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?