CARINNE J. PADDOCK

My Maker Philosophy

 

I recently met with all my students' parents for parent-teacher-conferences.  During these conferences, I codified my philosophy for making. I want my students to iterate across the disciplines -- not only in the Maker Space.  In writing, we call the iterative process, revising and editing and drafting. 

 

My students are most excited when they are creating with their hands. In the past, these activities were usually set aside, well-planned, teacher or adult dictated. I wanted to harness this creativity and mindset of Maker by diving into this year with Maker Mondays - every Monday after lunch is for Making. Students approached each opportunity with joy, determination, excitement, failure, and perseverance.  I observed students iterating until they felt successful.  The results of success varied by creator. The more students failed, the more variations they tried.  Instead of fixing their problems, I asked them questions like: do you see any other methods or techniques in class that could be helpful/useful? What have you tried already? Where does the problem seem to be? I am fortunate to usually have one or more adults with me during Maker activities.  At first, it was challenging for all of us not to "take over" a project, but over the weeks and now months of Maker Mondays, students and adults have grown in our methods.

 

One such project option was the catapult pictured here.  The only "instruction" students had was a model and access to materials. My initial goal in this space is to free-up students' thinking that learning is teacher and adult driven.  I foster independence, collaboration, creativity, critical thinking, communication, and reflective thinking. At the beginnings and endings of each of our Maker Spaces, students jot down a plan of action, then reflect on their process/progress and trials and tribulations.