On September 24, Friends' Central students traveled the NY Hall of Science in Queens to present. I moderated our small panel of FCS teachers and students on the Make Education Stage. Our goal was to share the power of increased student choice on engagement and learning in the context of two incredible fourth and fifth grade projects from last school year.
Panelists introduced themselves and shared a brief description of their projects. Last year's fourth graders studied United States geography. They each chose a state to research and brainstormed a unique maker project they would complete in order to demonstrate their learning for the community.
Students had full access to the Light Lab Studios and equipment. More importantly, they were given a Maker Mentor - a community adult with a skill set that could support their personal project's development. Mentors included faculty and staff members: art teachers, our technology integration specialist, science teacher, homeroom teachers, and our librarian. In one student's case, we tapped the expertise of an Admissions Staff member who just happened to be a professional musician and performer.
This shift to a more personalized approach to the fourth grade state project came in response to the homeroom teachers' desire to expand the range of projects. Although given some choice in the previous years, students tended to gravitate toward models and a few digital productions.
Adding Maker Mentors allowed for more one-on-one interaction and guidance through project development. Conversations were deeper because each Mentor held relevant experience in the area a student was exploring.
Last year's fifth graders shared the projects they made while reading If the World Were a Village in Math. Using global statistics about education, age, religion, and other subtopics, each student developed a project plan that would both demonstrate what they learned and point towards solutions to global challenges and inequities.
Maker Mentors were again utilized in this project model successfully, and the range of projects was extraordinary. From a model of a multi-generational community center to an interactive language translation board to a working water wheel, students created, shared, and developed with a new confidence in their ability to make a positive impact on the world.
Both projects culminated with a Community Expo - a chance for student makers to share their process and product, seeking feedback and reflecting on their learning. This time reserved for feedback and reflection is not just an integral part of Maker Ed but also happens to be in complete alignment with our Friends' Central Quaker values.
I was especially taken with how our students shared the setbacks in their maker projects. Each student came alive while reflecting on what was truly hard. They smiled and laughed about how things kept falling apart or didn't work as planned, how they ran out of time or how they learned not to wear green in front of the green screen.
Their failures didn't feel negative and they couldn't wait to tackle them a new way.
This project model combined the best of any teacher's educational goals; our students grew socially and emotionally while also engaging in highly academic content.
I am in awe of my students' bravery in sharing this experience on the stage at NY Maker Faire. I hope their message inspires others to explore Maker Ed and encourages teachers to increase the amount of choice students have in creating things which demonstrate deep learning.
