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.