Final Thoughts on My Inquiry Project

Survey Results: 

Grades 2/3 & Grade 4/5 
Kindergarten & 1st Grade
 
Note: Scroll over the graphs to see the number of responses in that area.

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Category 1: Preference or Lack of Interest

Claim 1: Students need a wide variety of activities to find their forte.

Ironically, the 1st time I set out the iPads with the Osmo App, not one student chose it as their 1st rotation. The technology table sat quiet. I found this quite surprising as I am very technology minded. But as the session continued, I quickly realized that the Makerspace activities alone were engaging for the students. Students wanted time to build, create and explore primarily with their hands.

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Category 2: Feelings

Claim 2: Students' memories or feelings toward class activities and to the teacher will directly relate to their overall acceptance to try something new or participate in day to day activities.

Grade 2/3 & Grade 4/5 Student Comments include:

"Your maker space is the best."

"I like the books she picks."

"You are the best maker space teacher ever."

"You are the best." (2)

"I LOVE BEING IN MAKERSPACE WITH YOU MS. W."

"I relly perashate you."

"Will you be here for second session?"

New Wonderings: What else could I have done to connect to the 6 that answered disagree or strongly disagree?

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Category 3: Mindset

Claim 3: Students need repeated discussions about mindset.

Claim 4: Students need to experience failure and discussions on how to handle it.

The additional read alouds I selected where chosen in part because the characters portrayed a growth mindset. Even with repeated discussions about growth mindset, how a character in one book connected to characters in other read alouds, there were still students who shied away from certain materials/rotations. It never really occurred to me that a student wouldn't participate in the marble run rotation because "Marbles are too tiny and keep falling out of my fingers." I also found it very enlightening that a 1st grader described her sad rating due to feeling stressed while trying to make her marble track. The response "Because someone took my marble." was less surprising as the marbles would easily disappear or roll under furniture, etc.
   

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Category 4: Access

Claim 5: Repeating activities/strategies through the year will allow students who are absent to not feel so disconnected or left out.

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It was evident right away that Magna-tiles were a favorite rotation. When I dismissed students to choose a rotation, it would have large groups of 5 or 6 at a time if I didn't limit the number of students per activity. The Marble Run was also popular. It is for this reason that I brought the Marble Run my brother and I had as a child so more students at a time could participate in this station.

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Claim 6: Every student deserves a chance to try something new even if it means the teacher has to break out of his/her comfort zone.

I have mentioned before I am technology minded, but I haven't had a lot of experience with iPads. I do like to crafting and scrap-booking, but I had not used a potholder loom in years! At first I was a little apprehensive, but soon realized that I could direct students to the true experts in the room, their classmates. On the days we used new Board Games, I let the students to figure out the rules or even make up their own.

Through this experience, I have learned I don't need all the answers.

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Category 5: Discovery/Questioning

Claim 7: Students need experiences for discovery if for nothing else as an outlet. This comment sums it up...

"I think makerspace is fun, and that we should do it more often at Sunshine. Okay, ANY time at Sunshine!"

Makerspace was everything I thought it would be and much more! I would teach it again in a heartbeat. I rarely had behavior issues because the activities provided by the District and the materials I added were fun and engaging. I have seen my Explore! students in public (at Target, at Meet the Teacher) and love the connection we have now.

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Category 6: Collaboration

Claim 8: Collaboration is key. There we some activities were each student just did not have a chance to have their own. Ozobots, for example, are $50 a pop. Students quickly realized they had to work together if they wanted a chance with these cool mini robots. They designed mazes and tried each others mazes out too.

This experience has reinforced that "play" is important. After my Explore session, my family went to St. Louis for a mini-vacation before school started. We visited the Science Center and the amazing Makerspace area on the second floor. Every kid should experience something like that in public schools.

Changes I hope to make in my own teaching practice include

• A dedicated time for "Genius Hour" during the day, particularly during Wildcat Time

• Makerspace After School Clubs 

New Wonderings:  

1st Grade Student gave ALL read alouds a Sad Rating. T - Why? S - "I hate to read. I hate to have books read to me." The student would not select even one book that she liked just a little more than the others.

What interests does this particular 1st grader have? What makes her "HATE" reading at such a young age?

In conclusion:

I hope that if given the opportunity to do Makerspace again, I can direct students to this Makerspace Manifesto because it sums it up the experience perfectly.

The Results are in! - Part 2

Announcing Grades K & 1 Survey Results

Note: Scroll over the graphs to see the number of responses in that area.

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Additional Read Alouds

The books depicted in the graphs below were not listed in the original Explore! Makerspace curriculum. I added it to the read aloud schedule based on Makerspace themes or concepts introduced as well as author celebrations (Eric Carle's Birthday). The results are from the Kindergarten and 1st grade students.

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When I returned from a conference in Colorado, I shared Eric Carle's Little Cloud. The students learned at the beginning of the June session that I love clouds. Using this book during read aloud had 3 purposes:

1. to connect to the beginning of the session About Your Librarian video.
2. to celebrate Eric Carle's birthday which was on Sunday, June 25 the day before I returned for the last 3 days of Explore. My substitute read aloud two other Eric Carle books during my absence to connect to Makerspace activities/themes.
3. to celebrate my return from Colorado where I showed them pictures of clouds I had taken on the flight from my window seat.

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Additional Activities

The activities below were not listed in the original Explore! curriculum, but added to give students more choice in rotations. Their feelings toward the activities are depicted in the graphs.

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Students' Comments During the Survey

The following comments were given by students when I pulled them aside one on one to explain their rating on a particular activity or read aloud.

These comments can be grouped into 4 categories: Preference or Lack of Interest (6), Feelings (5), Mindset (3), and Access (1)

Play-Doh Rating is Sad because "It is boring. All you can make is balls and worms. I like clay, not play-doh."

Marble Run - Sad Rating because "I hurt my finger on it."

Osmo - Love rating - because "I like technology. I have 2 phones and 3 tablets at home."

Marble Run - Sad rating because "Marbles are too tiny and keep falling out of my fingers." Gears - Sad rating because "I hate them. They're boring to me."

Marble Run - Sad Rating - "It makes me have stress. I don't know how to make anything."

Legos - Sad Rating "Kinda Boring"

What Do You Do With a Problem? - Sad Rating - "I don't really know what to do with a problem."

Links - Sad Rating - "They wouldn't share the links."

Links Rating is Sad because "I want to build a TV, but I can't."

Osmo - Sad Rating because "I didn't even play it."

Magnatiles, Play-Doh, Links, and Marble Run - Sad Ratings because "I like to build, but with other stuff. I like to cook."

Student gave ALL read alouds a Sad Rating. T - Why? S - "I hate to read. I hate to have books read to me." The student would not select even one book that she liked just a little more than the others.

Robot Mouse - Sad Rating "I don't know how to work it."

Marble Run - Sad Rating - "Because someone took my marble."

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Students' Comments During Activities with the Substitute, Ms. Cook.

While I attended my conference, Ms. Cook was so kind to record observations. In addition to the categories from the survey responses (Preference or Lack of Interest, Feelings, Mindset, and Access) Discovery/Questioning and Collaboration were also common themes.

Origami:

Can we make a dog? Or a boat? I want to make a boat!

What’s origami?

I didn’t know how to do this before, but this is really fun.

Who made up origami?

The animals are so cute.

Model Clay:

Look at this green I made by mixing colors!

Look, I made brown.

How? I made a purple planet.

I’m trying to make black. (hehe!)

Look, there’s a rainbow in my butterfly.

Binary Bracelets:

This is so hard.I don’t get it.

I did it!

I have the same two initials, so mine’s going to look the same.

Solo Cup Challenge:

We’re winning!

If we knock it over one more time, I quit!

No, you can’t! We need you!

[Student Name], we need you! Please!

The Results are in! - Part 1

Announcing Grades 2/3 & 4/5 Survey Results

Note: Scroll over the graphs to see the number of responses in that area.

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The percentage of respondents by grade is depicted in the graph below. Explore! classes grouped grades 2/3 together in Camp Curious and Splash! while grades 4/5 were together in Bot Builder and Night of the Museum.

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*Note: Robots include Beebot and Ozobots for grades 2-5

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*Indicates the book was not listed in the original Explore! Makerspace curriculum. I added it to the read aloud schedule based on Makerspace themes or concepts introduced as well as author celebrations (Eric Carle's Birthday).

Let Their Voices Be Heard!

At the end of the June session, students completed a survey to reflect on the makerspace activities offered and the books that were used during our class read alouds to introduce an idea or theme.

For Example: The curriculum suggested 5 rotations paired with the read aloud, Rosie Revere, Engineer, to allow students to explore the concept/skill: "How Things Work." Note: If you haven't seen this book by Andrea Beaty, it is one of my new favorites. I give it a 5-Star Rating, hands down!
 
Materials
*Gears, Gears, Gears (K & 1st grade)
*Legos (all grades)
*Magna-Tiles (K & 1st grade)
*Strawbees (2/3 & 4/5 classes)
*Marble Run Races (all grades)

Through my experience with my three children, I felt that our family collection of  "Smart Links" would be another valuable resource to further students' exploration in "How Things Work." Just a small handful of students in each class were familiar with them. Teachers picking up their classes also commented on the materials and inquired what they were and where they may also get a set for their classroom. One teacher excitedly reported the next day she had found a set to purchase through Amazon.
 
Since my class served grades K-5, I created surveys based on what I felt each class could manage. I felt 10 questions with emoji type answer choices for Kindergarten (those entering Kindergarten in the Fall of 2017) would be just enough. Students in 1st grade had a two part hard copy survey for two reasons: 
The Homeroom teachers agreed to give a small survey within their class, so I felt that I should honor that using 10 questions with emoji type answer choices.  The master schedule gave 1st grade classes four weekly sessions of Makerspace vs. the three weekly sessions most of the other Homerooms had. This allowed for 1st grade to experience more Makerspace rotations and extra read alouds.

2017 Explore! Makerspace Survey

Kindergarten (2-sided Handout completed with Homeroom Teacher)

1st Grade (Pages 1 & 2 completed with Homeroom Teacher, Pages 3 & 4 completed during the last Library Day after the last class read aloud) 

Grades 2/3 & 4/5 (Online Google Survey completed on the last Library Day)

Data Collection Defined

The Inquiry Question: How can I enhance the content, lessons, and/or experiences in the Library/Makerspace class for students?

Literature as Data

The diamond of all my online resources is Renovated Learning: Building a Culture of Creativity and Discovery in Education authored by Diana Redina.

Other links of interest are
  

• Ideas on Pinterest  
• Growth Mindset and the Makerspace Educational Enviroment 
• Research Roundup: Some Studies on Making and Learning

Through my literature review search, I also kept my eyes peeled on resources that I could bring into my space that would address my inquiry question. What other makerspace opportunities (not included in my curriculum) could I introduce?

Students celebrated as they displayed all the ones they solved.

When I visited the public library in search of a shape book to use for a makerspace lesson, I noticed something interesting on the tables . . . laminated cards for Magna-tiles 2-D shape exploration and spacial reasoning. Once I was online again, I looked up the web address to search for these resources ... Guess what?!? A teacher's dream, they were FREE! Visit Totschooling.net to get your own "magnetic tiles printables" and view other resources by blogging mom, Viviana.

Inspiration

I have seen the daily power that a maker movement mentality has on my learners. Students eagerly and routinely ask, "What are we doing in Makerspace today?" Inspired by my SPS June Explore! position, I encouraged, Connie Westerman, a colleague and friend to help me co-write a grant request to the Foundation for SPS's Back to School Campaign. On June 16, we submitted our requested titled: Makey-Makey: A Maker Movement with Westport Wildcats. We reviewed the additional Literature as Data resources below in preparation for our request.

• Makerspaces: The Benefits  
• What Makes a Great Makerspace 
• Why Makerspaces are the Key to Innovation 
• Why Makerspaces 
• Why Makerspaces Give Kids Space to Fail and Why That's a Good Thing

 

Field Notes

In Chapter 4 of our text, I was very intrigued by the use of iPads during teacher inquiry in Wisconsin schools. As students created using the materials in our space, I informally took notes and observations using the memo app on my cell phone. It was quick and easy as I could easily tuck it in my pocket as we tidied up the tables so classes could switch. Most students were inconspicuous about the fact I was recording their responses. Someday, I hope to acquire an iPad to continue further teacher research inquiries. 

I had the chance to attend the Love & Logic Conference during the 4th week of Explore! for professional learning related to my home site. Luckily, I was able to secure one terrific substitute for the week as Ms. Crystal Cook also took note of students' comments during the activities I left during my absence. 

Interviews

In much the same way as the field notes, I recorded the questions and student responses as I facilitated their making, their creativity and their learning. 

Digital Pictures & Videos

A Butterfly's Brunch

While reading Chapter 4 of The Reflective Educator's Guide to Classroom Research 3rd Edition, I began to brainstorm my research plan. When I saw "Strategy 6: Digital Pictures", I knew that this research strategy was right up my alley. My husband once told me on a trip, "You should be a photographer for Google." If I hadn't had the desire to be a teacher since the age of 5, I expect I would've become a photographer. At this point, I consider myself an amateur photographer anyway. The image to the left is an example of what I captured in my mom's garden one morning this summer.

Taking pictures is habit for me, so I routinely took pictures of my learners' creations as well as short videos of domino challenges and Ozobots on the move.

Survey & Focus Groups

Students completed a survey on either June 27/28, the last library session of Explore, to reflect on the makerspace activities offered and the books that were used during our class read aloud to introduce an idea or theme.

Expectations and Routines Defined

At the beginning of the session, it quickly became evident I needed to create clear expectations and routines to keep things running smoothly in the Library. It is almost like muscle memory when I think about creating those expectations & routines in my 6th grade class, but as I reflected earlier I was in uncharted territory...Librarian and Makerspace Coordinator for Portland Elementary.

Additionally, looking through the District Makerspace Explore! Curriculum, I noted that several activities had a read aloud component to introduce the makerspace concept/skill. At the training, those that created the curriculum AND taught it last year, reflected that adding a read aloud just made sense because many of them are librarians through the regular school year. They wanted to promote their daily passion (Reading and Literacy) in the Explore! Sessions too. The read alouds have been a fun way to introduce the rotations/activities as it hits my daily role - Reading Teacher! Expecting the read aloud, I previewed the Portland Library space before students arrived and decided I needed to create a read aloud area by moving tables slightly over and bringing in my own rectangular carpet. (Thanks to my brother, Justin Belk, I was able to have a free blue carpet to use during my session.) 

The 1st activity in the Explore Makerspace Curriculum suggested to "read aloud Ada Bryon Lovelace and the Thinking Machine. Discuss makerspace procedures and norms as well as what Makerspace means for our library. Demo materials and station rotation procedures."

I used the Literature as Data strategy to see what others recommended in this area. 

Makerspace Norms
Guidelines for Our Makerspace
Makerspace Class Procedures

I created this Google Presentation and embedded it into our Canvas Course after our class discussion on the same topics.



I also reviewed tips and procedures to make our read aloud time run smoothly too. I found the strategy "SLANT" helpful and created a poster to reference at the beginning of each read aloud. Students knew when they walked in the library to sit on the carpet to ready themselves for the read aloud.

My Inquiry Question Defined

As I read our text, The Reflective Educator's Guide to Classroom Research 3rd Edition, I was reminded why I was initially apprehensive about this project. The term action research as outlined in the text suggests a negative connotation for many as it holds 

"baggage that the word research in the term action research carried with it when the concept was first introduced by teachers. The images that the word research conjures up come mostly from the process-product paradigm and include a 'controlled setting,' 'an experiment with control and treatment groups,' 'an objective scientist removed from the subjects of study so as not to contaminate findings, ' 'long hours in the library,' and 'crunching numbers.'" (Dana & Yendol-Hoppey, 2014, p. 8)

I appreciate the authors' use of the word inquiry to represent what should come more naturally to teachers as reflection is an integral part of the inquiry process. As explained in our text, reflection should be more intentional. "Teacher inquiry invites intentional, planned reflection, heightening your focus on problem posing." (Dana & Yendol-Hoppey, 2014, p. 23)

The Inquiry Question: How can I enhance the content, lessons, and/or experiences in the Library/Makerspace class for students?  

Sub-questions:

• How can makerspace/coding be effectively used for all (K-5) levels during Explore? Beyond Explore? 

• What are my learners feelings regarding the makerspace opportunities during Explore?

• How do my makerspace opportunities/activities encourage a growth mindset?