle. Diesen, D. (2014). The pout-pout fish goes to school. London: Macmillan Children's Publishing Group. Dweck, C. (2016). Mindset- the new psychology of success. New York: Ballantine Books. Dweck, C. (2010). How can you change your mindset from a fixed mindset to a growth mindset? Mindset. http://mindsetonline.com/changeyourmindset/firststeps/index.html Monae, J. (2014, September 10). Power of yet. On Sesame Street. New York: Sesame Workshop. https://youtu.be/XLeUvZvuvAs Reed, C. (2016). Growth mindset: the power of yet. Retrieved from https://brownbagteacher.com/growth-mindset/ Smith, K. (2017, August 19). Developing a growth mindset in young learners. A Day in First Grade. adayinfirstgrade.com/2017/08/developing-a-growth-mindset-in-young-learners.html Yamada, K. (2016). What do you do with a problem? China: Compendium, Inc.  These last two weeks have been eye-opening to me. I have not been asked to write a comprehensive lesson plan since my education classes in college (and that is almost twenty years ago.) My first thought about Understanding by Design (UbD- Wiggins and McTighe) and 3-column table (based on Fink’s “A Self-Directed Guide to Designing Courses for Significant Learning”) is that it looks at the whole picture and then thinks about the details. A couple of years ago, I went to a class monthly in which the presenter had us look at the math concepts and then they showed us some of the lessons that we were going to teach. This really helped me think about the end in mind as I prepared my lessons. This week I made the UbD model with the learners in mind. It was a good thing that I had already made the 3-column table and thought about different knowledge and the goals for this overall project. I was able to think about the reasons that I added the various activities for designing a disaster proof structure. Wiggins and McTighe’s (2005) has an acronym WHERETO that highlights the key elements and considerations in instructional planning (pp. 197-198). W- Ensure that students understand WHERE the unit is headed, and WHY. H- HOOK students in the beginning and HOLD their attention throughout. E- EQUIP students with necessary experiences, tools, knowledge, and know-how to meet performance goals. R- Provide students with numerous opportunities to RETHINK big ideas, REFLECT on progress, and REVISE their work. E2- Build on opportunities for students to EVALUATE progress and self-assess. T- Be TAILORED to reflect individual talents, interests, styles, and needs. O- Be ORGANIZED to optimize deep understanding as opposed to superficial coverage. And now my UbD Model… As I reflect over these two backward design models, I see positive things for both of them. Both of these designs have a useful checklist in which I, as a teacher or a facilitator, can make sure I am getting “those big ideas from work and that transfer of learning based on those ideas is accomplished” (Wiggins & McTighe, p. 222.) I like the W and H of Wiggins and McTighte’s (2005) acronym WHERETO because that is where I can get the students hooked on a project and in the past, that has been my favorite part of teaching. But this is not where I want my students to be thinking about while they are creating the project, like in my Makerspace innovation plan or this design process of building a disaster-proof structure. Building 3-column table (based on Fink’s “A Self-Directed Guide to Designing Courses for Significant Learning”) has made me realize that even first graders should be able to see the whole picture. When I start my club in January, I am going to show them the 3-column table the first time we meet. I would like to think that I could use the 3-column table in teaching the scientific method (during the first six weeks of the school year) and other topics. I might even start putting the ideas of Fink’s books on my objective/ goal board in my room. The possibilities are endless for my classroom environment…  I have never had the pleasure to write math or science curriculum in my district. (Last year, they asked for volunteers, but I know I was not ready to help them write it at that time.) If they ask again, I will volunteer! References:
Fink, L. (2003). A self-directed guide to designing courses for significant learning. San Francisco: Jossey-Bass. Wiggins, G. & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development. |
AuthorCindy Kohn is a teacher who learns by reflecting from her growth. Categories
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