Coder Dojo Maker
“… Design and thinking is … idea of making creative leaps to come up with a solution… allows people to not just be problem solvers with explicit, but also tacit knowledge… they are learning by doing… coming up with solutions by making things.”
Bill Moggridge, former Director (deceased) Cooper-Hewitt National Design Museum Design and Thinking, the Movie
Public educators and young people have lived in a world defined by standardized test results for well over a decade. We now see millennial educators entering our profession, having grown up in what I sometimes refer to as the “test prep” generation. They, in many cases, never experienced some of the learning opportunities that older generation teachers remember or experienced themselves as children. In many public schools, field trips, school plays, guest speakers, in-depth discussions, inquiry projects and hands-on activities no longer exist. In others, professional positions from art teachers to librarians have disappeared from our school staffs. Imagine the recess play that used to be the norm in elementary schools, but now often is the exception.
Consider time. Consider resources. Consider children.
Consider these questions.
How are our schools better spaces for learning and learners as a result of the standardization movement? Are our little “widgets” happier, more creative, more capable critical thinkers? Can we say they’re learning to … play well with others … contribute positively to their communities … acquire competencies needed in contemporary and future workforces? Can they access and use the learning knowledge they need from multiple sources both virtually and in the real world?
A Summer for Young Makers
This summer, I’ve had a unique opportunity to watch children of all ages across my district engage in maker “summer school” curricula, one not predefined by standardization or test-driven results. They’ve created, designed, built, engineered, produced, played, marketed, and contributed as they have worked to make, take apart, problem-solve, and understand what it means to learn through your hands and mind. In doing so, they’ve balanced the use of embodied and encoded languages, the DNA of human learning. I’ve walked spaces where children are improvising jazz for the first time, learning how to use a drill, making soap, constructing squishy LED circuits, designing cardboard buildings and arcades, building robots in every form and material imaginable, and programming in computer code from Scratch to Python.
Maker Corps and Maker Kids
Our district’s elementary maker summer camps were fueled by our Maker Corps affiliation with MakerEdOrg. In another elementary school, children both made and marketed their wares to raise funds to donate to the SPCA. A diverse group of high school students participated in a Leadership Academy designed to infuse a cadre of different leaders into their school. They built teams and designed a project to wash cars, earning money for Habitat for Humanity. Over 800 learners ages 5-18, worked in multi-age Coder Dojos to develop and extend coding skills, making games, websites, and programs. Middle school summer schoolers participated in cooking classes, learning all sorts of key math and reading skills along the way. And, the jazz makers – kids who came together for two weeks in beginning to advanced jazz camps – culminated their summer learning with a free concert at the downtown pavilion.
A Spark that Inspires Teachers and Learners
The educators who worked with our young people this summer say “these kids have been so engaged, fun, excited, curious, hardworking, and collaborative. And, some are kids who really struggle with ‘doing school behaviors’ during the regular year.” Rather than a summer school experience centered in tutorials and repetitive practice work designed around standardized tests, our kids have built complex language through experiential learning in rich environments, been challenged to use math, science, history, and the language arts as they’ve designed and created – everything from jazz to video games.
Why are we focusing on #make2learn and #learn2make as a pathway to lifelong learning rather than the current test prep mania? Because educators everywhere know that children who are bored by school work, turned off by worksheets, tired of listening to adult talk, and stripped of opportunities to stretch their hands and minds are kids who struggle to sustain attention and value learning. Those with effective “doing school behaviors” might get their A’s and look like good students but they also often feel disconnected from joy and passion for their work as learners.
Boredom in school is the number one reason listed by dropouts for dropping out. It’s also felt by our top students – not because of content lacking rigor. Rather, it’s because teachers today feel compelled to fly through a scope and sequence of standards so their students acquire information paced so students will have covered what they need for a test one spring day. Teachers often feel compelled, if not required, to subtract from their teaching the very things that engage and entice children as learners – field trips, special guests, extended discussion of interesting topics, hands-on projects, inquiry activities, and interdisciplinary opportunities. In subtracting the school experiences that enrich and extend learning, opportunity gaps between middle class children and children living in economically disadvantaged homes only grow wider. “Test prep” disadvantages all learners as experiential learning has been subtracted from our classrooms and schools. Our children who face challenges associated with risk factors are disadvantaged the most.
Why is it that big, huge corporations get beat by kids in garages? … because they’re inventing the future.”
Roger Martin, Dean Rotman School of Management Design and Thinking, the Movie
Making is a process, not a “one-right answer” end in mind. It’s a process of learning, developing knowledge, pursuing interests, and developing the confidence and resilience that comes with making mistakes, too. It’s not a bottom line of measuring what students know in standardized test results. Rather, it’s a bottom line in which lifelong learning is assessed when kids show what they can do with what they know.
Making is the fuel of America’s inventive spirit; its citizen-thinkers, workforce, entrepreneurs, artists, and solution-finders.
That’s why we value our kids spending time as active makers of their own learning – a competency built for a lifetime.