On the first day of the STEAM by Design Seminar, I asked all of the students why they signed up. It sounded cool or my parents signed me up were the most common answers. One student who was signed up by his mother was reluctant to stay and said so. Since the seminar is done through study hall, he could easily just not come. I did suggest that he give it a day or two before he decided. Those days were filled with struggles and a desire to stop. He persevered and worked on the lessons until his skills and confidence grew. Then one day he asked if he could make his own creation and I said yes as long as it was his creation and not a copy of someone else’s work. That was the day the once reluctant learner became uncovered as he has become a very engaged and creative STEAMer. I found out that one of his passions is WWII aircraft and ships. He is using Wikipedia as a source for his images for inspiration while he creates the 3d object. I asked him why he likes to do these planes and ships and he responded that he just enjoys researching and reading about them. He proceeded to tell me all about a ship (not this one) that was a fuel tanker during the attack on Pearl Harbor that was destroyed. He knew the backstory of the ship and what happened to the crew after being bombed. He also knew how it was scuttled and other details. Is he a reluctant learner or just a uncovered learner that has found his agency in learning. I am very proud of him for the growth he is making.
I came back to my office today after helping some folks with their use of Evernote, and on my desk was this surprise. It is the creation of Emma R. in my STEAM by Design Seminar. We are working on the City of Lights project with our Arduino Basic Kits and CircuitScribe Maker Kits. I purchased the CircuitScribe Maker kits at https://www.circuitscribe.com/product/maker-kit/. She and the most of the group have been working on putting it together. She worked extra hard as we found out our jumper wires were not male/female so we had to improvise. I am loving how these seminars are going as it is clear to me that with guidance our students are capable of striving and learning with less help and direction from the oldest life form in the room.
This Friday, 10/21/16, I will be presenting in room 6 from 10:15 – 10:45 at the Annual NCAIS Conference. I proposed this session last year as I think other schools could benefit on how I have approached developing the STEAM by Design Seminar.
Making, Makerspaces, and Design Thinking are powerful new instructional methods and concepts that many schools are adopting or trying to adopt. This session will focus on how a Middle School teacher started a STEAM by Design class in a schedule that did not have any room. Come to this session to find a place to add a STEAM by Design seminar in your school.
Schools are faced with a dilemma when trying to institute new programs or classes. Most schedules in schools are already full leaving little or no room for creating new models of learning and teaching. Our Middle School wanted to have a STEAM class with Coding, Design Thinking, Electronics, 3D Design, 3D Printing, and Making. How do we add something to an already full schedule for students in a way that will not overload the students while also exposing them to these skills and concepts. The answer was to look at the area where students are provided time to study even on days when perhaps they do not need the time to study, or that they would like to learn something about STEAM and still have the time to study when needed. Therefore we are offering a STEAM by Design Seminar as a year-long class open to any seventh or eighth grade student who wants to take the seminar (provided they are also not a double foreign language student). The seminar will meet three out of the six days that their study hall meets. The STEAM by Design Seminar will explore these concepts and skills using the online resources (Project Ignite by Autodesk and CodeMonkey). With this approach, our school plans to infuse the STEAM concepts and skills related to STEAM and Making without wide institutional change that would require committees and time. If we fail, we iterate and adjust to the next design.
This is the presentation I will be using so please feel free to make a copy of
For 7 years now we have been working on creating student portfolios in the Middle School. We are now on our 3rd iteration from what we started with in 2010. I think this iteration is more efficient and will take the least amount of time to fulfill the potential portfolios offer. To quote a fellow teacher when I asked him if his graphic novel unit was proceeding how he hoped. “It is too soon to tell if the juice is worth the squeeze.” This is sort of how I feel as while some of my colleagues think they are a great idea and support them with time and energy, many have no interaction at all. In fact, I would say most of our school has no interaction with the portfolios. Once students leave the Middle School, the portfolio process ends. I spend a lot time “squeezing” the portfolio process and while I believe firmly that students and teachers should have a place to share and reflect on their learning process, I am willing to stop drinking the juice. There are so many other places I can put my time and energy to develop more student agency that I think this is the last year for my championing the use of portfolios. I still think it is a good idea, but I have failed to inject it into the learning culture of our school. I learned that I needed to get more people on board before starting the portfolio process since I believe that would have helped to institutionalize the process.
This is the message I sent to the MS Faculty yesterday
I just finished setting up all of the portfolios for all new students and each 5th grader. You can view all of the past and current portfolios at this address: https://sites.google.com/a/students.da.org/studentportfolios/ (Private Google Apps so only DA students and teachers can view)
I changed the layout a bit and reworked the reflection prompts as follows:
Setting Learning Goals: Each year you should write some learning goals that will guide your learning for the year. What do you hope to learn at school or outside of school? In order to be successful, you need to write these goals down along with ideas on how you will accomplish your goals.
Prompts for writing learning goals:
I am excited to learn about …
To accomplish my goals I will …
Why does your learning matter?
Writing Reflections: Reflecting is the most important part of the portfolio process, for without it, the portfolio becomes simply a collection of work without purpose. By reflecting on your work, you will engage in meta-cognitive thinking and begin to develop a working knowledge of who you are as learners.
Questions to ask yourself when reflecting:
What is the story of your learning as told by the artifacts you chose to add?
What did you learn about yourself as a learner?
What did you learn on your own?
What did you learn from other members of your community?
What are your feelings about your learning?
What was hard or difficult and how will you overcome similar obstacles in the future?
What advice might you have for other students on how to be as successful in the grade you are completing. Examples: How to use the iPad to be successful, how to study, etc..
Some information is from http://tworeflectiveteachers.blogspot.com/2015/03/slow-down-and-reflect-idea-worth.html with a Tip of the Hat to Ms. Goldstein.
Over the weekend I read this article by Mike Crowley and thought there was some nice alignment with what we hope our portfolios showcase. Of special note was this paragraph about Yale adding 3 questions to the selection process for admitting students.
Perhaps, finally, there is a glimmer of hope on the horizon with the recent news that Yale University is adding three critical, new questions to its selection process:
What is a community to which you belong? Reflect on the footprint that you have left.
Reflect on a time in the last few years when you felt genuine excitement learning about something.
Write about something that you love to do.
The old system is finally starting to break. Who you are is more important than your grades. Your development as a person is of greater value than your ability to play the game of school. It is important to have a passion, to make a meaningful contribution.
The STEAM by Design Seminar has met only a few times since the start of school. The image above shows a group of STEAMERS working with Arduino Basic Kit and Project Ignite. I actually purchased the kits from Project Ignite as the kits have all of the parts needed to do most of the lessons in the Project Ignite Classrooms. I am very pleased with how our group has embraced the concept of the seminar as on the first day I asked why they wanted to be a part of the seminar. There were quite a few “I thought it would be cool” and a few “My parents thought I should do it” with the usual enthusiasm of a middle school student when they had no choice in the matter.
Since the first day most of the “My parents” contingent have stuck around and are now saying things like; “Yes, I did it” or other exclamations of delight. The ability to work together is a process and shows signs of life that will help us down the road. Today, one student got her Arduino to do the Blink Sketch and was so proud she wanted to take a video to show her mom and dad. Pinch me now. Of course this seminar is very different and has taken some adjustment as I do not tell them what to do, am less helpful when I want them to find the answer themselves, or create conditions where failure is a real possibility. Today, after a failed print we tried to figure out what caused it. I pointed them to the great Simply3D resource for how to figure this out. After we determined with thought it was Layer Shifting, I asked them what tool could we use to find how to fix it? Some said a book or do you not know? I said I know of a tool but could not remember the name of it although I did know the name of a co-founder. I said if we can figure out who Sergey Brin was perhaps we would find the tool I was thinking about. Yep, a student Googled it and found he was internet entrepreneur that founded Google with Larry Page. We therefore have tried to slow down the speed of the printer to see if that helps.
I have not felt as excited to be teaching a class in years. I feel like the old Science teacher I was before I got into technology. I also read today this post on Computational Thinking which affirmed my concepts for this class even more.
This post has been a long time coming as something always seemed to get in the way. This past year, I had the pleasure to work with our grade 8 language arts teachers on a graphic novel project. Students investigated graphic novels in class in preparation for writing their own. Using the awesome Book Creator App on our student iPads they were charged with creating their own graphic novel. We used the comic book template and this Google Slide Presentation to get started. Using Sketchbook Express (iTunes link) or other drawing apps on the iPad, students created images to go with their story. Many students combined their 8 years of art to create amazing images to support the story. Esme (Havoc) created her novel with images she drew in a style that creates a darkness. Esme told Mr. Michelman that she worked the hardest she has ever worked on any project on her novel. She told him that it was not ready as she wanted a little more time to perfect some element. As the school year came to a close we got this message from Esme:
Sent: Monday, May 30, 2016 2:55 PM
To: Ben Michelman
Subject: What Will Become of Havoc?
Hello Mr. Michelman,
Sorry for interrupting Memorial Day, and I know this is terrible timing, but I was wondering what will happen to the graphic novel I made. What should I do with it? Because I want to be able to still edit over the summer, but I don’t know how I’ll be able to do that.
How many times as that happened in your teaching? The assignment is over, student has graduated, and they want to still work on a project you assigned? This is the definition of engaged and highlights what can happen with student agency.
Emma took a different approach and used models for her drawings. Using her sister and family dog, she posed them and took images. Using the same Sketchbook Express app, she brought the image in on a layer and then used more layers to trace her characters. Once done, she removed the first layer. Her story and images are also well developed and support the happy ending in her story. I submitted her book to the Book Creator contest where she was one of the top ten finalists. She also started creating another book on Romeo and Juliet in order to help students understand it better.
I think both of these students have a future in book writing or whatever they choose to do. The only aspect I would hope they would include next time in their books, is a Creative Commons license so their work can be tied to them as a creator.
A challenge for their future teachers would be to connect to this passion and continue to bring it out. If you would like to read the ePubs you can access them in the shared Evernote note.
I am very excited to be offering this seminar next year. The image above is version 3 of how I imagine one of the computer labs being reconfigured. This is a low level reconfiguration as we are not adapting it to a true maker lab as we are not at that point so everything is on wheels and portable. As I write this post, my new 3D printer was delivered. We have 2 Polar 3D printers which are great for prototyping and have served me well with learning about 3D printing, but I wanted the next step as well. I was about to purchase a Makerbot but read about the Sindoh 3DWox. After checking it out online and figuring if the MIT Fab Lab listed it as the printer to get I was not being sold a bill of goods, I ordered it. As fate would have it Zack B. was in the lab next door so was able to see it delivered and we opened it together. He has been coming by lately saying that he has been seeing many cardboard boxes being delivered!
Below is the proposal as presented.
The STEAM (Science, Technology, Engineering, Arts, and Math) by Design Seminar will integrate the elements of STEAM using Design Thinking (Define, Understand, Imagine, Prototype, Try, and Repeat) during explorations in Coding, Electronics, and 3D Design and Printing. Coding, Electronics, 3D Design and 3D Printing are concepts and industries that continue to shape our present and will greatly influence our future. The STEAM by Design Seminar will explore these concepts and skills using the online resources (Project Ignite by Autodesk and CodeMonkey)
The seminar will be project-driven and feature design challenges.
3D Design and Printing: Students will learn 3D design skills using Tinkercad and other apps as needed.
After learning the basics of 3D design and 3D printing, students will work on a design challenge related to a problem they would like to solve. Students will learn to work independently and in groups as they design, create and make their challenge prototypes. Once designed, students will have the option of printing their prototypes on our school’s 3D printers.
Image from: aisletwentytwo
Going into our fourth year of our student and teacher iPad learning program I want to invigorate the use of videos. Teachers will often play a video in class while the students passively watch it. Since YouTube is blocked at school teachers will share a link for the students to watch when they are off-campus. Of course, once the student is on YouTube how long will they stay watching the video the teacher wanted them to watch? How long would you stay? Me, probably not long especially if the related videos showed up and if I did not really know why I was watching the video. What are the main points that the students is to learn? I have watched as vendors figured out ways to make videos active and not passive. I decided this year to invest in PlayPosit (fka Educanon) after comparing all three of the leading contenders; PlayPosit, EdPuzzle, and Zaption. While all had similar options PlayPosit had the best overall solution and a real business model. They are easy to work with and are founded by teachers so they understand the pedagogy and technology. The service is affordable and they do offer a free version although I prefer to pay a vendor so I can count on them being there for more then a couple rounds of financing. I am just starting to create the training materials and recruiting the early adopters.
Ben working on a prototype drawing.
I read Dan Ryder’s article on Medium this morning about how we might bring Design Thinking in a high school english class, so I followed the links to see what I could learn. Some familiar names popped up Mount Vernon,and Edutopia along with a new conference I had not heard of The Atlanta K12 Design Challenge which is where I found the video below under the resources they are sharing page. Great resources. The link to the TED Talk of David Kelly struck me and plan to use it with our Making Makers Club. I just bought their (David and Tom Kelly) book Creative Confidence on iBooks as well although you can get it at many other online vendors as well. Check out his site http://www.creativeconfidence.com/
I think there is a lot to learn about how we can reshape the way we teach using the Design Thinking concept. Mary Cantrall’s DEEPdt is new to me and is intriguing as a way to make the process easier for us who need different terms to describe the process.
Making Maker Cards from Leigh Northrup
For the last few years I have watched as other schools opened up Maker Spaces or Design Rooms at their schools. The positive energy the teachers used to describe how wonderful the experience has been for themselves and their students made it certain to me that we would need something like this at our school. I did not want to buy first and figure out later as I wanted to find a curricular fit and a curriculum for teaching our students. Thanks to my friends, Matt Scully at Providence Day School and Leigh Northrup at Cannon School a group of us we able to visit their school’s spaces to learn how they approached incorporating a making culture into their schools.
The approaches they took are slightly different but both schools reconfigured space to accommodate having a making space with tools and a flexible environment. Someday we will need to reconfigure a space on campus so we have a dedicated room like they do but not at this time. Ventilation is important as is access to electrical power so we need to figure out if a present day computer lab could become the making space or if we need to look elsewhere.
The making cards from Leigh will be used to help our Making Makers Club develop the making mindset as the cards feature a Thing (to make) Materials (to use) and a Descriptor (to add).
Students use the modeling materials for prototyping and when the design process is done, there is a possible printed version of the designed Thing
- In teams of 2 or 3 students
- Each team draws 1 Thing card
- Each team draws 5 Material cards
- Each team draws 1 Descriptor card
- On the iPad or using a small whiteboard, each student designs their Thing using the materials and descriptor. This lasts for 3 minutes to design and share with each team member.
- Team then discuss for 2 minutes and chooses the one design to prototype
- Team then spends 8 minutes building the prototype
- Teams will then attempt to find ways to improve the prototype.
- If the teams get a prototype built that they want to 3D print that will be an option.
Of course Design Thinking is also a very important part of the process so we will introduce these concepts to them using resources from Stanford’s d.school, Henry Ford Learning Institute, and Meadowbrook School’s Eureka Lab These are the important skills to help students understand and integrate into their learning. John Spencer shared this great resource last week that we may also use as he uses slightly different language to describe the process.
When it comes time to construct 3D models we will use Project Ignite from Autodesk which uses the popular Tinkercad online software to teach 3D design and construction. The goal is not to find something to print but to design something that absolutely needs to be printed. We will try the iOS apps: 123D Design for Education and Tinker Play from Autodesk. While not as robust as the desktop apps they do allow for playing around and learning more about how to create objects.
We currently have 2 – Polar 3D printers although in truth one is the Lower Schools but I have been using it for troubleshooting purposes. I like the printers as they have a nice web interface and allows for students to share projects with me. The printers can be finicky as every 3D printer can be as I have found out so they are a great entry level printer as schools get a discount and they will give you plenty of practice with learning the ropes of 3D printing. Contrary to what many people believe, 3D printing in schools is full of failed prints, trial and error, and messing around to get the printer to print. Frankly it is all a part of making although it reminds me of when I was trying to get all of the Macintosh LCII computers to print to an inkjet printer using AppleTalk since when it worked it was awesome, but when it did not work, I spent a lot of time trying to figure out why not!