Sixth Grade Studies the Medieval Times

Every year around this time, sixth grade student at 'Iolani School can be seen sword fighting, shooting arrows, dancing around the May Pole, launching catapults and engaging in activity that normally isn't done in this day and age. That's because it's time for the Medieval Faire. Over the past 6 weeks or so, the sixth grade curriculum is immersed in medieval culture, where teachers have created a themed unit that totally engages their students.

As you can imagine, there is a lot of making going on. For example, in religion class, students learn about psalms and are challenged to write their own, which will be posted up during the faire. In science, students are taught about variables and collecting data. Using a lot of math, groups of two students research, design and create prototype catapults out of cardboard. After testing their prototypes, they create a blueprint, complete with measurements. These blueprints are taken to the Lab where they are scanned and opened in Inkscape. From there students turn their drawings into a graphic file that is sent to the laser cutter and pieces are cut out of wood. These pieces are put together and the catapults are used to launch small projectiles at various angles, with different numbers of rubber bands. The data is collected and analyzed to see which designs and what angles work the best.

But it doesn't stop there. For the faire, each student takes on a specific role. They must research, design and make their own costume and booth, as well as the items they will need. The lab seems to have a revolving door as jesters 3D print heads for their staffs, archers laser cut doves and deer to shot at, and all types of artisans create signs to advertise their wares.

On the day of the faire the making continues as sixth grade students, teachers and parents turn the lawn into a medieval city. They have designed the layout for the tables, booths, May Pole, sword fighting arena, etc. By noon, you would think your were back in merry old England.

When noon rolled around, the faire came to life. Each student had to perform their role; royals, peasants, alchemists, blacksmiths, fortune tellers, knights, etc. You could ask each student about their job, life in medieval times or how society was organized and they could tell you.

Signs

Target holders

Deer and doves

Catapults

 Jester staffs

 Sheilds

Blacksmith tools

Games

Psalms

The amount of learning that happens during this unit is amazing. Students learn to use calipers in the Lab and have to use their knowledge of mathematics to change decimals to fractions and fractions to decimals. Others use CAD software for the first time and create objects that no longer exist. Students work together to problem solve and find solutions to a myriad of problems. By the end of the day, everyone is ready to get back to future, but not without becoming smarter from living a day in the past.

"Makerspace Technology: Is It Right For Your School?" - Presented at FETC 2017

The largest, national, independent education technology conference is FETC (Future of Education Technology Conference). FETC 2017 was January 24-27 in Orlando, Florida and it was my honor to represent 'Iolani School not only as an attendee, but as a presenter. I'd like to share with you some of the thoughts from my presentation, "Makerspace Technology: Is It Right For Your School?"

Aimed at school/district administrators (but open to all educators), my presentation had three main learning objectives:
    1) Showing how a school can benefit from creating a "maker culture"
    2) Explain the unique philosophy behind the 'Iolani Lower School Lab and our use of maker       technology
    3) Give examples of how makerspace technologies are applied to the curriculum at various grade levels.

Administrators are trying to decide if they are going to invest in makerspace technology of their schools. There are tons of questions: What technology should we get? Who will run this space? How are we going to organize/schedule it's use? How does this technology fit into the curriculum?

Sorry to say, there are not real black/white answers to these questions. However, one thing is true when it comes to the decision administrators make: "Students take risks when teachers take risks. Teachers take risks when school leaders take risks." Brad Currie.

The first thing a school leader needs to do with regard to makerspace technology, is to make sure they have a rational for "making" in their school. Why invest money in this "trend"? Because, it's not a trend. "The learning-by-doing approach also has it precedents in education: project-based learning, Jean Piaget's constructivism and Seymour Papert's constructionism. These theories explain the remarkable accomplishments of  young makers and remind educators that every classroom needs to be a place where, as Piaget taught, 'knowledge is a consequence of experience.'" This is a quote from the article "The Maker Movement: A Learning Revolution" by Martinez and Stager. The concept of "making" in education has been around for a long time...it has, however, been lost under the pressure to "teach to the test" brought on, whether intentionally or unintentionally, by districts, communities, and the powers that be.

Christa Flores says it this way, "Constructivism (Piaget) is new knowledge via experience; Constructionism (Papert) is new knowledge via making artifacts." We know that people learn best by doing, so if you adhere to this philosophy of eduction, then you should think about creating a maker culture in your school. Making is not about machines or a space. Curriculum comes first, technology second. Making can happen in a classroom, a library, the hall or a dedicated makerspace.

At it's very essence, making in school is an attitude, a mindset, a culture; a process, a journey; Where learning is personal and unique; where work is real and meaningful; where there is an audience and a reason for what is made.

John Dewey said, "If we teach today's students as we taught yesterday's, we rob them of tomorrow." Here at 'Iolani, we have a long, rich tradition of excellence in education. For over 150 years we have helped students reach high academic standards. At the same time, our administration knows the importance of not being set in our ways...the world changes and as educators we need to find ways to prepare our students for the world they will face.

Albert Einstein said, "Imagination is more important than knowledge." If your school has a maker mindset and allows students to imagine, then anything that lets your create is maker technology.

At 'Iolani's Lower School FabLab/Makerspace the goal is do just that. Our philosophy is this:
1) To provide students and teachers the materials, tools and a place to imagine, create and improve...for school or for fun.
2) We use "Engineering Design Process" and "Design Thinking" methodologies.
3) We encourage risk-taking and creativity.
4) We assist teachers and students in project-based learning

We run the Lab as a support to our students and teacher. We are not a pull-out or a "special" class. We are open all day, everyday (with a few exceptions) for anyone to come in and making something. Teachers can schedule a period or maybe a number of days for their class to work on a given project. Students may pop-in to make a present for a loved-one. Small groups my drop by to create an object for a class assignment. Or we may offer a mini-lesson training session to a give grade on a specific topic.

In Roald Dahl's "Charlie and The Chocolate Factory", Grampa Jo says, "I've heard tell what you imagine sometimes comes true." Our Lab is a place to imagine...and when our kids imagine, they learn.

So is makerspace technology right for your school? At 'Iolani, it is and there are plenty of examples of how we fit it into the curriculum. As mentioned earlier, it's not about the machines...if this technology doesn't help your students learn what you are trying to teach them, then is will be money well wasted.

Here are a few examples of how we join our curriculum and makerspace technology. For the sake of space, I will just mention them, but if you go back into our blog, you will find longer explanations of these and many other projects:
   Kindergarten: Garden stakes
   First Grade: Habitat creatures
   Second Grade: Content area games using Scratch Jr
   Third Grade: Desk caddies and Space Exploration Vehicles
   Fourth Grade: Volcano poems on Scratch
   Fifth Grade: Novel Boardgames
   Sixth Grade: Ancient Egyptian Artifacts and Catapults

That is how we use our makerspace and it's technology in the Lower School. Here's one example of how this same philosophy is used in the Upper School, at the Sullivan Center for Innovation and Leadership: Design and Fabrication at 'Iolani School

I created a Google Folder with a copy of my presentation slides as well as a number of other resources. You can access it at: Matthew Dillon-FETC 2017 Presentation Folder

As always, if you have any questions or comments, please don't hesitate to contact me at pmdillon@iolani.org

2nd Grade Scratch Jr Stories

A few weeks ago, our 2nd grade classes came to the Lab for a 60 minute mini-lesson on using Scratch Jr. We went over the basics and then had the students create a few screens with interaction, communication, movement and sound.

After the initial lesson, their teachers incorporated Scratch Jr into their language arts program. After learning about parts of a story and different story elements, the students were challenged to take one of their writing pieces and put it on Scratch Jr as a 4 part (beginning, middle, middle, end) project.

Once their story was "programmed" they were shared with fellow students who peer critiqued them on certain elements like; did the story make sense; did the graphics go along with the story; did the project flow (both as a story and a visual/interactive project)?

Following the feedback, students went back into the program and began to make changes to "fix" the story. This process will go on a couple of times until the students feel their story is the best it can be.