Tinkering Spaces: How Equity Means More Than Access
How to Bring Playfulness to High School Students
The Maker Movement Goes Global
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Some \u003ca href=\"http://ww2.kqed.org/mindshift/2015/09/17/how-to-incubate-creativity-in-school-through-making-and-discovery/\">schools have made makerspaces\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2015/06/16/how-to-turn-digital-games-into-a-fun-physical-learning-experience-at-school/\">FabLabs a priority\u003c/a>, building making activities into the curriculum and encouraging kids through afterschool activities. In large part, this new excitement has come from a \u003ca href=\"http://tascha.uw.edu/2015/03/power-access-status-the-discourse-of-race-gender-and-class-in-the-maker-movement/\">predominantly white, male sensibility\u003c/a> and conversations about equity and tinkering tend to focus on questions of access to makerspaces and to tools.\u003c/p>\n\u003cp>Makerspaces are much less common in low-income schools where the academic focus remains on raising test scores, often through drill and practice. However, many communities of color have long traditions of using their hands for work and play that get left out of the discussion around making. Existing inequities play out when adults engage with kids around tinkering or making. And, while makerspaces are a unique kind of learning space, many of the \u003ca href=\"http://fablearn.stanford.edu/2013/wp-content/uploads/Tinkering-Learning-Equity-in-the-After-school-Setting.pdf\">techniques thoughtful educators are using to improve their interactions\u003c/a> with students could be used in other venues.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Kids are brilliant and it's our responsibility to notice their brilliance and deepen it.'\u003ccite>Shirin Vossoughi\u003c/cite>\u003c/aside>\n\u003cp>One basic way to bring more cultural awareness to making is to carefully design activities that make space for the expertise, stories and experiences that students bring from their homes and families. But also, “make that assumption that social injustices and educational injustices are ubiquitous and they’re happening everywhere. Be ready to look for them,” said Meg Escudé, director of community youth programs at the Exploratorium, including the \u003ca href=\"http://www.exploratorium.edu/education/california-tinkering-afterschool-network-learning-equity\">Tinkering Afterschool Program.\u003c/a>\u003c/p>\n\u003cp>Escudé has spent a lot of time thinking about how social inequities are played out in moment-to-moment interactions. She believes that in order to change those structures, each educator must be on the lookout for her own biases at work and be willing to shift when they inevitably come up.\u003c/p>\n\u003cfigure id=\"attachment_44922\" class=\"wp-caption aligncenter\" style=\"max-width: 720px\">\u003cimg class=\"wp-image-44922 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/EquityTinkering2.png\" alt=\"EquityTinkering2\" width=\"720\" height=\"575\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering2.png 720w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering2-400x319.png 400w\" sizes=\"(max-width: 720px) 100vw, 720px\">\u003cfigcaption class=\"wp-caption-text\">Zoe and Kevin make milk carton characters. \u003ccite>(Courtesy Franco Nguon/Boys and Girls Club of San Francisco)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Sewing has been one of the most successful projects in the program Escudé helps run at the \u003ca href=\"https://www.kidsclub.org/find-a-club/visitacion-valley-clubhouse/\">Boys and Girls Club in San Francisco’s Visitacion Valley \u003c/a>neighborhood. Kids shared their family histories of sewing and even invited grandparents to participate and share. The activity was framed as intellectual thought and valued as equal to any other tinkering task. The success of this activity came from giving students the space to share themselves and build relationships with one another and the facilitators, not because they were using the most recent technology or because they were building robots.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One activity students have when they dive into technology is to take apart electronics and toys. Students find it to be a rich experience, but not all kids dive right in.\u003c/p>\n\u003cp>“It was really hard and there were a lot of reactions,” Escudé said. Some kids wanted to take the toy home, others didn’t want to take it apart because it was cute. Escudé realized it’s a cultural assumption that kids would think taking apart toys would be fun. “On the one hand, I hate using that example because it’s hard to see what I might have predicted happen, but it’s also very confirming,” Escudé said.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"http://www.youtube.com/embed/4qsGTXLnmKs\" width=\"100%\" height=\"500\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>The facilitators of this tinkering club have done a lot of work to think through the many ways inequalities and power dynamics are reenacted. And they’ve found ways to help the tinkering facilitators leading workshops examine their actions, reflect and improve. Before every tinkering session, the facilitators talk through how they will approach various interactions, anticipating points of tension or potential questions. Immediately after the sessions they also debrief how they interacted with students, how well they got to know them, and what they might have learned about a student that day. They also record every tinkering session and \u003ca href=\"https://www.scholars.northwestern.edu/en/publications/what-does-the-camera-communicate-an-inquiry-into-the-politics-and\">review video \u003c/a>to improve their teaching.\u003c/p>\n\u003cfigure id=\"attachment_44923\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003cimg class=\"wp-image-44923 size-thumbnail\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-400x400.jpg\" alt=\"Printmaking.\" width=\"400\" height=\"400\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-400x400.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-1440x1440.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-1180x1180.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-960x960.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-150x150.jpg 150w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Meg, Elena, and Ciara make prints. \u003ccite>(Courtesy Franco Nguon/Boys and Girls Clubs of San Francisco)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We feel there’s not enough of a focus on pedagogy,” said \u003ca href=\"http://www.sesp.northwestern.edu/profile/?p=22753&/ShirinVossoughi/\">Shirin Vossoughi\u003c/a>, assistant professor at Northwestern University's School of Education and Social Policy. She says the rise of maker education activities have coincided with calls for more student-directed learning. But just because kids don’t learn from overly didactic experiences doesn’t mean adults should be completely hands off. She has observed that often, maker educators assume that because they’ve offered students freedom and choice, the space is automatically equitable. She says being intentional about how adults interact with kids in these spaces is more important than self-direction.\u003c/p>\n\u003cp>“There’s an emphasis on self-directed learning, but in that process there’s not enough of a conversation about all the ways we might subtlely in our talk and action reproduce deficit views of kids, or really transform some of those,” Vossoughi said. And, when self-direction takes primacy it’s easy to blame a student’s lack of success on him, rather than thinking about the power dynamics at play in the space.\u003c/p>\n\u003cfigure id=\"attachment_44926\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-44926 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/EquityTinkering3-1440x810.png\" alt=\"EquityTinkering3\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering3-1440x810.png 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering3-400x225.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering3-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering3-768x432.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering3-1180x664.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering3-960x540.png 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Students make wooden automatas. \u003ccite>(Courtesy Franco Nguon/Boys and Girls Clubs of San Francisco)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Visitacion Valley tinkering club runs with the help of teen facilitators, who carry with them experiences of being taught that are reflected in their work with kids. Early in the program Escudé and Vossoughi realized that time to plan and time to reflect after a tinkering session were both invaluable for calling out inequities when they happen and figuring out new strategies for the future.\u003c/p>\n\u003cp>For example, Escudé described a debrief with the teen facilitators after they had been working with a group of middle schoolers for the first time. One boy came in late and had missed some of the tool training, but was nevertheless using tools quickly. One facilitator kept describing his actions as “dangerous.” Escudé recognized that in this description of the students’ actions, the facilitator was already creating an image of him as a behavioral problem.\u003c/p>\n\u003cp>To move past this, Escudé asked the facilitator to stop focusing on the student's’ actions and instead to look closely at her own interactions with him. This method of carefully reviewing interactions helps facilitators slowly recognize how and where things might have gone wrong and what could be done differently next time.\u003c/p>\n\u003cp>Two days later, the same facilitator described an interaction with a girl who hadn’t started her work after several minutes of the workshop. It would be easy to assume that the student was off task or didn’t want to do the activity, but instead of assuming the worst about the student, the facilitator went over and started asking her questions that centered around agency and how she’d like to be involved. This gentle support helped the girl figure out how to start the activity. Analyzing video footage of interactions and constructively calling out interactions that assume deficits in a child or demonstrate a power dynamic is a big way Escudé and Vossoughi work to get everyone noticing the moment-to-moment inequalities.\u003c/p>\n\u003cp>They also focus on race and gender patterns around who is using which tools and the kinds of projects different kids are drawn towards. “There were some patterns around which students get intervened on more often and which students have projects taken out of their hands and fixed more often,” Vossoughi said. The video reviews help them notice these patterns and correct them.\u003c/p>\n\u003cp>“Kids make sense; what they’re doing makes sense and it’s our responsibility to figure out how it makes sense,” Vossoughi said. For example, a facilitator was trying to help a student, but in doing so became so focused on finishing the product, that he lost sight of the process. The student quickly realized her lack of agency and announced she was going to start a new project, he could keep that one. Those are the moments Vossoughi and Escudé say adults can pick up on, recognize their own values and biases at play, and try to shift.\u003c/p>\n\u003cfigure id=\"attachment_44927\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-44927 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/EquityTinkering4-1440x810.png\" alt=\"Stop motion activity.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering4-1440x810.png 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering4-400x225.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering4-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering4-768x432.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering4-1180x664.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering4-960x540.png 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Two students work on a stop motion video. \u003ccite>(Courtesy Franco Nguon/Boys and Girls Clubs of San Francisco)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A huge part of trying to bring equity to every moment of tinkering is to see students as full of strengths from their home community, their families, and their experiences. “Kids are brilliant and it's our responsibility to notice their brilliance and deepen it,” Vossoughi said. This perspective has allowed kids who don’t fit into traditional ideas about what it means to be smart, or academic, thrive in the tinkering space.\u003c/p>\n\u003cp>“There’s this one kid who does not sit still and he’s never quiet,” said Erin Gutierrez, the Visitacion Valley Clubhouse director. This boy clashes with his teachers a lot. “As far as emotional intelligence goes, he notices everything and I’m always impressed by how much he’s aware. I feel like I can’t get anything past him.”\u003c/p>\n\u003cp>Tinkering club is much more his style. “In tinkering he thrived because there you share your opinions, and question things that don’t make sense for you,” Gutierrez said. “You walk around the room and learn with your friends and get to disagree in a safe space. It’s a space where all of that is a good thing.” She notices this tension between school and tinkering a lot, but is glad there are spaces where kids who don’t often feel smart in school can shine.\u003c/p>\n\u003cp>She’s also noticed that kids who regularly participate in tinkering display confidence in other Boys and Girls Club activities. “The one trend I’m always surprised by is that the kids who go to tinkering have been the kids who come to the club and want to start their own programs,” Gutierrez said.\u003c/p>\n\u003cp>A group of girls came to her and wanted to start a “book club,” where they would write and illustrate stories together. They asked for a room, made flyers, presented their idea in front of other kids and ran the program on their own for about a year. One of the main instigators of that effort was a very quiet, smart, introverted girl.\u003c/p>\n\u003cp>“It was a whole new side to her that she attributes to the work she did in tinkering and particularly to Shirin,” Gutierrez said. Watching her present in front of peers and organize activities was so different from her usual shy demeanor.\u003c/p>\n\u003cp>“I’ve worked with kids my whole career and there is something unique about the agency these kids show and feel,” Gutierrez said.The kids are also vocal about things going on at school. “I was kind of surprised at how articulate they can be at times at calling us out and calling teachers out when something doesn’t feel right,” Gutierrez said. “They’re highly sensitive to good pedagogy and bad pedagogy. They’re aware of what feels right.” They complain when their teachers post their grades publicly or if one student’s work is publicly highlighted.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Making is one potential space that has affordances for how to reimagine education,” Vossoughi said. But this careful attention to how adults talk to kids, the messages body language communicates, and being very attentive to how socio-political biases play out could be a larger part of every education space.\u003c/p>\n\n","blocks":[],"excerpt":"Youth programs are looking to redefine maker spaces into more equitable environments by rethinking what's valued and how facilitators interact with students. ","status":"publish","parent":0,"modified":1462395024,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["http://www.youtube.com/embed/4qsGTXLnmKs"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1990},"headData":{"title":"Tinkering Spaces: How Equity Means More Than Access | KQED","description":"Youth programs are looking to redefine maker spaces into more equitable environments by rethinking what's valued and how facilitators interact with students. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Tinkering Spaces: How Equity Means More Than Access","datePublished":"2016-05-03T13:36:51.000Z","dateModified":"2016-05-04T20:50:24.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"44915 http://ww2.kqed.org/mindshift/?p=44915","disqusUrl":"https://ww2.kqed.org/mindshift/2016/05/03/tinkering-spaces-how-equity-means-more-than-access/","disqusTitle":"Tinkering Spaces: How Equity Means More Than Access","path":"/mindshift/44915/tinkering-spaces-how-equity-means-more-than-access","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The Maker Movement has helped spur renewed interest in hands-on learning and the value of spaces where children can explore their own ideas, be creative, and tinker. Some \u003ca href=\"http://ww2.kqed.org/mindshift/2015/09/17/how-to-incubate-creativity-in-school-through-making-and-discovery/\">schools have made makerspaces\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2015/06/16/how-to-turn-digital-games-into-a-fun-physical-learning-experience-at-school/\">FabLabs a priority\u003c/a>, building making activities into the curriculum and encouraging kids through afterschool activities. In large part, this new excitement has come from a \u003ca href=\"http://tascha.uw.edu/2015/03/power-access-status-the-discourse-of-race-gender-and-class-in-the-maker-movement/\">predominantly white, male sensibility\u003c/a> and conversations about equity and tinkering tend to focus on questions of access to makerspaces and to tools.\u003c/p>\n\u003cp>Makerspaces are much less common in low-income schools where the academic focus remains on raising test scores, often through drill and practice. However, many communities of color have long traditions of using their hands for work and play that get left out of the discussion around making. Existing inequities play out when adults engage with kids around tinkering or making. And, while makerspaces are a unique kind of learning space, many of the \u003ca href=\"http://fablearn.stanford.edu/2013/wp-content/uploads/Tinkering-Learning-Equity-in-the-After-school-Setting.pdf\">techniques thoughtful educators are using to improve their interactions\u003c/a> with students could be used in other venues.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Kids are brilliant and it's our responsibility to notice their brilliance and deepen it.'\u003ccite>Shirin Vossoughi\u003c/cite>\u003c/aside>\n\u003cp>One basic way to bring more cultural awareness to making is to carefully design activities that make space for the expertise, stories and experiences that students bring from their homes and families. But also, “make that assumption that social injustices and educational injustices are ubiquitous and they’re happening everywhere. Be ready to look for them,” said Meg Escudé, director of community youth programs at the Exploratorium, including the \u003ca href=\"http://www.exploratorium.edu/education/california-tinkering-afterschool-network-learning-equity\">Tinkering Afterschool Program.\u003c/a>\u003c/p>\n\u003cp>Escudé has spent a lot of time thinking about how social inequities are played out in moment-to-moment interactions. She believes that in order to change those structures, each educator must be on the lookout for her own biases at work and be willing to shift when they inevitably come up.\u003c/p>\n\u003cfigure id=\"attachment_44922\" class=\"wp-caption aligncenter\" style=\"max-width: 720px\">\u003cimg class=\"wp-image-44922 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/EquityTinkering2.png\" alt=\"EquityTinkering2\" width=\"720\" height=\"575\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering2.png 720w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering2-400x319.png 400w\" sizes=\"(max-width: 720px) 100vw, 720px\">\u003cfigcaption class=\"wp-caption-text\">Zoe and Kevin make milk carton characters. \u003ccite>(Courtesy Franco Nguon/Boys and Girls Club of San Francisco)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Sewing has been one of the most successful projects in the program Escudé helps run at the \u003ca href=\"https://www.kidsclub.org/find-a-club/visitacion-valley-clubhouse/\">Boys and Girls Club in San Francisco’s Visitacion Valley \u003c/a>neighborhood. Kids shared their family histories of sewing and even invited grandparents to participate and share. The activity was framed as intellectual thought and valued as equal to any other tinkering task. The success of this activity came from giving students the space to share themselves and build relationships with one another and the facilitators, not because they were using the most recent technology or because they were building robots.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One activity students have when they dive into technology is to take apart electronics and toys. Students find it to be a rich experience, but not all kids dive right in.\u003c/p>\n\u003cp>“It was really hard and there were a lot of reactions,” Escudé said. Some kids wanted to take the toy home, others didn’t want to take it apart because it was cute. Escudé realized it’s a cultural assumption that kids would think taking apart toys would be fun. “On the one hand, I hate using that example because it’s hard to see what I might have predicted happen, but it’s also very confirming,” Escudé said.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"http://www.youtube.com/embed/4qsGTXLnmKs\" width=\"100%\" height=\"500\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>The facilitators of this tinkering club have done a lot of work to think through the many ways inequalities and power dynamics are reenacted. And they’ve found ways to help the tinkering facilitators leading workshops examine their actions, reflect and improve. Before every tinkering session, the facilitators talk through how they will approach various interactions, anticipating points of tension or potential questions. Immediately after the sessions they also debrief how they interacted with students, how well they got to know them, and what they might have learned about a student that day. They also record every tinkering session and \u003ca href=\"https://www.scholars.northwestern.edu/en/publications/what-does-the-camera-communicate-an-inquiry-into-the-politics-and\">review video \u003c/a>to improve their teaching.\u003c/p>\n\u003cfigure id=\"attachment_44923\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003cimg class=\"wp-image-44923 size-thumbnail\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-400x400.jpg\" alt=\"Printmaking.\" width=\"400\" height=\"400\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-400x400.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-1440x1440.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-1180x1180.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-960x960.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/Tinkering-Printmaking-with-Meg-Elena-Ciara-150x150.jpg 150w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Meg, Elena, and Ciara make prints. \u003ccite>(Courtesy Franco Nguon/Boys and Girls Clubs of San Francisco)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We feel there’s not enough of a focus on pedagogy,” said \u003ca href=\"http://www.sesp.northwestern.edu/profile/?p=22753&/ShirinVossoughi/\">Shirin Vossoughi\u003c/a>, assistant professor at Northwestern University's School of Education and Social Policy. She says the rise of maker education activities have coincided with calls for more student-directed learning. But just because kids don’t learn from overly didactic experiences doesn’t mean adults should be completely hands off. She has observed that often, maker educators assume that because they’ve offered students freedom and choice, the space is automatically equitable. She says being intentional about how adults interact with kids in these spaces is more important than self-direction.\u003c/p>\n\u003cp>“There’s an emphasis on self-directed learning, but in that process there’s not enough of a conversation about all the ways we might subtlely in our talk and action reproduce deficit views of kids, or really transform some of those,” Vossoughi said. And, when self-direction takes primacy it’s easy to blame a student’s lack of success on him, rather than thinking about the power dynamics at play in the space.\u003c/p>\n\u003cfigure id=\"attachment_44926\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-44926 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/EquityTinkering3-1440x810.png\" alt=\"EquityTinkering3\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering3-1440x810.png 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering3-400x225.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering3-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering3-768x432.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering3-1180x664.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering3-960x540.png 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Students make wooden automatas. \u003ccite>(Courtesy Franco Nguon/Boys and Girls Clubs of San Francisco)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Visitacion Valley tinkering club runs with the help of teen facilitators, who carry with them experiences of being taught that are reflected in their work with kids. Early in the program Escudé and Vossoughi realized that time to plan and time to reflect after a tinkering session were both invaluable for calling out inequities when they happen and figuring out new strategies for the future.\u003c/p>\n\u003cp>For example, Escudé described a debrief with the teen facilitators after they had been working with a group of middle schoolers for the first time. One boy came in late and had missed some of the tool training, but was nevertheless using tools quickly. One facilitator kept describing his actions as “dangerous.” Escudé recognized that in this description of the students’ actions, the facilitator was already creating an image of him as a behavioral problem.\u003c/p>\n\u003cp>To move past this, Escudé asked the facilitator to stop focusing on the student's’ actions and instead to look closely at her own interactions with him. This method of carefully reviewing interactions helps facilitators slowly recognize how and where things might have gone wrong and what could be done differently next time.\u003c/p>\n\u003cp>Two days later, the same facilitator described an interaction with a girl who hadn’t started her work after several minutes of the workshop. It would be easy to assume that the student was off task or didn’t want to do the activity, but instead of assuming the worst about the student, the facilitator went over and started asking her questions that centered around agency and how she’d like to be involved. This gentle support helped the girl figure out how to start the activity. Analyzing video footage of interactions and constructively calling out interactions that assume deficits in a child or demonstrate a power dynamic is a big way Escudé and Vossoughi work to get everyone noticing the moment-to-moment inequalities.\u003c/p>\n\u003cp>They also focus on race and gender patterns around who is using which tools and the kinds of projects different kids are drawn towards. “There were some patterns around which students get intervened on more often and which students have projects taken out of their hands and fixed more often,” Vossoughi said. The video reviews help them notice these patterns and correct them.\u003c/p>\n\u003cp>“Kids make sense; what they’re doing makes sense and it’s our responsibility to figure out how it makes sense,” Vossoughi said. For example, a facilitator was trying to help a student, but in doing so became so focused on finishing the product, that he lost sight of the process. The student quickly realized her lack of agency and announced she was going to start a new project, he could keep that one. Those are the moments Vossoughi and Escudé say adults can pick up on, recognize their own values and biases at play, and try to shift.\u003c/p>\n\u003cfigure id=\"attachment_44927\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-44927 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/EquityTinkering4-1440x810.png\" alt=\"Stop motion activity.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering4-1440x810.png 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering4-400x225.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering4-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering4-768x432.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering4-1180x664.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/EquityTinkering4-960x540.png 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Two students work on a stop motion video. \u003ccite>(Courtesy Franco Nguon/Boys and Girls Clubs of San Francisco)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A huge part of trying to bring equity to every moment of tinkering is to see students as full of strengths from their home community, their families, and their experiences. “Kids are brilliant and it's our responsibility to notice their brilliance and deepen it,” Vossoughi said. This perspective has allowed kids who don’t fit into traditional ideas about what it means to be smart, or academic, thrive in the tinkering space.\u003c/p>\n\u003cp>“There’s this one kid who does not sit still and he’s never quiet,” said Erin Gutierrez, the Visitacion Valley Clubhouse director. This boy clashes with his teachers a lot. “As far as emotional intelligence goes, he notices everything and I’m always impressed by how much he’s aware. I feel like I can’t get anything past him.”\u003c/p>\n\u003cp>Tinkering club is much more his style. “In tinkering he thrived because there you share your opinions, and question things that don’t make sense for you,” Gutierrez said. “You walk around the room and learn with your friends and get to disagree in a safe space. It’s a space where all of that is a good thing.” She notices this tension between school and tinkering a lot, but is glad there are spaces where kids who don’t often feel smart in school can shine.\u003c/p>\n\u003cp>She’s also noticed that kids who regularly participate in tinkering display confidence in other Boys and Girls Club activities. “The one trend I’m always surprised by is that the kids who go to tinkering have been the kids who come to the club and want to start their own programs,” Gutierrez said.\u003c/p>\n\u003cp>A group of girls came to her and wanted to start a “book club,” where they would write and illustrate stories together. They asked for a room, made flyers, presented their idea in front of other kids and ran the program on their own for about a year. One of the main instigators of that effort was a very quiet, smart, introverted girl.\u003c/p>\n\u003cp>“It was a whole new side to her that she attributes to the work she did in tinkering and particularly to Shirin,” Gutierrez said. Watching her present in front of peers and organize activities was so different from her usual shy demeanor.\u003c/p>\n\u003cp>“I’ve worked with kids my whole career and there is something unique about the agency these kids show and feel,” Gutierrez said.The kids are also vocal about things going on at school. “I was kind of surprised at how articulate they can be at times at calling us out and calling teachers out when something doesn’t feel right,” Gutierrez said. “They’re highly sensitive to good pedagogy and bad pedagogy. They’re aware of what feels right.” They complain when their teachers post their grades publicly or if one student’s work is publicly highlighted.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Making is one potential space that has affordances for how to reimagine education,” Vossoughi said. But this careful attention to how adults talk to kids, the messages body language communicates, and being very attentive to how socio-political biases play out could be a larger part of every education space.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/44915/tinkering-spaces-how-equity-means-more-than-access","authors":["234"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_976","mindshift_20784","mindshift_1040","mindshift_20945","mindshift_980","mindshift_975"],"featImg":"mindshift_44919","label":"mindshift"},"mindshift_40864":{"type":"posts","id":"mindshift_40864","meta":{"index":"posts_1591205157","site":"mindshift","id":"40864","score":null,"sort":[1437744449000]},"guestAuthors":[],"slug":"how-to-bring-playfulness-to-high-school-students","title":"How to Bring Playfulness to High School Students","publishDate":1437744449,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>It’s easy to focus on academics and college transcripts when children become tweens and teens, but retaining the agency and creativity inherent in play is crucial for them, too. But what is the high school equivalent for the kind of inquisitive learning that happens when little kids play in the sandbox, finger-paint, build with blocks or play make-believe?\u003c/p>\n\u003cp>\"When your 4-year-old is dipping his hand in the rice table, he's learning really important things about tactile touch,\" said Denise Pope, senior lecturer at Stanford's Graduate School of Education and co-founder of \u003ca href=\"http://www.challengesuccess.org/\">Challenge Success\u003c/a>. \"Older kids need those same tactile, hands-on experiences to learn as well.\"\u003c/p>\n\u003cp>Teenagers need creative outlets, just like elementary school children. Those experiences help open their brains in different ways, get them excited about learning and allow them to have fun. Playful learning can in turn lead to deeper engagement with school, better retention of learning and a stronger motivation to persist all the way through school.\u003c/p>\n\u003cp>There are several ways to encourage teenagers to learn playfully.\u003c/p>\n\u003cp>\u003cstrong>Free Choice Time: Student-Directed Learning\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>During free-choice time in preschool, kids are encouraged to choose their own activity: dressing-up corner, painting at an easel or even just reading a book. Older kids also like having choice built into their learning experience.\u003c/p>\n\u003cp>\"In the first book I wrote, 'Doing School,' there was a kid I was shadowing and she wanted to write a novel, and her teacher was like, 'Well, that’s great, but I can't give you credit, it can't count for a grade or anything,' \" Pope said. \"She was really discouraged.\"\u003c/p>\n\u003cp>Allowing that student to write a novel for credit would have been a chance to encourage her to connect to her classes, Pope said. It’s much easier for students to learn deeply when they see the tasks as meaningful and the content as valuable to their future lives.\u003c/p>\n\u003cp>Sandra Russ, professor of psychology at Case Western Reserve University, has researched the role of pretend play in child development. She agrees choice is important for teenagers.\u003c/p>\n\u003cp>\"It's important that they're doing it for its own sake. They're not doing it for a reward, they're doing it because they love it. Especially for teenagers, who are under a lot of stress,\" Russ said.\u003c/p>\n\u003cfigure id=\"attachment_41281\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-41281\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/Arduino.jpg\" alt=\"Arduino For Total Newbies workshop at STGO Maker Space Santiago, Chile\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/07/Arduino.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Arduino-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Arduino-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Arduino-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Arduino-1400x788.jpg 1400w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Arduino-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Arduino-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Arduino For Total Newbies workshop at STGO Maker Space Santiago, Chile \u003ccite>(Mitch Altman/Flickr)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Blocks and Legos: Maker Spaces and Fab Labs\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Teenagers love the opportunity to invent, design and build things. At the makerspaces and \"fab labs\" that some high schools now have, students make jewelry, build guitars out of cigar boxes, design robots or lanterns, even sew their own clothes. A project that starts in physics class might end up in the fab lab, where students can actually see the theories applied in life.\u003c/p>\n\u003cp>Makerspaces give teenagers a place to learn through exploration and imagination, while working collaboratively -- many of the same principles behind preschool play.\u003c/p>\n\u003cp>Though makerspaces often use technology, they don't have to. Many successful spaces are stocked with scraps of wood, soda bottles, soldering irons, PVC pipe and other easy-to-find supplies.\u003c/p>\n\u003cp>\"You're learning about Michelangelo, and to understand the context of his innovations, you may actually make one the way he made it, using wood and glue and old-fashioned tools like he used,\" Pope said.\u003c/p>\n\u003cp>And when technology does make an appearance in a makerspace, it's still important to use it creatively.\u003c/p>\n\u003cp>\"If they're taught to use technology as a medium, just like someone would use a paintbrush, it's different than if they're using technology as a means to the end,\" says Mariah Bruehl of Playful Learning. \"Give them technology, give them hammers, give them wood, give them real problems to solve, with lots of different tools to meet that challenge.\"\u003c/p>\n\u003cp>\u003cstrong>Playground: Pickup Sports and Jam Sessions\u003c/strong>\u003c/p>\n\u003cp>Often, play for older kids takes the form of games, either video or computer games or traditional sports. But these kinds of games are often competitive and don't always foster creativity the way free play does.\u003c/p>\n\u003cp>Encouraging teens to play more informal games, like pickup sports, or to play music with each other just for fun can be ways to let them play without emphasizing competition.\u003c/p>\n\u003cp>\"Extracurricular has become much more focused on winning or performing professionally,\" Pope said. \"There is something to be learned from being in a professional production or a fully competitive orchestra. But there’s also something to be learned from putting together a garage band and jamming with your friends, or doing improv for fun.\"\u003c/p>\n\u003cp>\u003cstrong>Finger-Painting: Arts Integration\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\"Adolescent imagination is really different than kid imagination,\" says psychology professor Sandra Russ. \"What they really need are creative outlets, which is really what pretend play is for children.\"\u003c/p>\n\u003cp>Some teachers find that integrating the arts -- like fiction writing, dance, drama, graphic design, music, drawing, painting or ceramics -- into all subjects helps kids learn. Arts integration is more often done in elementary schools, but high school teachers can do it, too.\u003c/p>\n\u003cp>\"Teenagers need to find their talents and their interests,\" Russ said. \"They need to see what they like, what they're good at. They need to see where their talents and enjoyment go together, so they need to try different things.\"\u003c/p>\n\u003cp>\u003cstrong>Make-Believe: Problem-Based Learning\u003c/strong>\u003c/p>\n\u003cp>Little kids use imaginary play to pretend to be grown-ups and prepare for life. In middle and high school, educators can give students real-world experiences and problems, and allow them to work alongside real-world experts.\u003c/p>\n\u003cp>[contextly_sidebar id=\"4uVDFoOZkiv7R4dxv4rBBxpi3K56s0Eh\"]\u003c/p>\n\u003cp>\"Go beyond the walls of the school. Make-believe is them wanting to be engaged in the real world. That's where the magic happens for them,\" Playful Learning’s Bruehl said.\u003c/p>\n\u003cp>At Quest to Learn middle and upper schools in New York City, students solve real-world problems, said Arana Shapiro, former co-director of the school and current director of school design at the \u003ca href=\"http://www.instituteofplay.org/\">Institute of Play\u003c/a>. In one unit, students are challenged to come up with the design of their own restaurant, complete with budget, menu and brand. In another, students come into class and get news that their teacher has been kidnapped, and they have to collect fingerprints and look for clues. High school students are asked to come up with solutions for big problems like global warming.\u003c/p>\n\u003cp>When putting real-world play into the classroom, students are more motivated when the projects are expansive, big ideas. The most successful teachers first think critically about the big ideas they want students to walk away with, and then find where those big ideas live in the real world, Shapiro said.\u003c/p>\n\u003cp>\"If you can figure that out, it’s easier to create situations and problems for kids to grapple with,\" said Shapiro. \"When you start with content, and then you think about play, you often think about a game like 'Jeopardy' and the facts that kids need to know. If you can really dig deeper into the understandings you want kids to have five or 10 years down the road, those are almost always real situations.\"\u003c/p>\n\u003cp>\u003cstrong>Rice Tables and Sandboxes: Science Through Inquiry\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Little kids learn science best when they're using their hands and bodies and exploring for themselves. That's the idea behind inquiry-based science education at all ages. The \u003ca href=\"http://www.exploratorium.edu/ifi/\">Exploratorium's Institute of Inquiry\u003c/a> defines the methodology this way: \"asking questions, making discoveries, and testing those discoveries in the search for new understanding.\"\u003c/p>\n\u003cp>In other words, students should be following the same processes real scientists use.\u003c/p>\n\u003cp>\"Some of the best scientists we know will say it's much more about creativity and innovation than understanding the basics of science. You have to know the basics, but you also have to have that creative bar to design an exciting experiment,\" Pope said.\u003c/p>\n\u003cp>\u003cstrong>Play Resources\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Student-directed Learning\u003c/strong>\u003cbr>\nJackie Gerstein's blog \u003ca href=\"https://usergeneratededucation.wordpress.com/\">User-Generated Education\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Maker Spaces and Fab Labs\u003c/strong>\u003cbr>\n\u003ca href=\"http://www.fabfoundation.org/fab-labs/setting-up-a-fab-lab/\">How to start a Fab Lab\u003c/a>\u003cbr>\n\u003ca href=\"http://makered.org/wp-content/uploads/2014/09/Makerspace-Playbook-Feb-2013.pdf\">Makerspace Playbook\u003c/a>\u003cbr>\n\u003ca href=\"http://makered.org/resources/projects-learning/\">Maker Project Ideas\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Science Through Inquiry\u003c/strong>\u003cbr>\nThe Institute of Inquiry offers \u003ca href=\"http://www.exploratorium.edu/ifi/workshops/fundamentals/index.html\">workshops and online curriculum ideas\u003c/a> for teachers to incorporate inquiry into their science classrooms.\u003cbr>\n\u003ca href=\"http://www.exploratorium.edu/ifi/docs/IFI_pathways_essay.pdf\">The Inquiry Approach to Learning Science\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Arts Integration\u003c/strong>\u003cbr>\nChicago Arts Partnerships in Education has some \u003ca href=\"http://www.capeweb.org/what-we-do/curriculum-units\">examples of how high school teachers have integrated arts into their lessons\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Problem-Based Learning\u003c/strong>\u003cbr>\nThe Institute of Play offers \u003ca href=\"http://www.instituteofplay.org/work/projects/teacherquest-2/\">professional development for teachers.\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.instituteofplay.org/work/projects/quest-curriculum/mission-pack-shark-tank/\">Shark Tank Mission Pack\u003c/a>: example of a ninth-grade math mission at Quest to Learn, where students develop business plans and pitch them to potential investors.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"http://www.instituteofplay.org/work/projects/quest-curriculum/mission-pack-self-on-the-stand/\">Self on the Stand\u003c/a>: example of a ninth-grade language arts mission at Quest to Learn, where students contribute to TeenInk magazine's Discovering Identity series.\u003c/p>\n\n","blocks":[],"excerpt":"Play is often the domain of young children, but as those kids become teens, learning playfully maintains its importance, especially as academics and competitive sports take over. ","status":"publish","parent":0,"modified":1532641617,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":46,"wordCount":1469},"headData":{"title":"How to Bring Playfulness to High School Students | KQED","description":"Play is often the domain of young children, but as those kids become teens, learning playfully maintains its importance, especially as academics and competitive sports take over. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Bring Playfulness to High School Students","datePublished":"2015-07-24T13:27:29.000Z","dateModified":"2018-07-26T21:46:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"40864 http://ww2.kqed.org/mindshift/?p=40864","disqusUrl":"https://ww2.kqed.org/mindshift/2015/07/24/how-to-bring-playfulness-to-high-school-students/","disqusTitle":"How to Bring Playfulness to High School Students","path":"/mindshift/40864/how-to-bring-playfulness-to-high-school-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>It’s easy to focus on academics and college transcripts when children become tweens and teens, but retaining the agency and creativity inherent in play is crucial for them, too. But what is the high school equivalent for the kind of inquisitive learning that happens when little kids play in the sandbox, finger-paint, build with blocks or play make-believe?\u003c/p>\n\u003cp>\"When your 4-year-old is dipping his hand in the rice table, he's learning really important things about tactile touch,\" said Denise Pope, senior lecturer at Stanford's Graduate School of Education and co-founder of \u003ca href=\"http://www.challengesuccess.org/\">Challenge Success\u003c/a>. \"Older kids need those same tactile, hands-on experiences to learn as well.\"\u003c/p>\n\u003cp>Teenagers need creative outlets, just like elementary school children. Those experiences help open their brains in different ways, get them excited about learning and allow them to have fun. Playful learning can in turn lead to deeper engagement with school, better retention of learning and a stronger motivation to persist all the way through school.\u003c/p>\n\u003cp>There are several ways to encourage teenagers to learn playfully.\u003c/p>\n\u003cp>\u003cstrong>Free Choice Time: Student-Directed Learning\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>During free-choice time in preschool, kids are encouraged to choose their own activity: dressing-up corner, painting at an easel or even just reading a book. Older kids also like having choice built into their learning experience.\u003c/p>\n\u003cp>\"In the first book I wrote, 'Doing School,' there was a kid I was shadowing and she wanted to write a novel, and her teacher was like, 'Well, that’s great, but I can't give you credit, it can't count for a grade or anything,' \" Pope said. \"She was really discouraged.\"\u003c/p>\n\u003cp>Allowing that student to write a novel for credit would have been a chance to encourage her to connect to her classes, Pope said. It’s much easier for students to learn deeply when they see the tasks as meaningful and the content as valuable to their future lives.\u003c/p>\n\u003cp>Sandra Russ, professor of psychology at Case Western Reserve University, has researched the role of pretend play in child development. She agrees choice is important for teenagers.\u003c/p>\n\u003cp>\"It's important that they're doing it for its own sake. They're not doing it for a reward, they're doing it because they love it. Especially for teenagers, who are under a lot of stress,\" Russ said.\u003c/p>\n\u003cfigure id=\"attachment_41281\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-41281\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/Arduino.jpg\" alt=\"Arduino For Total Newbies workshop at STGO Maker Space Santiago, Chile\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/07/Arduino.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Arduino-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Arduino-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Arduino-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Arduino-1400x788.jpg 1400w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Arduino-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Arduino-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Arduino For Total Newbies workshop at STGO Maker Space Santiago, Chile \u003ccite>(Mitch Altman/Flickr)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Blocks and Legos: Maker Spaces and Fab Labs\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Teenagers love the opportunity to invent, design and build things. At the makerspaces and \"fab labs\" that some high schools now have, students make jewelry, build guitars out of cigar boxes, design robots or lanterns, even sew their own clothes. A project that starts in physics class might end up in the fab lab, where students can actually see the theories applied in life.\u003c/p>\n\u003cp>Makerspaces give teenagers a place to learn through exploration and imagination, while working collaboratively -- many of the same principles behind preschool play.\u003c/p>\n\u003cp>Though makerspaces often use technology, they don't have to. Many successful spaces are stocked with scraps of wood, soda bottles, soldering irons, PVC pipe and other easy-to-find supplies.\u003c/p>\n\u003cp>\"You're learning about Michelangelo, and to understand the context of his innovations, you may actually make one the way he made it, using wood and glue and old-fashioned tools like he used,\" Pope said.\u003c/p>\n\u003cp>And when technology does make an appearance in a makerspace, it's still important to use it creatively.\u003c/p>\n\u003cp>\"If they're taught to use technology as a medium, just like someone would use a paintbrush, it's different than if they're using technology as a means to the end,\" says Mariah Bruehl of Playful Learning. \"Give them technology, give them hammers, give them wood, give them real problems to solve, with lots of different tools to meet that challenge.\"\u003c/p>\n\u003cp>\u003cstrong>Playground: Pickup Sports and Jam Sessions\u003c/strong>\u003c/p>\n\u003cp>Often, play for older kids takes the form of games, either video or computer games or traditional sports. But these kinds of games are often competitive and don't always foster creativity the way free play does.\u003c/p>\n\u003cp>Encouraging teens to play more informal games, like pickup sports, or to play music with each other just for fun can be ways to let them play without emphasizing competition.\u003c/p>\n\u003cp>\"Extracurricular has become much more focused on winning or performing professionally,\" Pope said. \"There is something to be learned from being in a professional production or a fully competitive orchestra. But there’s also something to be learned from putting together a garage band and jamming with your friends, or doing improv for fun.\"\u003c/p>\n\u003cp>\u003cstrong>Finger-Painting: Arts Integration\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\"Adolescent imagination is really different than kid imagination,\" says psychology professor Sandra Russ. \"What they really need are creative outlets, which is really what pretend play is for children.\"\u003c/p>\n\u003cp>Some teachers find that integrating the arts -- like fiction writing, dance, drama, graphic design, music, drawing, painting or ceramics -- into all subjects helps kids learn. Arts integration is more often done in elementary schools, but high school teachers can do it, too.\u003c/p>\n\u003cp>\"Teenagers need to find their talents and their interests,\" Russ said. \"They need to see what they like, what they're good at. They need to see where their talents and enjoyment go together, so they need to try different things.\"\u003c/p>\n\u003cp>\u003cstrong>Make-Believe: Problem-Based Learning\u003c/strong>\u003c/p>\n\u003cp>Little kids use imaginary play to pretend to be grown-ups and prepare for life. In middle and high school, educators can give students real-world experiences and problems, and allow them to work alongside real-world experts.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\"Go beyond the walls of the school. Make-believe is them wanting to be engaged in the real world. That's where the magic happens for them,\" Playful Learning’s Bruehl said.\u003c/p>\n\u003cp>At Quest to Learn middle and upper schools in New York City, students solve real-world problems, said Arana Shapiro, former co-director of the school and current director of school design at the \u003ca href=\"http://www.instituteofplay.org/\">Institute of Play\u003c/a>. In one unit, students are challenged to come up with the design of their own restaurant, complete with budget, menu and brand. In another, students come into class and get news that their teacher has been kidnapped, and they have to collect fingerprints and look for clues. High school students are asked to come up with solutions for big problems like global warming.\u003c/p>\n\u003cp>When putting real-world play into the classroom, students are more motivated when the projects are expansive, big ideas. The most successful teachers first think critically about the big ideas they want students to walk away with, and then find where those big ideas live in the real world, Shapiro said.\u003c/p>\n\u003cp>\"If you can figure that out, it’s easier to create situations and problems for kids to grapple with,\" said Shapiro. \"When you start with content, and then you think about play, you often think about a game like 'Jeopardy' and the facts that kids need to know. If you can really dig deeper into the understandings you want kids to have five or 10 years down the road, those are almost always real situations.\"\u003c/p>\n\u003cp>\u003cstrong>Rice Tables and Sandboxes: Science Through Inquiry\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Little kids learn science best when they're using their hands and bodies and exploring for themselves. That's the idea behind inquiry-based science education at all ages. The \u003ca href=\"http://www.exploratorium.edu/ifi/\">Exploratorium's Institute of Inquiry\u003c/a> defines the methodology this way: \"asking questions, making discoveries, and testing those discoveries in the search for new understanding.\"\u003c/p>\n\u003cp>In other words, students should be following the same processes real scientists use.\u003c/p>\n\u003cp>\"Some of the best scientists we know will say it's much more about creativity and innovation than understanding the basics of science. You have to know the basics, but you also have to have that creative bar to design an exciting experiment,\" Pope said.\u003c/p>\n\u003cp>\u003cstrong>Play Resources\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Student-directed Learning\u003c/strong>\u003cbr>\nJackie Gerstein's blog \u003ca href=\"https://usergeneratededucation.wordpress.com/\">User-Generated Education\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Maker Spaces and Fab Labs\u003c/strong>\u003cbr>\n\u003ca href=\"http://www.fabfoundation.org/fab-labs/setting-up-a-fab-lab/\">How to start a Fab Lab\u003c/a>\u003cbr>\n\u003ca href=\"http://makered.org/wp-content/uploads/2014/09/Makerspace-Playbook-Feb-2013.pdf\">Makerspace Playbook\u003c/a>\u003cbr>\n\u003ca href=\"http://makered.org/resources/projects-learning/\">Maker Project Ideas\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Science Through Inquiry\u003c/strong>\u003cbr>\nThe Institute of Inquiry offers \u003ca href=\"http://www.exploratorium.edu/ifi/workshops/fundamentals/index.html\">workshops and online curriculum ideas\u003c/a> for teachers to incorporate inquiry into their science classrooms.\u003cbr>\n\u003ca href=\"http://www.exploratorium.edu/ifi/docs/IFI_pathways_essay.pdf\">The Inquiry Approach to Learning Science\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Arts Integration\u003c/strong>\u003cbr>\nChicago Arts Partnerships in Education has some \u003ca href=\"http://www.capeweb.org/what-we-do/curriculum-units\">examples of how high school teachers have integrated arts into their lessons\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Problem-Based Learning\u003c/strong>\u003cbr>\nThe Institute of Play offers \u003ca href=\"http://www.instituteofplay.org/work/projects/teacherquest-2/\">professional development for teachers.\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.instituteofplay.org/work/projects/quest-curriculum/mission-pack-shark-tank/\">Shark Tank Mission Pack\u003c/a>: example of a ninth-grade math mission at Quest to Learn, where students develop business plans and pitch them to potential investors.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.instituteofplay.org/work/projects/quest-curriculum/mission-pack-self-on-the-stand/\">Self on the Stand\u003c/a>: example of a ninth-grade language arts mission at Quest to Learn, where students contribute to TeenInk magazine's Discovering Identity series.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/40864/how-to-bring-playfulness-to-high-school-students","authors":["3225"],"categories":["mindshift_20579","mindshift_20524"],"tags":["mindshift_976","mindshift_20784","mindshift_1040","mindshift_20881","mindshift_498"],"featImg":"mindshift_41279","label":"mindshift"},"mindshift_25261":{"type":"posts","id":"mindshift_25261","meta":{"index":"posts_1591205157","site":"mindshift","id":"25261","score":null,"sort":[1354550406000]},"guestAuthors":[],"slug":"the-maker-movement-goes-global","title":"The Maker Movement Goes Global","publishDate":1354550406,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_25326\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 446px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/the-maker-movement-goes-global/two-boys/\" rel=\"attachment wp-att-25326\">\u003cimg class=\"size-full wp-image-25326\" title=\"Two Boys\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/Two-Boys.jpeg\" alt=\"\" width=\"446\" height=\"309\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys.jpeg 446w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys-400x277.jpeg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys-320x222.jpeg 320w\" sizes=\"(max-width: 446px) 100vw, 446px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Courtesy: Exploratorium\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">In step with the popularity and growing momentum of \u003ca href=\"http://makerfaire.com/\">Maker Faire\u003c/a>, the \"maker movement\" is going global with the help of the \u003ca class=\"dropcap-serif\">Exploratorium\u003c/a> museum's \u003ca href=\"http://www.exploratorium.edu/globalstudios/\">Global Studios\u003c/a>.\u003c/p>\n\u003cp>After 40 plus years of work in this field, the Exploratorium, which is based in San Francisco, is stepping up its involvement in hands-on, informal science and technology education by working with groups across the world to spread and grow the movement. In addition to participating in all the Maker Faire events, bringing mini Tinkering Studios™ where visitors can \u003ca href=\"http://blogs.exploratorium.edu/tinkering/2012/05/25/tinkering-at-bay-area-maker-faire-2012/\">experiment with the activities freely\u003c/a>, the museum has also been called on to teach these ideas in far-reaching spots like Saudi Arabia and Italy.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“Tinkering offers an opportunity to decide for yourself what it is you are interested in learning”\u003c/p>\n\u003c/aside>\n\u003cp>“Tinkering is not something we invented or anyone invented,” said Luigi Anzivino, scientific content developer for the Tinkering Studio in the museum. “I think it’s a fundamental way that human beings have of being in the world. There’s nothing that we’ve discovered about this. So, it belongs to everyone. All we are trying to do is reveal that and allow people to let that come to the surface.\"\u003c/p>\n\u003cp>The group's goal is to leave a lasting impression on the sites they visit -- what they call a tinkering disposition. “A tinkering disposition is something that tells you that the world is knowable; you can find out something about the world by yourself and you don’t have to be an expert in any one \u003c!--more-->discipline to start,\" Anzivino said. \"You can just begin by doing something and then it’s a practice.”\u003c/p>\n\u003cp>Giving a child the chance to illustrate what she knows in three dimensions connects the abstract concept to its real-life application. But, in the Tinkering Studio, Luigi and his staff don’t have to connect what a child makes to formal school learning. “The content is the thing that the kids are making, there’s no separation,” Anzivino said. “We know that they are becoming more sophisticated in their thinking because the things that they're making become more sophisticated and complex.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Educators from around the world have asked Anizvino and his staff to facilitate similar learning experiences and to set up parallel tinkering studios. Anzivino has noticed an interesting phenomenon: it's challenging to get even the most ardent \"tinkering\" enthusiasts to stop “teaching” and let a student explore. And a whole other challenge to see the value in “content” disconnected from a specific academic goal.\u003c/p>\n\u003cp>Sparking an interest in science, engineering and design is increasingly a priority for educators, museums and even governments around the world. “We think it really unlocks potential in individuals, potential in society, potential in terms of advancing science, technology, art, all of those things,” said Silva Raker, director of Global Studios. For her, the project is finding pockets of interest in this work anywhere it exists and helping to nurture people who want to see it grow.\u003c/p>\n\u003cp>The Exploratorium has a long track record of cultivating a national network of inquiry-based educators through the \u003ca href=\"http://www.exploratorium.edu/about/professional_development/institute_for_inquiry/\">Institute for Inquiry\u003c/a> which trains teachers in the learning techniques used to make science fun at the museum. “Frank Oppenheimer [the museum’s founder] believed that one of the great ways to scale the impact of the Exploratorium was to work with teachers because over the course of their careers they’ll interact with many thousands of kids,” Raker said.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>RELATED READING\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains/\">Harvard Wants to Know: How Does the Act of Making Shape Kids' Brains\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/recasting-teachers-and-students-as-designers/\">Recasting Teachers and Students as Designers\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">The School Day of the Future is DESIGNED \u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>They're also cultivating networks of educators around the nation interested in this work and supporting them to become facilitators of inquiry-based learning. This work mirrors what will come out of Global Studios – where educators approach the Exploratorium for help designing, setting up and putting into practice Tinkering Studios or other exhibits.\u003c/p>\n\u003cp>Anzivino went through years of training to become a neuroscientist before he found the Exploratorium. He says his traditional schooling helped him to fully appreciate what inquiry-based learning and tinkering can mean to kids. “It offers an opportunity to decide for yourself what it is you are interested in learning,” he said. “And to be validated in your own path toward finding the answer, even if it goes nowhere, even if it’s full of false starts and avenues that go nowhere.” And that, in and of itself, is a little radical.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1354563921,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":793},"headData":{"title":"The Maker Movement Goes Global | KQED","description":"Courtesy: Exploratorium In step with the popularity and growing momentum of Maker Faire, the "maker movement" is going global with the help of the Exploratorium museum's Global Studios. After 40 plus years of work in this field, the Exploratorium, which is based in San Francisco, is stepping up its involvement in hands-on, informal science and","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Maker Movement Goes Global","datePublished":"2012-12-03T16:00:06.000Z","dateModified":"2012-12-03T19:45:21.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"25261 http://blogs.kqed.org/mindshift/?p=25261","disqusUrl":"https://ww2.kqed.org/mindshift/2012/12/03/the-maker-movement-goes-global/","disqusTitle":"The Maker Movement Goes Global","path":"/mindshift/25261/the-maker-movement-goes-global","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25326\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 446px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/the-maker-movement-goes-global/two-boys/\" rel=\"attachment wp-att-25326\">\u003cimg class=\"size-full wp-image-25326\" title=\"Two Boys\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/Two-Boys.jpeg\" alt=\"\" width=\"446\" height=\"309\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys.jpeg 446w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys-400x277.jpeg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys-320x222.jpeg 320w\" sizes=\"(max-width: 446px) 100vw, 446px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Courtesy: Exploratorium\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">In step with the popularity and growing momentum of \u003ca href=\"http://makerfaire.com/\">Maker Faire\u003c/a>, the \"maker movement\" is going global with the help of the \u003ca class=\"dropcap-serif\">Exploratorium\u003c/a> museum's \u003ca href=\"http://www.exploratorium.edu/globalstudios/\">Global Studios\u003c/a>.\u003c/p>\n\u003cp>After 40 plus years of work in this field, the Exploratorium, which is based in San Francisco, is stepping up its involvement in hands-on, informal science and technology education by working with groups across the world to spread and grow the movement. In addition to participating in all the Maker Faire events, bringing mini Tinkering Studios™ where visitors can \u003ca href=\"http://blogs.exploratorium.edu/tinkering/2012/05/25/tinkering-at-bay-area-maker-faire-2012/\">experiment with the activities freely\u003c/a>, the museum has also been called on to teach these ideas in far-reaching spots like Saudi Arabia and Italy.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“Tinkering offers an opportunity to decide for yourself what it is you are interested in learning”\u003c/p>\n\u003c/aside>\n\u003cp>“Tinkering is not something we invented or anyone invented,” said Luigi Anzivino, scientific content developer for the Tinkering Studio in the museum. “I think it’s a fundamental way that human beings have of being in the world. There’s nothing that we’ve discovered about this. So, it belongs to everyone. All we are trying to do is reveal that and allow people to let that come to the surface.\"\u003c/p>\n\u003cp>The group's goal is to leave a lasting impression on the sites they visit -- what they call a tinkering disposition. “A tinkering disposition is something that tells you that the world is knowable; you can find out something about the world by yourself and you don’t have to be an expert in any one \u003c!--more-->discipline to start,\" Anzivino said. \"You can just begin by doing something and then it’s a practice.”\u003c/p>\n\u003cp>Giving a child the chance to illustrate what she knows in three dimensions connects the abstract concept to its real-life application. But, in the Tinkering Studio, Luigi and his staff don’t have to connect what a child makes to formal school learning. “The content is the thing that the kids are making, there’s no separation,” Anzivino said. “We know that they are becoming more sophisticated in their thinking because the things that they're making become more sophisticated and complex.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Educators from around the world have asked Anizvino and his staff to facilitate similar learning experiences and to set up parallel tinkering studios. Anzivino has noticed an interesting phenomenon: it's challenging to get even the most ardent \"tinkering\" enthusiasts to stop “teaching” and let a student explore. And a whole other challenge to see the value in “content” disconnected from a specific academic goal.\u003c/p>\n\u003cp>Sparking an interest in science, engineering and design is increasingly a priority for educators, museums and even governments around the world. “We think it really unlocks potential in individuals, potential in society, potential in terms of advancing science, technology, art, all of those things,” said Silva Raker, director of Global Studios. For her, the project is finding pockets of interest in this work anywhere it exists and helping to nurture people who want to see it grow.\u003c/p>\n\u003cp>The Exploratorium has a long track record of cultivating a national network of inquiry-based educators through the \u003ca href=\"http://www.exploratorium.edu/about/professional_development/institute_for_inquiry/\">Institute for Inquiry\u003c/a> which trains teachers in the learning techniques used to make science fun at the museum. “Frank Oppenheimer [the museum’s founder] believed that one of the great ways to scale the impact of the Exploratorium was to work with teachers because over the course of their careers they’ll interact with many thousands of kids,” Raker said.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>RELATED READING\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains/\">Harvard Wants to Know: How Does the Act of Making Shape Kids' Brains\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/recasting-teachers-and-students-as-designers/\">Recasting Teachers and Students as Designers\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">The School Day of the Future is DESIGNED \u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>They're also cultivating networks of educators around the nation interested in this work and supporting them to become facilitators of inquiry-based learning. This work mirrors what will come out of Global Studios – where educators approach the Exploratorium for help designing, setting up and putting into practice Tinkering Studios or other exhibits.\u003c/p>\n\u003cp>Anzivino went through years of training to become a neuroscientist before he found the Exploratorium. He says his traditional schooling helped him to fully appreciate what inquiry-based learning and tinkering can mean to kids. “It offers an opportunity to decide for yourself what it is you are interested in learning,” he said. “And to be validated in your own path toward finding the answer, even if it goes nowhere, even if it’s full of false starts and avenues that go nowhere.” And that, in and of itself, is a little radical.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/25261/the-maker-movement-goes-global","authors":["234"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_167","mindshift_976","mindshift_100","mindshift_980","mindshift_47","mindshift_975"],"featImg":"mindshift_25326","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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