How Failure and Solving Real Problems Help This School Thrive
Can Kids As Young As Three Learn to Design and Create In Fab Labs?
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He had been a successful traditional high school calculus teacher and he wasn’t totally sure he bought into the \u003ca href=\"https://ww2.kqed.org/mindshift/tag/project-based-learning/\">project-based learning \u003c/a>model. Proponents always described it to him as though students should do all the work with no help from him -- something he couldn’t imagine in calculus. But a tour of the school -- led by a student -- was all he needed to see what an education there was all about.\u003c/p>\n\u003cp>The student started off by explaining that the \u003ca href=\"http://www.stemschoolchattanooga.net/?PageName=bc&n=163126\" target=\"_blank\">grading policy\u003c/a> encouraged students to attempt an assignment, mess up, identify the failure points and try again. This same approach was applied to teaching, and students saw how Principal Tony Donen and teachers modeled this same approach in everything they did. The other big emphasis: assessing process skills alongside content knowledge. Stone knew that if a sophomore could \u003ca href=\"http://www.stemschoolchattanooga.net/?PageName=bc&n=188405\" target=\"_blank\">so clearly articulate a vision of education\u003c/a> so different from many traditional high schools, he needed to be there.\u003c/p>\n\u003cp>Stone took a job as the Fab Lab Director and Project-Based Learning Coordinator and became intimately aware of the process skills that formed the foundation for everything happening at the school: collaboration, critical thinking, and innovation. His job was to find partners in the Chattanooga business community who had real problems they needed solved and to coach students as they worked together designing solutions. His main goal directive: grow students into adaptable problem solvers.\u003c/p>\n\u003cp>[vimeo 64830560 w=640 h=360]\u003c/p>\n\u003cp>\u003ca href=\"https://vimeo.com/64830560\">Grading to promote\u003c/a> from \u003ca href=\"https://vimeo.com/user16164848\">PEF STEM Innovation Hub\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Stone reached out to businesses and told them all he needed was an authentic problem they needed solved and two hours of their time. He was surprised at how easy it was to build partnerships when he wasn’t asking for money. One of his first big takers was EPB, a big electric utility and telecommunications company in Chattanooga. Every year EPB creates holiday themed displays in their office windows featuring lots of lights. The company asked STEM School Chattanooga students to design prototypes for the window dressings.\u003c/p>\n\u003cp>After nine weeks of developing their ideas and fabricating intricate small scale designs, the six student groups presented in front of a panel of EPB executives. The company wanted to fund each group to make their designs at full scale and wanted it done quickly for the unveiling of the windows.\u003c/p>\n\u003cp>Originally Stone had only wanted an authentic problem and audience for his students, but now the students kicked into overdrive to make their design ideas a reality, some of which were not easy to build at full scale. The most difficult was an ice castle, that when finished was 30 feet deep and made of plexiglass bricks that students engineered on CAD and printed with the 3D printer.\u003c/p>\n\u003cp>Working on these projects with his students helped Stone see some of the magic behind a motivating project like this one. One student on the ice castle team who was not the type of kid to “be in the brochure” realized that when the spires on the castle leaned they would lose some strength. So he pulled out his phone and looked up how to recalculate how much weight they could bear, which involved trigonometry. Later Stone heard him tell a friend, “Hey, that trig stuff is pretty useful.” This student had never been particularly successful in math before, but his dedication to the project created an opportunity for him to discover the content he needed to solve a real problem he faced.\u003c/p>\n\u003cp>Another member of the ice castle team was a typical “good” student. She always turned her homework in on time and demonstrated leadership, but when faced with the prospect of actually building the ice castle they had imagined at scale, she was paralyzed.\u003c/p>\n\u003cp>“ ‘I’m only good at school, I can’t make anything that actually matters,’ ” Stone recalls her saying. He had to coach her through her fear of creating something real and in the process became completely convinced that these kinds of challenges are necessary in today’s schools. And EPB was so delighted with the students’ work that it highlighted the partnership in \u003ca href=\"https://static.epb.com/annual-reports/2015/wp-content/uploads/2015/10/2015-annual-report.pdf\" target=\"_blank\">its annual report\u003c/a>.\u003cbr>\n\u003cstrong>\u003cbr>\nCOACHING STUDENTS TO SUCCESS\u003c/strong>\u003c/p>\n\u003cp>Students don’t enter the STEM School Chattanooga with the skills, experience, and self-confidence to build incredible life-sized window displays for major utilities. They are coached throughout their time at the school in intentional ways. Principal Tony Donen says science, technology, engineering and math (STEM) education is not about having more of those things, it’s about teaching those things through \u003ca href=\"https://ww2.kqed.org/mindshift/2016/08/30/five-ways-to-ensure-real-learning-happens-in-maker-enhanced-projects/\" target=\"_blank\">projects that integrate them and the process skills\u003c/a> required to work together, figure things out and come up with a unique idea in the first place.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Science on the Go cart taking form! Designed and built by \u003ca href=\"https://twitter.com/STEMcha\">@STEMcha\u003c/a> juniors for Spring Creek Elementary School \u003ca href=\"https://t.co/f5PSdIghVJ\">pic.twitter.com/f5PSdIghVJ\u003c/a>\u003c/p>\n\u003cp>— STEM School FabLab (@STEMFabLab) \u003ca href=\"https://twitter.com/STEMFabLab/status/730556534816686080\">May 12, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“Collaboration is probably one of the most difficult skills for a person to learn because there’s so many facets to it,” Donen said. And, while many schools profess to teach collaboration, Donen said it doesn’t really matter unless educators have thought carefully about how the skill builds as students progress through high school. In other words, what specific things make an 11th grade student better at collaboration than a 10th grade student?\u003c/p>\n\u003cp>Since collaboration is a core value of the school, educators have developed a schema to build up those skills. In ninth grade, students focus on diversity, learning about who they are and how to work with people who are different from themselves. In 10th grade they work on holding one another accountable, a difficult task if you don’t already know them and their patterns well. In 11th grade they focus on time management both individually and as a team. Students work on carving out time and space for different stages of a project to ensure it all gets done. By their last year in high school students are working on collaborating beyond the walls of school, networking and connecting with experts in areas of interest. They are developing an entrepreneurial venture and getting advice from outside “teachers.”\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/STEMcha\">@STEMcha\u003c/a> juniors share their \"smart garden\" projects with \u003ca href=\"https://twitter.com/HATponics\">@HATPonics\u003c/a> \u003ca href=\"https://twitter.com/hashtag/feedthegeese?src=hash\">#feedthegeese\u003c/a> \u003ca href=\"https://t.co/iUhgUDZzps\">pic.twitter.com/iUhgUDZzps\u003c/a>\u003c/p>\n\u003cp>— STEM School FabLab (@STEMFabLab) \u003ca href=\"https://twitter.com/STEMFabLab/status/733507178380726272\">May 20, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>The same clear cut path exists for the other two pillars of the school: critical thinking and innovation. Donen recognizes that kids walk into school with phones that can tell them almost anything, but they also have learned dependence on teachers to tell them the “right way” to do an assignment. The critical thinking progression is about helping them to understand the tools they have and how to apply them to problems they face.\u003c/p>\n\u003cp>“Now they’ve gone from, ‘I can’t do this without my teacher telling me what to do,’ to ‘my teacher’s not even the expert,’ ” Donen said.\u003c/p>\n\u003cp>In their content work, students are doing \u003ca href=\"http://www.stemschoolchattanooga.net/?PageName=bc&n=161924\" target=\"_blank\">projects that often overlap in theme \u003c/a>with other subjects and could even be related to the bigger semester long project they’re working on in the Fab Lab. Students are graded based on mastery, which allows students to try, fail, try again and improve both their understanding and their grades.\u003cbr>\n\u003cstrong>\u003cbr>\nCOACHING TEACHERS TO SUCCESS\u003c/strong>\u003c/p>\n\u003cp>Thriving STEM School Chattanooga teachers weren’t necessarily chosen for their existing knowledge of project-based learning or how to use the equipment in the Fab Lab. Instead, Donen says the one quality he’s looking for in every good teacher is that they like kids and can relate to them. He calls this the “it factor,” the one fundamental quality that he can’t teach an educator. From there he says he can teach educators the classroom management skills to get kids working productively on a task. And once they can do that, he says he can teach them to make the activities they are working on engaging. And after all that he works with them on how to give effective feedback to students so their work goes from good to great.\u003c/p>\n\u003cp>As a coach for teachers, Donen employs many of the same practices he expects teachers to use with students, including recognizing that teachers are individuals with strengths and weaknesses, tendencies and preferences.\u003c/p>\n\u003cp>“I’m really thinking about their personality type when I’m coaching them because that plays into not only their strengths, but also where they need to put in more effort,” Donen said. For example, some people are big picture thinkers. They get excited about ideas and how they connect and can come up with amazing projects that engage kids. But those people are often less detail oriented, so the amazing idea can fall apart in the implementation phase due to lack of planning. When Donen notices that, he’ll try to point it out and help that teacher think ahead about the details so the project turns out as well as he or she imagined it.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">In the future robots will entertain kids and help them exercise \u003ca href=\"https://twitter.com/STEMpythons\">@STEMpythons\u003c/a> \u003ca href=\"https://twitter.com/hashtag/LatinFestival?src=hash\">#LatinFestival\u003c/a> \u003ca href=\"https://t.co/JLcAd4vkOY\">pic.twitter.com/JLcAd4vkOY\u003c/a>\u003c/p>\n\u003cp>— STEM School FabLab (@STEMFabLab) \u003ca href=\"https://twitter.com/STEMFabLab/status/726458442794291201\">April 30, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>DONEN'S COACHING TIPS\u003c/strong>\u003c/p>\n\u003cp>The number one coaching misstep Donen sees is when education leaders take an effective teacher and try to turn every other teacher in the building into that teacher. That strategy doesn’t work because people are different and what works for one won’t work for another. It’s the same problem the education system has with students: standardization is not the same thing as personalization whether it relates to good teachers or successful students.\u003c/p>\n\u003cp>“You have to be able to highlight [teachers] strengths and make sure their weaknesses aren’t taking away from their strengths,” Donen said. That’s the key to being a good coach. He also says modeling effective collaboration is a big part of ensuring that teachers collaborate well and in turn students collaborate.\u003c/p>\n\u003cp>“When you have a shared vision and it’s embedded in your culture the teachers don’t talk about more work,” Donen said. “The work just becomes different. And the culture becomes less competitive.” At the STEM School Chattanooga, Donen has all the traditional jobs of a principal, so he can’t be the only person giving teacher feedback. Instead, every teacher is a resource for other teachers in the areas where they are strong. And, the kids get to see teachers working together, running into disagreements, struggling to find answers and compromising.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We cannot expect students to collaborate effectively if we’re not trying to do the same thing,” Donen said. This equitable stance and lack of hierarchy extends all the way to the simplest things in the school like dress code. Students and staff have the same dress code, a small way of indicating that everyone in the building is on the same level.\u003c/p>\n\n","blocks":[],"excerpt":"Teachers at the STEM School Chattanooga push students to do their best work through questioning strategies that they've often learned by being coached.","status":"publish","parent":0,"modified":1486683751,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":1897},"headData":{"title":"How Failure and Solving Real Problems Help This School Thrive | KQED","description":"Teachers at the STEM School Chattanooga push students to do their best work through questioning strategies that they've often learned by being coached.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Failure and Solving Real Problems Help This School Thrive","datePublished":"2016-09-06T07:52:01.000Z","dateModified":"2017-02-09T23:42:31.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"46259 http://ww2.kqed.org/mindshift/?p=46259","disqusUrl":"https://ww2.kqed.org/mindshift/2016/09/06/how-failure-and-solving-real-problems-helps-this-school-thrive/","disqusTitle":"How Failure and Solving Real Problems Help This School Thrive","path":"/mindshift/46259/how-failure-and-solving-real-problems-helps-this-school-thrive","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Michael Stone was considering a job at the \u003ca href=\"http://www.stemschoolchattanooga.net/\" target=\"_blank\">STEM School Chattanooga\u003c/a> he was a little skeptical at first. He had been a successful traditional high school calculus teacher and he wasn’t totally sure he bought into the \u003ca href=\"https://ww2.kqed.org/mindshift/tag/project-based-learning/\">project-based learning \u003c/a>model. Proponents always described it to him as though students should do all the work with no help from him -- something he couldn’t imagine in calculus. But a tour of the school -- led by a student -- was all he needed to see what an education there was all about.\u003c/p>\n\u003cp>The student started off by explaining that the \u003ca href=\"http://www.stemschoolchattanooga.net/?PageName=bc&n=163126\" target=\"_blank\">grading policy\u003c/a> encouraged students to attempt an assignment, mess up, identify the failure points and try again. This same approach was applied to teaching, and students saw how Principal Tony Donen and teachers modeled this same approach in everything they did. The other big emphasis: assessing process skills alongside content knowledge. Stone knew that if a sophomore could \u003ca href=\"http://www.stemschoolchattanooga.net/?PageName=bc&n=188405\" target=\"_blank\">so clearly articulate a vision of education\u003c/a> so different from many traditional high schools, he needed to be there.\u003c/p>\n\u003cp>Stone took a job as the Fab Lab Director and Project-Based Learning Coordinator and became intimately aware of the process skills that formed the foundation for everything happening at the school: collaboration, critical thinking, and innovation. His job was to find partners in the Chattanooga business community who had real problems they needed solved and to coach students as they worked together designing solutions. His main goal directive: grow students into adaptable problem solvers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"vimeo","attributes":{"named":{"w":"640","h":"360","label":"64830560"},"numeric":["64830560"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://vimeo.com/64830560\">Grading to promote\u003c/a> from \u003ca href=\"https://vimeo.com/user16164848\">PEF STEM Innovation Hub\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\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>Stone reached out to businesses and told them all he needed was an authentic problem they needed solved and two hours of their time. He was surprised at how easy it was to build partnerships when he wasn’t asking for money. One of his first big takers was EPB, a big electric utility and telecommunications company in Chattanooga. Every year EPB creates holiday themed displays in their office windows featuring lots of lights. The company asked STEM School Chattanooga students to design prototypes for the window dressings.\u003c/p>\n\u003cp>After nine weeks of developing their ideas and fabricating intricate small scale designs, the six student groups presented in front of a panel of EPB executives. The company wanted to fund each group to make their designs at full scale and wanted it done quickly for the unveiling of the windows.\u003c/p>\n\u003cp>Originally Stone had only wanted an authentic problem and audience for his students, but now the students kicked into overdrive to make their design ideas a reality, some of which were not easy to build at full scale. The most difficult was an ice castle, that when finished was 30 feet deep and made of plexiglass bricks that students engineered on CAD and printed with the 3D printer.\u003c/p>\n\u003cp>Working on these projects with his students helped Stone see some of the magic behind a motivating project like this one. One student on the ice castle team who was not the type of kid to “be in the brochure” realized that when the spires on the castle leaned they would lose some strength. So he pulled out his phone and looked up how to recalculate how much weight they could bear, which involved trigonometry. Later Stone heard him tell a friend, “Hey, that trig stuff is pretty useful.” This student had never been particularly successful in math before, but his dedication to the project created an opportunity for him to discover the content he needed to solve a real problem he faced.\u003c/p>\n\u003cp>Another member of the ice castle team was a typical “good” student. She always turned her homework in on time and demonstrated leadership, but when faced with the prospect of actually building the ice castle they had imagined at scale, she was paralyzed.\u003c/p>\n\u003cp>“ ‘I’m only good at school, I can’t make anything that actually matters,’ ” Stone recalls her saying. He had to coach her through her fear of creating something real and in the process became completely convinced that these kinds of challenges are necessary in today’s schools. And EPB was so delighted with the students’ work that it highlighted the partnership in \u003ca href=\"https://static.epb.com/annual-reports/2015/wp-content/uploads/2015/10/2015-annual-report.pdf\" target=\"_blank\">its annual report\u003c/a>.\u003cbr>\n\u003cstrong>\u003cbr>\nCOACHING STUDENTS TO SUCCESS\u003c/strong>\u003c/p>\n\u003cp>Students don’t enter the STEM School Chattanooga with the skills, experience, and self-confidence to build incredible life-sized window displays for major utilities. They are coached throughout their time at the school in intentional ways. Principal Tony Donen says science, technology, engineering and math (STEM) education is not about having more of those things, it’s about teaching those things through \u003ca href=\"https://ww2.kqed.org/mindshift/2016/08/30/five-ways-to-ensure-real-learning-happens-in-maker-enhanced-projects/\" target=\"_blank\">projects that integrate them and the process skills\u003c/a> required to work together, figure things out and come up with a unique idea in the first place.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Science on the Go cart taking form! Designed and built by \u003ca href=\"https://twitter.com/STEMcha\">@STEMcha\u003c/a> juniors for Spring Creek Elementary School \u003ca href=\"https://t.co/f5PSdIghVJ\">pic.twitter.com/f5PSdIghVJ\u003c/a>\u003c/p>\n\u003cp>— STEM School FabLab (@STEMFabLab) \u003ca href=\"https://twitter.com/STEMFabLab/status/730556534816686080\">May 12, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“Collaboration is probably one of the most difficult skills for a person to learn because there’s so many facets to it,” Donen said. And, while many schools profess to teach collaboration, Donen said it doesn’t really matter unless educators have thought carefully about how the skill builds as students progress through high school. In other words, what specific things make an 11th grade student better at collaboration than a 10th grade student?\u003c/p>\n\u003cp>Since collaboration is a core value of the school, educators have developed a schema to build up those skills. In ninth grade, students focus on diversity, learning about who they are and how to work with people who are different from themselves. In 10th grade they work on holding one another accountable, a difficult task if you don’t already know them and their patterns well. In 11th grade they focus on time management both individually and as a team. Students work on carving out time and space for different stages of a project to ensure it all gets done. By their last year in high school students are working on collaborating beyond the walls of school, networking and connecting with experts in areas of interest. They are developing an entrepreneurial venture and getting advice from outside “teachers.”\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/STEMcha\">@STEMcha\u003c/a> juniors share their \"smart garden\" projects with \u003ca href=\"https://twitter.com/HATponics\">@HATPonics\u003c/a> \u003ca href=\"https://twitter.com/hashtag/feedthegeese?src=hash\">#feedthegeese\u003c/a> \u003ca href=\"https://t.co/iUhgUDZzps\">pic.twitter.com/iUhgUDZzps\u003c/a>\u003c/p>\n\u003cp>— STEM School FabLab (@STEMFabLab) \u003ca href=\"https://twitter.com/STEMFabLab/status/733507178380726272\">May 20, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>The same clear cut path exists for the other two pillars of the school: critical thinking and innovation. Donen recognizes that kids walk into school with phones that can tell them almost anything, but they also have learned dependence on teachers to tell them the “right way” to do an assignment. The critical thinking progression is about helping them to understand the tools they have and how to apply them to problems they face.\u003c/p>\n\u003cp>“Now they’ve gone from, ‘I can’t do this without my teacher telling me what to do,’ to ‘my teacher’s not even the expert,’ ” Donen said.\u003c/p>\n\u003cp>In their content work, students are doing \u003ca href=\"http://www.stemschoolchattanooga.net/?PageName=bc&n=161924\" target=\"_blank\">projects that often overlap in theme \u003c/a>with other subjects and could even be related to the bigger semester long project they’re working on in the Fab Lab. Students are graded based on mastery, which allows students to try, fail, try again and improve both their understanding and their grades.\u003cbr>\n\u003cstrong>\u003cbr>\nCOACHING TEACHERS TO SUCCESS\u003c/strong>\u003c/p>\n\u003cp>Thriving STEM School Chattanooga teachers weren’t necessarily chosen for their existing knowledge of project-based learning or how to use the equipment in the Fab Lab. Instead, Donen says the one quality he’s looking for in every good teacher is that they like kids and can relate to them. He calls this the “it factor,” the one fundamental quality that he can’t teach an educator. From there he says he can teach educators the classroom management skills to get kids working productively on a task. And once they can do that, he says he can teach them to make the activities they are working on engaging. And after all that he works with them on how to give effective feedback to students so their work goes from good to great.\u003c/p>\n\u003cp>As a coach for teachers, Donen employs many of the same practices he expects teachers to use with students, including recognizing that teachers are individuals with strengths and weaknesses, tendencies and preferences.\u003c/p>\n\u003cp>“I’m really thinking about their personality type when I’m coaching them because that plays into not only their strengths, but also where they need to put in more effort,” Donen said. For example, some people are big picture thinkers. They get excited about ideas and how they connect and can come up with amazing projects that engage kids. But those people are often less detail oriented, so the amazing idea can fall apart in the implementation phase due to lack of planning. When Donen notices that, he’ll try to point it out and help that teacher think ahead about the details so the project turns out as well as he or she imagined it.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">In the future robots will entertain kids and help them exercise \u003ca href=\"https://twitter.com/STEMpythons\">@STEMpythons\u003c/a> \u003ca href=\"https://twitter.com/hashtag/LatinFestival?src=hash\">#LatinFestival\u003c/a> \u003ca href=\"https://t.co/JLcAd4vkOY\">pic.twitter.com/JLcAd4vkOY\u003c/a>\u003c/p>\n\u003cp>— STEM School FabLab (@STEMFabLab) \u003ca href=\"https://twitter.com/STEMFabLab/status/726458442794291201\">April 30, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>DONEN'S COACHING TIPS\u003c/strong>\u003c/p>\n\u003cp>The number one coaching misstep Donen sees is when education leaders take an effective teacher and try to turn every other teacher in the building into that teacher. That strategy doesn’t work because people are different and what works for one won’t work for another. It’s the same problem the education system has with students: standardization is not the same thing as personalization whether it relates to good teachers or successful students.\u003c/p>\n\u003cp>“You have to be able to highlight [teachers] strengths and make sure their weaknesses aren’t taking away from their strengths,” Donen said. That’s the key to being a good coach. He also says modeling effective collaboration is a big part of ensuring that teachers collaborate well and in turn students collaborate.\u003c/p>\n\u003cp>“When you have a shared vision and it’s embedded in your culture the teachers don’t talk about more work,” Donen said. “The work just becomes different. And the culture becomes less competitive.” At the STEM School Chattanooga, Donen has all the traditional jobs of a principal, so he can’t be the only person giving teacher feedback. Instead, every teacher is a resource for other teachers in the areas where they are strong. And, the kids get to see teachers working together, running into disagreements, struggling to find answers and compromising.\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>“We cannot expect students to collaborate effectively if we’re not trying to do the same thing,” Donen said. This equitable stance and lack of hierarchy extends all the way to the simplest things in the school like dress code. Students and staff have the same dress code, a small way of indicating that everyone in the building is on the same level.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46259/how-failure-and-solving-real-problems-helps-this-school-thrive","authors":["234"],"categories":["mindshift_192","mindshift_20523","mindshift_193"],"tags":["mindshift_20951","mindshift_20784","mindshift_1040","mindshift_256","mindshift_391"],"featImg":"mindshift_46263","label":"mindshift"},"mindshift_42853":{"type":"posts","id":"mindshift_42853","meta":{"index":"posts_1591205157","site":"mindshift","id":"42853","score":null,"sort":[1449557819000]},"guestAuthors":[],"slug":"can-kids-as-young-as-three-learn-to-design-and-create-in-fab-labs","title":"Can Kids As Young As Three Learn to Design and Create In Fab Labs?","publishDate":1449557819,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Screen time for young children has been a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/11/screen-time-for-kids-is-it-learning-or-a-brain-drain/\" target=\"_blank\">hotly contested debate\u003c/a> among parents for years. Many worry that passive consumption of media through screens harms young children’s brain development, or at the very least means they are getting less interaction with caregivers, other children and hands-on play. On the other hand, most children under the age of 8 have access to a mobile device in the home and it can be hard to enforce an absolutely-no-screen-time rule. The \u003ca href=\"https://www.baykidsmuseum.org/\" target=\"_blank\">Bay Area Discovery Museum\u003c/a>, which focuses on hands-on, play-based learning, is trying to introduce a more active kind of technology use with the first Fab Lab for kids ages 3 and up.\u003c/p>\n\u003cp>The Discovery Museum is open to families and \u003ca href=\"https://www.baykidsmuseum.org/programs-and-events/programs-for-schools-teachers/program-offerings/\" target=\"_blank\">partners with schools\u003c/a> to bring schoolchildren to the museum in coordination with a multi-part visiting structure to help bring hands-on, creative learning back into the classroom. In contrast to a makerspace, which is a more free-form experience of making, the Fab Lab that museum educators are designing is explicitly connected to the ideas of design and engineering and connects to the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/10/new-science-standards-aim-to-relate-concepts-to-students-lives/\" target=\"_blank\">Next Generation Science Standards\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignright\">'What’s exciting about this is it offers a different way of using technology that’s much more active.'\u003c/aside>\n\u003cp>“In many ways it’s very connected to the maker movement, but there is more of an intentional focus on some of the skills connected to engineering, electrical engineering and more of an intentional draw back to math concepts,” said Elizabeth Rood, vice president of education strategy for the museum. Rood says young kids have always been fascinated by building things, and educators at the museum hope to help even the youngest kids begin to understand that the built world is designed by people. It doesn’t appear by magic.\u003c/p>\n\u003cp>“It’s really trying to take away the black box and helping kids understand the made-world around them,” Rood said.\u003c/p>\n\u003cp>The museum will be one of the first institutions in the country to pilot a Fab Lab for kids this young, and they are doing a lot of learning along the way. They’ve already started bringing in test groups and will start inviting classes to participate in the spring. All along, they are taking video, watching how interactions take place in the space and modifying activities, materials and curriculum based on what they see.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>WHAT DOES A FAB LAB FOR 3-YEAR OLDS LOOK LIKE?\u003c/strong>\u003c/p>\n\u003cp>Rood said the space is designed with multiple age groups in mind. If a family brings their 8-year-old and their 3-year-old, both kids should have developmentally appropriate activities available to them. The space has a laser cutter, 3-D printer, vinyl cutter (fun for little guys, making stickers), software, and soon hopefully an industrial sewing machine, which automatically sews based on a digital design. The Discovery Museum Fab Lab is three rooms, one room with the more complicated machines requiring more adult facilitation, and two rooms requiring less adult supervision and lots of materials at kid height.\u003c/p>\n\u003cp>In a recent test of the space, museum staff set up activities related to building a city. They had precut cardboard pieces that kids could use to construct buildings, and the laser cutter ran in a corner so kids could see where those pieces came from (although in this activity they didn’t get to cut pieces themselves). They also had a circuitry table so older kids could wire up lighting for the buildings and streets, along with programmable cars. Little kids had access to lots of stickers, tape and paint to beautify the city.\u003c/p>\n\u003cfigure id=\"attachment_42857\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-42857\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/city-beautification-1440x810.jpg\" alt=\"A dad and son beautify the building they built with pre-cut cardboard pieces.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/city-beautification-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/city-beautification-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/city-beautification-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/city-beautification-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/city-beautification-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A dad and son beautify the building they built with precut cardboard pieces. \u003ccite>(Courtesy Bay Area Discovery Museum)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s all very hands-on, even with the kids who are at the point where they can interact with the software, it’s very hands-on,” Rood said.\u003c/p>\n\u003cp>She imagines the space as a place where kids can experiment with moving from three dimensions to two dimensions and back again. Perhaps children will build something with Play-Doh or clay first and then try to replicate what they’ve built using design software. That 2-D design can then be sent to the laser cutter for cutting. Inevitably the first design won’t work, so they’ll go back and tweak, in the process learning about iteration, trial and error, proportions and other engineering and math concepts.\u003c/p>\n\u003cp>“One of the things we’re really grappling with now is that a major limiting factor is the software,” Rood said. Most design software isn’t appropriate for kids younger than 6 or 7. The museum is committed to keeping the Fab Lab child-centered, where parents are encouraged to interact with their kids, but activities are explicitly designed to be child-led. Most of the commercially available software would require lots of one-on-one adult-to-child attention, so the museum is looking into commissioning its own software.\u003c/p>\n\u003cp>The museum already has a strong focus on science, technology, engineering and math (STEM) activities, and often trains teachers on ways to bring more hands-on approaches into the classroom. Some of those activities, like “fairytale engineering,” could easily be taken a step further with access to the Fab Lab. The activity is designed for kids ages 4 to 6. The educator begins by reading a version of \"The Three Little Pigs\" story, but with a focus on designing and engineering stronger houses. The story introduces the idea of prototyping. Then they read parts of the \"Three Billy Goats Gruff\" story and ask kids what they would design to get the goats across the bridge safely.\u003c/p>\n\u003cp>The kids come up with lots of creative ideas and then they get to play with designing and prototyping their ideas. Often that starts with cardboard, but in the Fab Lab, kids could take their exploration of materials further, printing the same design in plastic or wood and experimenting with how the same design works differently when made in different materials.\u003c/p>\n\u003cp>\u003cstrong>DEVELOPMENTALLY APPROPRIATE?\u003c/strong>\u003c/p>\n\u003cp>There’s been a lot of concern from \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/23/how-do-parents-think-educational-media-affects-learning/\" target=\"_blank\">parents and early education teachers\u003c/a> about the encroachment of screens into young children’s lives. There are tons of apps and gadgets marketed to parents of young children, many of which require the child only to passively consume content on a device. Rood agrees that kind of passive screen time can be a concern and that parents will ultimately make those decisions for their children.\u003c/p>\n\u003cp>“What’s exciting about this is it offers a different way of using technology that’s much more active,” Rood said. Her goal is to make technology use in the Fab Lab all about creating, with clear tie-ins to what’s happening in the material world. Even the lead curriculum designer was a little unsure that technology would be appropriate for young children.\u003c/p>\n\u003cfigure id=\"attachment_42871\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-42871\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/programmable-car-1440x810.jpg\" alt=\"A facilitator helps kids figure out how to program one of the cars in the Fab Lab.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/programmable-car-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/programmable-car-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/programmable-car-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/programmable-car-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/programmable-car-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A facilitator helps kids figure out how to program one of the cars in the Fab Lab. \u003ccite>(Courtesy of Bay Area Discovery Museum)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I was a teacher who really strongly pushed back against introducing technology into the classroom,” said Sara Norris, associate director of STEM education and partnerships. Most of the technology she saw being pushed on classrooms was passive, or limited to keyboarding or projecting things onto a smartboard. She wanted her kindergarten classroom to stay focused on interactive, interpersonal learning. So she was skeptical in her new job with the museum when they started talking about Fab Lab software for very young learners.\u003c/p>\n\u003cp>“I felt that experiential learning couldn’t mean time with screens,” Norris said. “It felt counterintuitive to me.”\u003c/p>\n\u003cp>As the museum has built out the idea over the past several months, Norris has come to see the technology in the Fab Lab as just another tool, equal to any other tool in the space. The museum is working hard to make any technology time active time and Norris is watching how kids interact with the space to make sure it remains developmentally appropriate. She’s open to the idea that they may discover that 3 is too young for the technology side of things. She’s looking to see how long the little kids stick with the technology, whether they’re able to create what they wanted and if it sparks curiosity. All those things would be good signs.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'We want to not only hit things they need to address anyway, but enrich the experience and introduce new and creative ways for how to teach.'\u003c/aside>\n\u003cp>“It’s also about equity and empowering kids so they feel they can shape the world around them,” Norris said. Both she and Rood are passionate about bringing their design-thinking, creative, hands-on approach to kids from all backgrounds. As they experiment with the Fab Lab space, they’ve tried to bring in students from many backgrounds to make sure the space works for all learners.\u003c/p>\n\u003cp>“We are seeing that these tools and this kind of technology is popping up in schools that serve affluent kids,” Rood said. “It is not happening in our public schools. I’m deeply concerned that there’s a divide not only in access, but I worry the answer will be putting technology in without understanding how we’re really going to use it.”\u003c/p>\n\u003cp>When visiting less affluent schools, Rood sees a focus on reproducing knowledge instead of creating it, a gap she hopes the museum can help correct.\u003c/p>\n\u003cp>For the past year, the museum has been piloting a multivisit program. Museum educators visit the classroom and teach about design thinking before bringing the class to the museum, where they get to work with hands-on materials. In the Fab Lab, that hands-on time will mean using the software to design prototypes and using the machines to make their designs real. Then, back in the classroom, the museum educators continue to work with teachers to apply the same ideas to the rest of the curriculum, drawing direct parallels to the standards teachers are required to cover.\u003c/p>\n\u003cp>“We’ve made it really explicit to teachers that all of our projects are connected to the standards,” Norris said. For example, the lessons look at more hands-on and creative ways to think about form and function, or cause and effect.\u003c/p>\n\u003cp>“We want to not only hit things they need to address anyway, but enrich the experience and introduce new and creative ways for how to teach,” Norris said. Bay Area teachers they’ve worked with have been appreciative of this work, asking for more resources and lessons to extend the learning beyond the three-visit structure.\u003c/p>\n\u003cp>Norris said a lot of her time with teachers is spent helping them recognize the creative work they are doing daily in the classroom.\u003c/p>\n\u003cp>“Classroom teachers are constantly involved in design-thinking process all the time, whether they know it or not,” Norris said. They design lessons, see how their “end user” -- students -- respond, and tweak the idea. Norris says more and more public school teachers are seeing how creativity ties into the STEM subjects they are teaching, and are hungry for more resources and training in this model.\u003c/p>\n\u003cp>\u003cstrong>LEARNINGS SO FAR\u003c/strong>\u003c/p>\n\u003cp>While the museum Fab Lab is in a “soft opening” phase right now, museum staff are already seeing some interesting things. “The most exciting thing for me was the collaboration I saw between younger and older children,” Norris said. Parents were also excited about the new space and many were down on the floor with their kids, instead of on their phones or having side conversations with other parents.\u003c/p>\n\u003cp>Rood is excited about how the Fab Lab can push forward the museum’s mission to improve math education. “We really feel strongly that early math learning is the gateway to so many next steps,” Rood said. “We are working a lot in trying to help teachers make mathematics more visual, more conceptual and less performance based.”\u003c/p>\n\u003cp>The interplay between building and designing is a great way to help make \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/19/how-turning-math-into-a-maker-workshop-can-bring-calculations-to-life/\" target=\"_blank\">theoretical concepts more concrete and visual\u003c/a>. “The FabLab is a great way to build math learning in the early years especially as we think about shapes, proportionality, how shapes fit together, angles and going from two dimensions to three dimensions,” Rood said. “There is so much you can teach in a FabLab using the equipment that’s so engaging and hands-on that is also so rich with math.”\u003c/p>\n\u003cp>As the museum continues to invite families and classes into the space to test their activities, they will be reporting back to a \u003ca href=\"http://www.tiesteach.org/solutions/fab-labs/\" target=\"_blank\">global network\u003c/a> of educators interested in replicating any promising practices that come out of this pilot. The museum will also be commissioning a third-party evaluation of the program after it is formally up and running and has found its feet.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"A children's museum in the San Francisco Bay Area hopes a new space will bring design and engineering concepts to life with hands-on activities.","status":"publish","parent":0,"modified":1449698016,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":2215},"headData":{"title":"Can Kids As Young As Three Learn to Design and Create In Fab Labs? | KQED","description":"A children's museum in the San Francisco Bay Area hopes a new space will bring design and engineering concepts to life with hands-on activities.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can Kids As Young As Three Learn to Design and Create In Fab Labs?","datePublished":"2015-12-08T06:56:59.000Z","dateModified":"2015-12-09T21:53:36.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"42853 http://ww2.kqed.org/mindshift/?p=42853","disqusUrl":"https://ww2.kqed.org/mindshift/2015/12/07/can-kids-as-young-as-three-learn-to-design-and-create-in-fab-labs/","disqusTitle":"Can Kids As Young As Three Learn to Design and Create In Fab Labs?","path":"/mindshift/42853/can-kids-as-young-as-three-learn-to-design-and-create-in-fab-labs","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Screen time for young children has been a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/11/screen-time-for-kids-is-it-learning-or-a-brain-drain/\" target=\"_blank\">hotly contested debate\u003c/a> among parents for years. Many worry that passive consumption of media through screens harms young children’s brain development, or at the very least means they are getting less interaction with caregivers, other children and hands-on play. On the other hand, most children under the age of 8 have access to a mobile device in the home and it can be hard to enforce an absolutely-no-screen-time rule. The \u003ca href=\"https://www.baykidsmuseum.org/\" target=\"_blank\">Bay Area Discovery Museum\u003c/a>, which focuses on hands-on, play-based learning, is trying to introduce a more active kind of technology use with the first Fab Lab for kids ages 3 and up.\u003c/p>\n\u003cp>The Discovery Museum is open to families and \u003ca href=\"https://www.baykidsmuseum.org/programs-and-events/programs-for-schools-teachers/program-offerings/\" target=\"_blank\">partners with schools\u003c/a> to bring schoolchildren to the museum in coordination with a multi-part visiting structure to help bring hands-on, creative learning back into the classroom. In contrast to a makerspace, which is a more free-form experience of making, the Fab Lab that museum educators are designing is explicitly connected to the ideas of design and engineering and connects to the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/10/new-science-standards-aim-to-relate-concepts-to-students-lives/\" target=\"_blank\">Next Generation Science Standards\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignright\">'What’s exciting about this is it offers a different way of using technology that’s much more active.'\u003c/aside>\n\u003cp>“In many ways it’s very connected to the maker movement, but there is more of an intentional focus on some of the skills connected to engineering, electrical engineering and more of an intentional draw back to math concepts,” said Elizabeth Rood, vice president of education strategy for the museum. Rood says young kids have always been fascinated by building things, and educators at the museum hope to help even the youngest kids begin to understand that the built world is designed by people. It doesn’t appear by magic.\u003c/p>\n\u003cp>“It’s really trying to take away the black box and helping kids understand the made-world around them,” Rood said.\u003c/p>\n\u003cp>The museum will be one of the first institutions in the country to pilot a Fab Lab for kids this young, and they are doing a lot of learning along the way. They’ve already started bringing in test groups and will start inviting classes to participate in the spring. All along, they are taking video, watching how interactions take place in the space and modifying activities, materials and curriculum based on what they see.\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>\u003cstrong>WHAT DOES A FAB LAB FOR 3-YEAR OLDS LOOK LIKE?\u003c/strong>\u003c/p>\n\u003cp>Rood said the space is designed with multiple age groups in mind. If a family brings their 8-year-old and their 3-year-old, both kids should have developmentally appropriate activities available to them. The space has a laser cutter, 3-D printer, vinyl cutter (fun for little guys, making stickers), software, and soon hopefully an industrial sewing machine, which automatically sews based on a digital design. The Discovery Museum Fab Lab is three rooms, one room with the more complicated machines requiring more adult facilitation, and two rooms requiring less adult supervision and lots of materials at kid height.\u003c/p>\n\u003cp>In a recent test of the space, museum staff set up activities related to building a city. They had precut cardboard pieces that kids could use to construct buildings, and the laser cutter ran in a corner so kids could see where those pieces came from (although in this activity they didn’t get to cut pieces themselves). They also had a circuitry table so older kids could wire up lighting for the buildings and streets, along with programmable cars. Little kids had access to lots of stickers, tape and paint to beautify the city.\u003c/p>\n\u003cfigure id=\"attachment_42857\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-42857\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/city-beautification-1440x810.jpg\" alt=\"A dad and son beautify the building they built with pre-cut cardboard pieces.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/city-beautification-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/city-beautification-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/city-beautification-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/city-beautification-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/city-beautification-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A dad and son beautify the building they built with precut cardboard pieces. \u003ccite>(Courtesy Bay Area Discovery Museum)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s all very hands-on, even with the kids who are at the point where they can interact with the software, it’s very hands-on,” Rood said.\u003c/p>\n\u003cp>She imagines the space as a place where kids can experiment with moving from three dimensions to two dimensions and back again. Perhaps children will build something with Play-Doh or clay first and then try to replicate what they’ve built using design software. That 2-D design can then be sent to the laser cutter for cutting. Inevitably the first design won’t work, so they’ll go back and tweak, in the process learning about iteration, trial and error, proportions and other engineering and math concepts.\u003c/p>\n\u003cp>“One of the things we’re really grappling with now is that a major limiting factor is the software,” Rood said. Most design software isn’t appropriate for kids younger than 6 or 7. The museum is committed to keeping the Fab Lab child-centered, where parents are encouraged to interact with their kids, but activities are explicitly designed to be child-led. Most of the commercially available software would require lots of one-on-one adult-to-child attention, so the museum is looking into commissioning its own software.\u003c/p>\n\u003cp>The museum already has a strong focus on science, technology, engineering and math (STEM) activities, and often trains teachers on ways to bring more hands-on approaches into the classroom. Some of those activities, like “fairytale engineering,” could easily be taken a step further with access to the Fab Lab. The activity is designed for kids ages 4 to 6. The educator begins by reading a version of \"The Three Little Pigs\" story, but with a focus on designing and engineering stronger houses. The story introduces the idea of prototyping. Then they read parts of the \"Three Billy Goats Gruff\" story and ask kids what they would design to get the goats across the bridge safely.\u003c/p>\n\u003cp>The kids come up with lots of creative ideas and then they get to play with designing and prototyping their ideas. Often that starts with cardboard, but in the Fab Lab, kids could take their exploration of materials further, printing the same design in plastic or wood and experimenting with how the same design works differently when made in different materials.\u003c/p>\n\u003cp>\u003cstrong>DEVELOPMENTALLY APPROPRIATE?\u003c/strong>\u003c/p>\n\u003cp>There’s been a lot of concern from \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/23/how-do-parents-think-educational-media-affects-learning/\" target=\"_blank\">parents and early education teachers\u003c/a> about the encroachment of screens into young children’s lives. There are tons of apps and gadgets marketed to parents of young children, many of which require the child only to passively consume content on a device. Rood agrees that kind of passive screen time can be a concern and that parents will ultimately make those decisions for their children.\u003c/p>\n\u003cp>“What’s exciting about this is it offers a different way of using technology that’s much more active,” Rood said. Her goal is to make technology use in the Fab Lab all about creating, with clear tie-ins to what’s happening in the material world. Even the lead curriculum designer was a little unsure that technology would be appropriate for young children.\u003c/p>\n\u003cfigure id=\"attachment_42871\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-42871\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/programmable-car-1440x810.jpg\" alt=\"A facilitator helps kids figure out how to program one of the cars in the Fab Lab.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/programmable-car-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/programmable-car-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/programmable-car-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/programmable-car-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/programmable-car-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A facilitator helps kids figure out how to program one of the cars in the Fab Lab. \u003ccite>(Courtesy of Bay Area Discovery Museum)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I was a teacher who really strongly pushed back against introducing technology into the classroom,” said Sara Norris, associate director of STEM education and partnerships. Most of the technology she saw being pushed on classrooms was passive, or limited to keyboarding or projecting things onto a smartboard. She wanted her kindergarten classroom to stay focused on interactive, interpersonal learning. So she was skeptical in her new job with the museum when they started talking about Fab Lab software for very young learners.\u003c/p>\n\u003cp>“I felt that experiential learning couldn’t mean time with screens,” Norris said. “It felt counterintuitive to me.”\u003c/p>\n\u003cp>As the museum has built out the idea over the past several months, Norris has come to see the technology in the Fab Lab as just another tool, equal to any other tool in the space. The museum is working hard to make any technology time active time and Norris is watching how kids interact with the space to make sure it remains developmentally appropriate. She’s open to the idea that they may discover that 3 is too young for the technology side of things. She’s looking to see how long the little kids stick with the technology, whether they’re able to create what they wanted and if it sparks curiosity. All those things would be good signs.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'We want to not only hit things they need to address anyway, but enrich the experience and introduce new and creative ways for how to teach.'\u003c/aside>\n\u003cp>“It’s also about equity and empowering kids so they feel they can shape the world around them,” Norris said. Both she and Rood are passionate about bringing their design-thinking, creative, hands-on approach to kids from all backgrounds. As they experiment with the Fab Lab space, they’ve tried to bring in students from many backgrounds to make sure the space works for all learners.\u003c/p>\n\u003cp>“We are seeing that these tools and this kind of technology is popping up in schools that serve affluent kids,” Rood said. “It is not happening in our public schools. I’m deeply concerned that there’s a divide not only in access, but I worry the answer will be putting technology in without understanding how we’re really going to use it.”\u003c/p>\n\u003cp>When visiting less affluent schools, Rood sees a focus on reproducing knowledge instead of creating it, a gap she hopes the museum can help correct.\u003c/p>\n\u003cp>For the past year, the museum has been piloting a multivisit program. Museum educators visit the classroom and teach about design thinking before bringing the class to the museum, where they get to work with hands-on materials. In the Fab Lab, that hands-on time will mean using the software to design prototypes and using the machines to make their designs real. Then, back in the classroom, the museum educators continue to work with teachers to apply the same ideas to the rest of the curriculum, drawing direct parallels to the standards teachers are required to cover.\u003c/p>\n\u003cp>“We’ve made it really explicit to teachers that all of our projects are connected to the standards,” Norris said. For example, the lessons look at more hands-on and creative ways to think about form and function, or cause and effect.\u003c/p>\n\u003cp>“We want to not only hit things they need to address anyway, but enrich the experience and introduce new and creative ways for how to teach,” Norris said. Bay Area teachers they’ve worked with have been appreciative of this work, asking for more resources and lessons to extend the learning beyond the three-visit structure.\u003c/p>\n\u003cp>Norris said a lot of her time with teachers is spent helping them recognize the creative work they are doing daily in the classroom.\u003c/p>\n\u003cp>“Classroom teachers are constantly involved in design-thinking process all the time, whether they know it or not,” Norris said. They design lessons, see how their “end user” -- students -- respond, and tweak the idea. Norris says more and more public school teachers are seeing how creativity ties into the STEM subjects they are teaching, and are hungry for more resources and training in this model.\u003c/p>\n\u003cp>\u003cstrong>LEARNINGS SO FAR\u003c/strong>\u003c/p>\n\u003cp>While the museum Fab Lab is in a “soft opening” phase right now, museum staff are already seeing some interesting things. “The most exciting thing for me was the collaboration I saw between younger and older children,” Norris said. Parents were also excited about the new space and many were down on the floor with their kids, instead of on their phones or having side conversations with other parents.\u003c/p>\n\u003cp>Rood is excited about how the Fab Lab can push forward the museum’s mission to improve math education. “We really feel strongly that early math learning is the gateway to so many next steps,” Rood said. “We are working a lot in trying to help teachers make mathematics more visual, more conceptual and less performance based.”\u003c/p>\n\u003cp>The interplay between building and designing is a great way to help make \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/19/how-turning-math-into-a-maker-workshop-can-bring-calculations-to-life/\" target=\"_blank\">theoretical concepts more concrete and visual\u003c/a>. “The FabLab is a great way to build math learning in the early years especially as we think about shapes, proportionality, how shapes fit together, angles and going from two dimensions to three dimensions,” Rood said. “There is so much you can teach in a FabLab using the equipment that’s so engaging and hands-on that is also so rich with math.”\u003c/p>\n\u003cp>As the museum continues to invite families and classes into the space to test their activities, they will be reporting back to a \u003ca href=\"http://www.tiesteach.org/solutions/fab-labs/\" target=\"_blank\">global network\u003c/a> of educators interested in replicating any promising practices that come out of this pilot. The museum will also be commissioning a third-party evaluation of the program after it is formally up and running and has found its feet.\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> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/42853/can-kids-as-young-as-three-learn-to-design-and-create-in-fab-labs","authors":["234"],"categories":["mindshift_20579","mindshift_20523","mindshift_193"],"tags":["mindshift_1004","mindshift_20720","mindshift_20951","mindshift_20784","mindshift_1040","mindshift_20797","mindshift_20945","mindshift_20946","mindshift_391"],"featImg":"mindshift_42854","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. 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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. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. 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