When planning a lesson, I always try to find that “hook” that will grab my students’ attention and engage them in the Spanish language and culture. The Maker Movement provides great opportunities to “hook” all students and motivate them to learn more by incorporating technologies and putting them in charge of their learning. “By embracing the lessons of the Maker Movement, educators can revamp the best student-centered teaching practices to engage learners of all ages” (Martinez & Stager). Since students are at the center of their learning, they can customize their inquiries to their individual interests while using these maker kits and technologies as the tool for acquisition.
Today, I was able to play with different maker kits and discover new ways of learning! As a Spanish teacher, the use of maker kits in my classroom has a less obvious application than a science classroom, for example. Michelle Hagerman, however, responded to this thought when she shared a lesson for her English Language Arts class using maker kits. “This activity can support the integration of ideas across content areas and build problem solving skills” (2014). I realized that I can build on students’ prior knowledge of circuits to use this technology as a tool to present information acquired through an inquiry-based project about Spanish culture. With that thought, my team, consisting of a Social Studies teacher, an International Education specialist, and me, constructed a lesson plan that puts students at the center of their own learning while using the maker kits.
This lesson could be adapted for any subject area, but the focus of my lesson is to have students research and discover an important artifact from a Spanish-speaking county of their choosing. Students will research, question, and use prior knowledge to become “experts” on this artifact that has an impact on the country (and ideally the world). Students will then write ten facts or clues about the artifact and create a three minute presentation about the artifact’s origin, importance, and impact on the world. Finally, students will use the MakeyMakey kit and their prior knowledge of circuits to present their information to the class. MakeyMakey allows students to attach their physical artifact (or representation) to the computer and the MakeyMakey kit, thus creating an electrical circuit between them where the artifact acts as the computer’s mouse. So, when the artifact is touched it is as if you clicked the mouse. Students will place their artifact one-at-a-time in a box so that the rest of the class cannot see the object. Students will create a PowerPoint with their ten facts that will appear one-by-one with each click of the “mouse.” Finally, a student chosen randomly from the class, will come to the front, reach his or her hand in the box without looking at the object, feel the object,which will set off the “click” that will reveal one clue about the artifact. This process will continue until either all the facts have been revealed or the student correctly guesses the artifact. Then, the creator will give their presentation about his or her discoveries and artifact.
By allowing students the freedom to choose any Spanish-speaking country and any relevant artifact, I hope students find a personal connection and find the artifact important in their own life. “Giving kids the opportunity to master what they love means they will love what they learn” (Martinez & Stager). If they are interested in what they discover, they will be more motivated to dig deeper and learn more. As a teacher, I aim to act as the behind-the-scenes director of their learning. It is more important for students to be at the center of their learning, as “the most important element of classroom making is allowing the students to have agency over their own creations” (Martinez & Stager). Finally, I like the idea that the students learn from one another when they present and guess the other artifacts. This lets students see each other’s thought process of why an artifact is important and what implications that has on life today. In addition, students will sharpen their problem-solving and critical thinking skills when they use prior knowledge to make educated guesses about the artifact from the clues given throughout the activity. The MakeyMakey kit adds that extra level of connections between content and provides that engaging “hook” for students.
Link to Mystery Box Lesson Plan
References:
Hagerman, M. S. (2014, March 21). The Maker Movement and English Language Arts.The Maker Movement and English Language Arts. Retrieved June 19, 2014, from http://www.reading.org/reading-today/post/engage/2014/03/21/maker-movement-and-english-language-arts#.U5ieto1dVR5
Martinez, S. L., & StagerW, G. (n.d.). 8 Elements of a Good Maker Project. Retrieved June 19, 2014, from http://www.weareteachers.com/hot-topics/special-reports/how-the-maker-movement-is-transforming-education/8-elements-of-a-good-maker-project/
Martinez, S. L., & Stager, G. (n.d.). Making Matters! How the Maker Movement Is Transforming Education. Retrieved June 19, 2014, from http://www.weareteachers.com/hot-topics/special-reports/how-the-maker-movement-is-transforming-education
Kelsey Glynn 