- Images / videos
Option 1 - Design a Maker Project
Use Design Thinking to Design a Prototype of a Project that YOU (or your students) might Make.
The week at the Generator in Burlington was filled with new learning and many possibilities for more new learning. The hands-on experience was the perfect preparation to launch my graduate course portfolio. Link to Padlet with images and video.
In the Blog section of this website will be all of my past and newer posts for this course, which includes the ITL Google+posts. I have also created original images to go along with some of the posts.
My graduate class project is to prepare for a lesson that I will teach at the beginning of the school year. Students will learn the basics of using the Cricut machine. I taught a Scratch coding camp this past week (July 30 - August 4) and took advantage of this time by making various badges using the Cricut. There were 12 badges made each day, one being a prototype. I documented my new learning along the way.
For the upcoming school project, I am collaborating with our Spanish teacher on a unit/project that she has created for her fifth and sixth grade Spanish classes. Señora will give them specific directions for the unit. Her basic directions are to use the website Color Meanings in Flags to come up with a meaningful flag. The end product on my part will be for the students to create their flag by using the Cricut. It could be created out of paper, fabric or vinyl. Finally, the students will present the elements of the flag in Spanish to a group at the end of Señora's unit.
Since I did not use fabric or vinyl yet, I plan on experimenting with those materials this week.
Now for my design idea that I will use with the classes:
2 red strips to mean 1) The power of knowledge and 2) That it takes courage to teach and to learn.
3 red circles to mean "never ending circles/cycles" of knowledge, courage, and passion, and how people all over the world (even in our country) have had to (and still do) fight (and even shed blood) for a quality education.
1 blue star to mean the good fortune that I feel as a teacher. I believe the teaching vocation is important and always changing - to me that is good fortune. The star symbol on this flag means reaching for a star - to always do my best. We also receive stars in school for good work. Finally, blue is my favorite color, so I wanted it to be front and center.
The white background means peace and harmony. I strive for peaceful and harmonious classrooms.
Can you tell that the material I choose is glittery? That will tell my audience that sparkles represent light. And being enlightened happens quite often in the classroom - both by the teacher and the students.
Creative and Practical Problem Solving - Generate a variety of solutions, use evidence to build a case for best responses, critically evaluate the effectiveness of responses, and repeat the process to generate alternate solutions. I explored the website that Señora will share with the students, and came up with some colors that were meaningful to me. I then explored the meanings of some symbols. This research was done online.
Clear and Effective Communication - Integrate information gathered from active speaking and listening. I generated a list of questions to ask during the Cricut class I participated in. I listened to directions from the Cricut teacher. I also found many online resources to answer some questions.
Informed and Integrative Thinking - Apply knowledge from various disciplines and contexts to real life situations. & Use technology to support and enhance the critical thinking process. After learning to use this machine for one purpose, I can now use that new knowledge when another situation/project comes up. For instance, I am currently making beach T-shirts for our upcoming Maine vacation.
Responsible and Involved Citizenship - Demonstrate ethical behavior and the moral courage to sustain it. I understand that copyright laws are necessary to follow Most of my images are either legal from Cricut. or images I have created on my own.. I gave credit to scratch.mit.edu for the Scratch image.
Self-Direction - Demonstrate initiative and responsibility for learning. Students can complete their project to the end. I have completed the flag design, and printed it out on the Cricut.
From the STANDARDS tab above, you can read that I have listed ISTE Educator and Student Standards that would apply to this unit. There is also a list of CCSS for Grade 6 Literacy that connects to this unit. .
Go to the IMAGES/VIDEOS tab above to see visuals about my design thinking, ideas and process.
The first standards to mention are the ISTE Educator Standards ISTE_Link
1. Learner - Educators continually improve their practice by learning from and with others and exploring proven and promising practices that leverage technology to improve student learning.1a
Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.1b
Pursue professional interests by creating and actively participating in local and global learning networks.1c
Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.
4. Collaborator - Educators dedicate time to collaborate with both colleagues and students to improve practice, discover and share resources and ideas, and solve problems.4a
Dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology.4b
Collaborate and co-learn with students to discover and use new digital resources anddiagnose and troubleshoot technology issues.
5. Designer - Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability.5a
Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.5b
Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.5c
Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.
6. Facilitator - Educators facilitate learning with technology to support student achievement of the ISTE Standards for Students.6a
Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.6b
Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.6c
Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems.6d
Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.
ISTE Standards for Students ISTE_Link
These standards will be applied during our beginning of the school year Flag Unit
1. Empowered Learner - Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.1a
Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.1d
Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
2. Digital Citizen - Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.2b
Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.2c
Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.
3. Knowledge Constructor - Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.3a
Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
4. Innovative Designer - Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.4a
Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.4b
Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.4c
Students develop, test and refine prototypes as part of a cyclical design process.4d
Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
6. Creative Communicator - Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.6a
Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.6b
Students create original works or responsibly repurpose or remix digital resources into new creations.6c
Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.6d
Students publish or present content that customizes the message and medium for their intended audiences.
CCSS - ELA CCSS_Link - grade 6
Comprehension and Collaboration:
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
The animation above is how I finally feel right now. I am at a point where I feel I can celebrate these past weeks of making success. I learned how to do this easy animation during CML from Lucie - using the Assistant in Google Photos. I love it - all very easy.
SO TO BEGIN WITH, this project has focused on learning the Cricut machine. When I opened the box, I thought I would be able to easily set up an account, and create the first project that comes with the Maker. However, I decided to look online first at a beginning tutorial How I love videos! They are so convenient for learning. I really should create a Snagit of the basic process for my students. That way, they can review the process many times. Sometimes Snagit is better for the younger students, because that can get easily distracted when viewing on YouTube. Unfortunately, I do not have photos for the intro card project. - I really didn't know this was going to be my Maker Project for our class at the time.
During the week of July 30th - August 3rd, I started learning the machine inearnest. This is when I created badges for the Scratch class that I was teaching. There were 11 students, so each day I created and cut out a project in what Cricut calls their "Design Studio". I was mostly using basic shapes, but I did use a Scratch image to cut out. For those badges, I added that the image was from Scratch@mit.edu.
As usual, the more you work with something new, the more questions you begin to ask. For example, when making the Spiralizer badge, I wanted to use Print and Save. Each time I went to inset the printed copy, the machine cut out the image in the wrong place! Then I tried to use the pen and cut technique, and each time the machine would cut out the letters that I only wanted printed with the pen function. Clicking around the Cricut interface gave some answers, and going online also helped. the booklet helped - but just a little.
I was glad that I had set up a class early on (I almost cancelled it). The Cricut teacher was really an expert, and answered all of my questions, and she taught me even more than I expected. It is a great cutting machine/robot with a possibility of endless projects to create.
Here is a link to photos from making the fabric flag. Selecting the fabric was fun.
Another link to a photos folder - remaking the same flag, but out of card stock paper.
This is a link to a Snagit I made for using text and basic shapes. There is an image below that is a reminder to save your work.
Just for fun - We're having an unbirthday party and these are some of the favors.
Now I won't be picking up the wrong glass!
This work by Eileen Vaughn is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.