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I have thought of myself as a constructivist this past year as we had studied the different perspectives to "teach." As I looked at figure 7.7 in Bate's (2015) book, I say that the discussion forums were in the constructivist area (which I am using), but I am using more of the connectivist's ideas. In a way, I am having my participants make e-Portfolios in Google Slides. This will be like their assessments and it will allow the learners to be in more control of their learning.
(Side note, but it does pertain to the media idea. I have been at training with the four schools in my district that is Applied Learning. It has been interesting to see how different teachers presented their sessions. One talked to us about 30 minutes about herself (standard 40.) While this was a little too much, it helped us understand her position with the topic, but pretty much all she did was talk and we were not able to do anything but just listen-kind of hard. The sessions that were the best were ones that had video, some writing on slides, and discussion with the presenter and the "audience." In some of my modules, I have lots of resources that my participants are either going to watch or read. I know that they might not get something out of every site, and so I will be asking their feedback (Standard 29) in case I need to switch things out.) I am not sure if I have picked one standard from OSCQR this week that is the most important. As I said before, (note- my course topic is Intro to Makerspace) I want the participants to be more in control of their learning. I will ask them if they find resources or have knowledge about makerspace, I would like them to share it with the class (Standard 43.) Having an icebreaker at the beginning would be a great way for the participants to know that this is a safe place to share what they are feeling and that there will be rich sharing (Standard 41.) I am also going to introduce myself at the beginning and share why I want to participants to learn about makerspace (Standard 40.) (I think I could go on and on...) At the end of me putting together my Google Classroom course, I am going to screen videotape how to navigate throughout the course. This will be one more way that the participants could make sure they are understanding how to find all the pieces in the course. References Bates, A. W. (2015). Teaching in a digital age. OSCQR – The Open SUNY Course Quality Review. (n.d.). Retrieved from https://oscqr.org/ on July 25, 2019.
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As I have been developing the online course, I have gone back to many of the sites and watched the videos that I looked at at the beginning of my research. This made me more excited about Makerspace! I wanted to make this course for teachers to excite them too. It is to make them think about how they can put it in their school. As I have thought about putting the course together, I don’t want the participants to read so much that they want to stop this course. As I was listening to Darren NcNelis about cognitive overload, I realized that I need to remind the teachers to pause and reflect and also take their time doing this course. I also want to keep this simple and not to make it to complex. The whole point is for the teachers to finish. This is the outline that I have been working on for this course. Here is a list of the materials that I am working on for the online class: References
Cognitive overload -- rewire your brain in the digital age: Darren McNelis: TEDxTallaght. (n.d.). Retrieved from https://amara.org/en/videos/JNHMjDiZmYdF/info/cognitive-overload-rewire-your-brain-in-the-digital-age-darren-mcnelis-tedxtallaght/ This course will go through the basics for teachers and administration to understand what Makerspace is and how it can be used in the classroom. They will see how makerspace will go hand-in-hand with growth mindset. Using Fink’s (2003) 3 column table method, the learner will go through 5 modules. They will use Google Classroom and the different G Suite apps as they work on this course. The learning style will be from a constructism perspective as they build their knowledge by doing, reflection, and have online collaboration. The learner will be able to keep their own work and also the work of their “classmates” in the Google Slides.
I. Getting Ready for the Class A. Learning Goals
A.Learning Goals
A.Learning Goals
A. Learning Goals
A. Learning Goals
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References 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. 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  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 |
AuthorCindy Kohn is a teacher who learns by reflecting from her growth. Categories
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