Building A Tinkering Mindset In Young Students Through Making
How A Makerspace in Juvenile Hall Helps Young People See Their Value
Launching a Makerspace: Lessons Learned From a Transformed School Library
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This book is the third of a line of “Invent to Learn Guides,” published as companions to \u003ca href=\"http://inventtolearn.com\" target=\"_blank\">Invent to Learn: Making, Tinkering, and Engineering in the Classroom\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Alice Baggett\u003c/strong>\u003c/p>\n\u003cp>The most important thing you can do to set up your tinkering space for primary students has nothing to do with the space. Of course you’ll need space for your students to work in, but the physical space for tinkering matters much less than the mental space that you create for young makers.\u003c/p>\n\u003cp>To be effective tinkerers, students need to achieve a state of mind in which they are primed to play and make joyful discoveries.\u003c/p>\n\u003cp>Young kids who are playing don’t worry about making mistakes. They’re just playing, and the idea that they could make a mistake—that there’s a wrong way to play—doesn’t enter into their consciousness. It’s this freedom that enables the creation of elaborate pretend games and castles built from playground bits. Replicating a sense of play in the classroom is vital to creating a tinkering mindset for children.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One of the most powerful things you can do to set the philosophical tone in your makerspace is to hammer home the idea that taking risks, trying new things, and making mistakes are not only acceptable actions—they’re desirable actions. That’s what you’re hoping for! But telling a group of little kids that it’s okay to make mistakes is not an effective way to deliver your message. The droning voice of the teachers in the Peanuts cartoons springs to mind! To get kids to internalize your message and truly take it to heart, you have to show them in a wide variety of ways what you really mean.\u003c/p>\n\u003cp>\u003ca href=\"https://www.amazon.com/Invent-Learn-Guide-Making-Classroom/dp/0989151174/ref=as_li_ss_tl?ie=UTF8&qid=1466623666&sr=8-6&keywords=invent+to+learn&linkCode=sl1&tag=resourcesforprog&linkId=6221ca0abbbf6d2d6ea0584008c20199\">\u003cimg class=\"alignright wp-image-46964\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/11/Making-in-k3-1020x1275.jpg\" alt=\"9780989151177_cov2.indd\" width=\"250\" height=\"313\">\u003c/a>\u003c/p>\n\u003cp>Here are some ideas for getting across the idea that taking risks, trying new things, and making mistakes are desirable outcomes.\u003c/p>\n\u003cp>\u003cstrong>READ STORIES ABOUT MISTAKES\u003c/strong>\u003c/p>\n\u003cp>There are lots of good children’s books about mistake making. My absolute favorite is Barney Saltzberg’s Beautiful Oops. This short book features mistakes repackaged as something awesome! For example, a torn piece of paper becomes the smile on an alligator. Young children respond to the simplicity of the “mistakes” and the delightful revelation of the reworked mistake into something beautiful and surprising. This book is a wonderful jumping-off point for a bigger discussion about how to handle mistakes and how mistakes can lead us in new, inspiring directions.\u003c/p>\n\u003cp>I read this story to each of my classes at the beginning of every year, and kids ask to hear it again and again. A few weeks after I read it to a kindergarten class one year, we were working on a challenge in which students were using graphic design tools to draw on a photograph of their faces. One student carefully tried to trace his eye so he could use the paint bucket to fill the shape. He hadn’t quite managed to draw a closed shape around his eye, though, so the paint spilled all over the photograph completely covering his face. Watching from across the room, I braced myself. Sometimes students are distraught when things like this happen. Would there be tears?\u003c/p>\n\u003cp>This student straightened up in his chair and blurted out, “I made a beautiful oops! I know how to turn my whole page white!” The other kindergartners jumped out of their seats to come have a look at this marvelous discovery. They all wanted to know exactly how he did it so they could go try it out.\u003c/p>\n\u003cp>Of course, students do not always react to their mistakes this way. However, I have found that deliberately creating a climate where risk taking and mistake making are valued makes a notable difference in the way students handle mistakes.\u003c/p>\n\u003cp>Frequently reading stories about risk taking, failure, recovery from failure, and mistake making goes a long way toward assuring students that you actually believe in the learning that comes when students make and recover from errors. Check the list of excellent story ideas in chapter 8 for more suggestions.\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\nACTUALLY MAKE MISTAKES IN FRONT OF KIDS\u003c/strong>\u003c/p>\n\u003cp>Modeling that it really is okay to make mistakes is vital. Fortunately for most of us working in a budding makerspace with young tinkerers, there are many opportunities to publicly fail in front of students. There is so much to know and things change so quickly. Technology's unpredictability benefits us in this instance! When I’m teaching a lesson and my projector malfunctions, the demonstration program I wrote does not even begin to do what I had hoped it would, or my robot goes backward instead of forward, I take it as an opportunity to model resilience and grit. I let students see me flustered and then (hopefully) recovering. I invite them to help me diagnose what went wrong, which they LOVE.\u003c/p>\n\u003cp>Taking public risks and making public mistakes not only helps normalize mistake making, it inspires enthusiasm for collectively problem-solving and collaborating. All of this is a desirable part of the philosophical underpinnings of a tinkering mindset.\u003c/p>\n\u003cp>If you are the kind of educator who rarely makes a mistake, you can\u003cbr>\nstrategically plan to make errors for students to catch. These preplanned mistakes can still help students see you as a real person who actually makes mistakes and recovers from them.\u003c/p>\n\u003cfigure id=\"attachment_46965\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-46965 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/11/tinkering-process-graphic-1020x900.jpg\" alt=\"A graphic showing how play and purpose lead to outcomes when tinkering in class.\" width=\"640\" height=\"565\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/11/tinkering-process-graphic-1020x900.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/tinkering-process-graphic-160x141.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/tinkering-process-graphic-800x706.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/tinkering-process-graphic-768x678.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/tinkering-process-graphic-1180x1041.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/tinkering-process-graphic-960x847.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/tinkering-process-graphic-240x212.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/tinkering-process-graphic-375x331.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/tinkering-process-graphic-520x459.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A graphic showing how play and purpose lead to outcomes when tinkering in class. \u003ccite>(Courtesy Constructing Modern Knowledge Press)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>USE VISUAL REMINDERS\u003c/strong>\u003c/p>\n\u003cp>Posting quotations about or pictures of mistakes can go a long way toward reminding kids that you’re serious about the value of mistakes. I have James Joyce’s quote “Mistakes are the portals to discovery” displayed in huge letters on my classroom walls, and at the beginning of each year we have a discussion about exactly what the students think that quote means. At each workstation in my room I have a little sign stating, “Don’t be afraid of making a mistake. Mistakes are normal and we learn from them.”\u003c/p>\n\u003cp>At an art fair, I purchased a colorful print emblazoned with the phrase “Mistakes Make.” It seems like the artist accidentally got the words in the wrong order. Kids think it’s hilarious! I have a picture of my face posted in a prominent place in my classroom encircled by the words, “Ms. Baggett: Proud Mistake Maker Since 1966.” I have a series of posters I made of silhouettes of heads with famous people’s quotes about mistakes. The visual materials in my room affirm that I mean what I say about the value of making mistakes.\u003c/p>\n\u003cp>I start my year by having the kids do a scavenger hunt to become familiar with the room. One of the items they are supposed to search for is something that lets you know it’s okay to make a mistake. One year, as the kids were searching for all the items, I heard one girl say, “There are so many things in this room that let you know it's okay to make a mistake, but I can't find the specific one for the stupid scavenger hunt!”\u003c/p>\n\u003cp>\u003cstrong>HIGHLIGHT BOTH EPIC FAILS AND SPECTACULAR DISCOVERIES\u003c/strong>\u003c/p>\n\u003cp>To further develop the idea that risk taking and mistake making can lead to something positive, I created an Epic Fails and Spectacular Discoveries bulletin board in my room. I wanted to create a place for students to share their highest highs and their lowest lows, the idea being that the more kids talk openly and honestly about their successes and failures, the more normalized the idea that we all have highs and lows when we’re problem-solving becomes.\u003c/p>\n\u003cfigure id=\"attachment_46966\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-46966\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/11/alice-800x800.jpg\" alt=\"Alice Baggett\" width=\"250\" height=\"250\">\u003cfigcaption class=\"wp-caption-text\">Alice Baggett\u003c/figcaption>\u003c/figure>\n\u003cp>Students who want to participate can fill out a slip of paper (or ask me to fill it out if they’re still learning to write) that asks\u003cbr>\nthem what their epic fail or spectacular discovery was, how they happened upon it, and what about it made it an epic fail or spectacular discovery. Then they post their slips on a bulletin board so that other students can read them. Kids love reading what other kids have to say, and I often have to encourage them to go back to working on their projects instead of spending all their time reading the board.\u003c/p>\n\u003cp>One year after I finished introducing this idea to my students for the first time, a little hand shot up with a question. “But Ms. Baggett,” the boy said, puzzled, “how do you tell the difference between an epic fail and a spectacular discovery?\"\u003c/p>\n\u003cp>I adore this question! It gets at the fundamental nature of process -based, inquiry learning. Failure and discovery are so closely linked, so connected and interrelated, that it is very hard to distinguish between them, especially when failure leads directly to discovery and vice versa.\u003cbr>\n\u003cstrong>\u003cbr>\nEMPHASIZE THAT A MISTAKE IS NOT THE END\u003c/strong>\u003c/p>\n\u003cp>I have all sorts of old projects lying around my room. Students love to look at them, but they also find them intimidating because most of the projects are physical objects in a final state. They look perfect and finished. Students have a hard time envisioning the steps that led up to the final object's creation: all they see is the incredibly cool final iteration.\u003c/p>\n\u003cp>To help students understand the messy process of creation, I ask students to track their progress during any project (much more about this in chapter 6). Tracking a project’s progress helps illuminate the many mistakes along the way. Students looking at old projects can look up the reflection and documentation fellow students did on a given challenge to get a fuller picture of what happened along the way. It’s fun to see how many challenges a student has to overcome to complete a project. Students have the chance to internalize the idea that continuing to work even when a seemingly insurmountable obstacle presents itself is vital to learning and growing.\u003c/p>\n\u003cp>\u003cstrong>TALK ABOUT THE PROCESS\u003c/strong>\u003c/p>\n\u003cp>Kids enjoy sharing what is happening with their work on a project, and it’s great for other students to hear their peers talking about all the different challenges and successes they’ve experienced. Peer-to-peer sharing also opens the door for collaboration and collective problem-solving when a student is unsure of how to move past an obstacle.\u003c/p>\n\u003cp>I regularly invite students to teach their classmates. Students address their peers, explaining and demonstrating their mistakes\u003cbr>\nand discoveries. It is not unusual for them to have so much to say that I must gently help them wrap things up. Talking about the messy process of making is thrilling to students, who although they cannot always recognize why this appeals to them, appreciate the focus on their learning process instead of their final product.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://alicebaggett.wixsite.com/mysite\" target=\"_blank\">Alice Baggett\u003c/a> has been a teacher for over two decades. She holds a BA in archaeology from Oberlin College and an MA in education from Florida International University. This book is aimed at educators of primary school students who want to teach STEM and other subjects in a hands-on, minds-on way that engages and delights.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Making with early elementary students is not only possible, but incredibly rewarding. Alice Baggett describes how the maker mindset has helped her students to own a growth mindset while having fun learning.","status":"publish","parent":0,"modified":1479459445,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":35,"wordCount":2076},"headData":{"title":"Building A Tinkering Mindset In Young Students Through Making | KQED","description":"Making with early elementary students is not only possible, but incredibly rewarding. Alice Baggett describes how the maker mindset has helped her students to own a growth mindset while having fun learning.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Building A Tinkering Mindset In Young Students Through Making","datePublished":"2016-11-18T08:57:25.000Z","dateModified":"2016-11-18T08:57:25.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"46938 http://ww2.kqed.org/mindshift/?p=46938","disqusUrl":"https://ww2.kqed.org/mindshift/2016/11/18/building-a-tinkering-mindset-in-young-students-through-making/","disqusTitle":"Building A Tinkering Mindset In Young Students Through Making","path":"/mindshift/46938/building-a-tinkering-mindset-in-young-students-through-making","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \u003ca href=\"https://www.amazon.com/Invent-Learn-Guide-Making-Classroom/dp/0989151174/ref=as_li_ss_tl?ie=UTF8&qid=1466623666&sr=8-6&keywords=invent+to+learn&linkCode=sl1&tag=resourcesforprog&linkId=6221ca0abbbf6d2d6ea0584008c20199\" target=\"_blank\">The Invent to Learn Guide to Making in the K–3 Classroom: Why, How, and Wow!\u003c/a> by veteran teacher Alice Baggett, published in 2016 by \u003ca href=\"http://cmkpress.com\" target=\"_blank\">Constructing Modern Knowledge Press\u003c/a>. This book is the third of a line of “Invent to Learn Guides,” published as companions to \u003ca href=\"http://inventtolearn.com\" target=\"_blank\">Invent to Learn: Making, Tinkering, and Engineering in the Classroom\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Alice Baggett\u003c/strong>\u003c/p>\n\u003cp>The most important thing you can do to set up your tinkering space for primary students has nothing to do with the space. Of course you’ll need space for your students to work in, but the physical space for tinkering matters much less than the mental space that you create for young makers.\u003c/p>\n\u003cp>To be effective tinkerers, students need to achieve a state of mind in which they are primed to play and make joyful discoveries.\u003c/p>\n\u003cp>Young kids who are playing don’t worry about making mistakes. They’re just playing, and the idea that they could make a mistake—that there’s a wrong way to play—doesn’t enter into their consciousness. It’s this freedom that enables the creation of elaborate pretend games and castles built from playground bits. Replicating a sense of play in the classroom is vital to creating a tinkering mindset for children.\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 of the most powerful things you can do to set the philosophical tone in your makerspace is to hammer home the idea that taking risks, trying new things, and making mistakes are not only acceptable actions—they’re desirable actions. That’s what you’re hoping for! But telling a group of little kids that it’s okay to make mistakes is not an effective way to deliver your message. The droning voice of the teachers in the Peanuts cartoons springs to mind! To get kids to internalize your message and truly take it to heart, you have to show them in a wide variety of ways what you really mean.\u003c/p>\n\u003cp>\u003ca href=\"https://www.amazon.com/Invent-Learn-Guide-Making-Classroom/dp/0989151174/ref=as_li_ss_tl?ie=UTF8&qid=1466623666&sr=8-6&keywords=invent+to+learn&linkCode=sl1&tag=resourcesforprog&linkId=6221ca0abbbf6d2d6ea0584008c20199\">\u003cimg class=\"alignright wp-image-46964\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/11/Making-in-k3-1020x1275.jpg\" alt=\"9780989151177_cov2.indd\" width=\"250\" height=\"313\">\u003c/a>\u003c/p>\n\u003cp>Here are some ideas for getting across the idea that taking risks, trying new things, and making mistakes are desirable outcomes.\u003c/p>\n\u003cp>\u003cstrong>READ STORIES ABOUT MISTAKES\u003c/strong>\u003c/p>\n\u003cp>There are lots of good children’s books about mistake making. My absolute favorite is Barney Saltzberg’s Beautiful Oops. This short book features mistakes repackaged as something awesome! For example, a torn piece of paper becomes the smile on an alligator. Young children respond to the simplicity of the “mistakes” and the delightful revelation of the reworked mistake into something beautiful and surprising. This book is a wonderful jumping-off point for a bigger discussion about how to handle mistakes and how mistakes can lead us in new, inspiring directions.\u003c/p>\n\u003cp>I read this story to each of my classes at the beginning of every year, and kids ask to hear it again and again. A few weeks after I read it to a kindergarten class one year, we were working on a challenge in which students were using graphic design tools to draw on a photograph of their faces. One student carefully tried to trace his eye so he could use the paint bucket to fill the shape. He hadn’t quite managed to draw a closed shape around his eye, though, so the paint spilled all over the photograph completely covering his face. Watching from across the room, I braced myself. Sometimes students are distraught when things like this happen. Would there be tears?\u003c/p>\n\u003cp>This student straightened up in his chair and blurted out, “I made a beautiful oops! I know how to turn my whole page white!” The other kindergartners jumped out of their seats to come have a look at this marvelous discovery. They all wanted to know exactly how he did it so they could go try it out.\u003c/p>\n\u003cp>Of course, students do not always react to their mistakes this way. However, I have found that deliberately creating a climate where risk taking and mistake making are valued makes a notable difference in the way students handle mistakes.\u003c/p>\n\u003cp>Frequently reading stories about risk taking, failure, recovery from failure, and mistake making goes a long way toward assuring students that you actually believe in the learning that comes when students make and recover from errors. Check the list of excellent story ideas in chapter 8 for more suggestions.\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\nACTUALLY MAKE MISTAKES IN FRONT OF KIDS\u003c/strong>\u003c/p>\n\u003cp>Modeling that it really is okay to make mistakes is vital. Fortunately for most of us working in a budding makerspace with young tinkerers, there are many opportunities to publicly fail in front of students. There is so much to know and things change so quickly. Technology's unpredictability benefits us in this instance! When I’m teaching a lesson and my projector malfunctions, the demonstration program I wrote does not even begin to do what I had hoped it would, or my robot goes backward instead of forward, I take it as an opportunity to model resilience and grit. I let students see me flustered and then (hopefully) recovering. I invite them to help me diagnose what went wrong, which they LOVE.\u003c/p>\n\u003cp>Taking public risks and making public mistakes not only helps normalize mistake making, it inspires enthusiasm for collectively problem-solving and collaborating. All of this is a desirable part of the philosophical underpinnings of a tinkering mindset.\u003c/p>\n\u003cp>If you are the kind of educator who rarely makes a mistake, you can\u003cbr>\nstrategically plan to make errors for students to catch. These preplanned mistakes can still help students see you as a real person who actually makes mistakes and recovers from them.\u003c/p>\n\u003cfigure id=\"attachment_46965\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-46965 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/11/tinkering-process-graphic-1020x900.jpg\" alt=\"A graphic showing how play and purpose lead to outcomes when tinkering in class.\" width=\"640\" height=\"565\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/11/tinkering-process-graphic-1020x900.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/tinkering-process-graphic-160x141.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/tinkering-process-graphic-800x706.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/tinkering-process-graphic-768x678.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/tinkering-process-graphic-1180x1041.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/tinkering-process-graphic-960x847.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/tinkering-process-graphic-240x212.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/tinkering-process-graphic-375x331.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/tinkering-process-graphic-520x459.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A graphic showing how play and purpose lead to outcomes when tinkering in class. \u003ccite>(Courtesy Constructing Modern Knowledge Press)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>USE VISUAL REMINDERS\u003c/strong>\u003c/p>\n\u003cp>Posting quotations about or pictures of mistakes can go a long way toward reminding kids that you’re serious about the value of mistakes. I have James Joyce’s quote “Mistakes are the portals to discovery” displayed in huge letters on my classroom walls, and at the beginning of each year we have a discussion about exactly what the students think that quote means. At each workstation in my room I have a little sign stating, “Don’t be afraid of making a mistake. Mistakes are normal and we learn from them.”\u003c/p>\n\u003cp>At an art fair, I purchased a colorful print emblazoned with the phrase “Mistakes Make.” It seems like the artist accidentally got the words in the wrong order. Kids think it’s hilarious! I have a picture of my face posted in a prominent place in my classroom encircled by the words, “Ms. Baggett: Proud Mistake Maker Since 1966.” I have a series of posters I made of silhouettes of heads with famous people’s quotes about mistakes. The visual materials in my room affirm that I mean what I say about the value of making mistakes.\u003c/p>\n\u003cp>I start my year by having the kids do a scavenger hunt to become familiar with the room. One of the items they are supposed to search for is something that lets you know it’s okay to make a mistake. One year, as the kids were searching for all the items, I heard one girl say, “There are so many things in this room that let you know it's okay to make a mistake, but I can't find the specific one for the stupid scavenger hunt!”\u003c/p>\n\u003cp>\u003cstrong>HIGHLIGHT BOTH EPIC FAILS AND SPECTACULAR DISCOVERIES\u003c/strong>\u003c/p>\n\u003cp>To further develop the idea that risk taking and mistake making can lead to something positive, I created an Epic Fails and Spectacular Discoveries bulletin board in my room. I wanted to create a place for students to share their highest highs and their lowest lows, the idea being that the more kids talk openly and honestly about their successes and failures, the more normalized the idea that we all have highs and lows when we’re problem-solving becomes.\u003c/p>\n\u003cfigure id=\"attachment_46966\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-46966\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/11/alice-800x800.jpg\" alt=\"Alice Baggett\" width=\"250\" height=\"250\">\u003cfigcaption class=\"wp-caption-text\">Alice Baggett\u003c/figcaption>\u003c/figure>\n\u003cp>Students who want to participate can fill out a slip of paper (or ask me to fill it out if they’re still learning to write) that asks\u003cbr>\nthem what their epic fail or spectacular discovery was, how they happened upon it, and what about it made it an epic fail or spectacular discovery. Then they post their slips on a bulletin board so that other students can read them. Kids love reading what other kids have to say, and I often have to encourage them to go back to working on their projects instead of spending all their time reading the board.\u003c/p>\n\u003cp>One year after I finished introducing this idea to my students for the first time, a little hand shot up with a question. “But Ms. Baggett,” the boy said, puzzled, “how do you tell the difference between an epic fail and a spectacular discovery?\"\u003c/p>\n\u003cp>I adore this question! It gets at the fundamental nature of process -based, inquiry learning. Failure and discovery are so closely linked, so connected and interrelated, that it is very hard to distinguish between them, especially when failure leads directly to discovery and vice versa.\u003cbr>\n\u003cstrong>\u003cbr>\nEMPHASIZE THAT A MISTAKE IS NOT THE END\u003c/strong>\u003c/p>\n\u003cp>I have all sorts of old projects lying around my room. Students love to look at them, but they also find them intimidating because most of the projects are physical objects in a final state. They look perfect and finished. Students have a hard time envisioning the steps that led up to the final object's creation: all they see is the incredibly cool final iteration.\u003c/p>\n\u003cp>To help students understand the messy process of creation, I ask students to track their progress during any project (much more about this in chapter 6). Tracking a project’s progress helps illuminate the many mistakes along the way. Students looking at old projects can look up the reflection and documentation fellow students did on a given challenge to get a fuller picture of what happened along the way. It’s fun to see how many challenges a student has to overcome to complete a project. Students have the chance to internalize the idea that continuing to work even when a seemingly insurmountable obstacle presents itself is vital to learning and growing.\u003c/p>\n\u003cp>\u003cstrong>TALK ABOUT THE PROCESS\u003c/strong>\u003c/p>\n\u003cp>Kids enjoy sharing what is happening with their work on a project, and it’s great for other students to hear their peers talking about all the different challenges and successes they’ve experienced. Peer-to-peer sharing also opens the door for collaboration and collective problem-solving when a student is unsure of how to move past an obstacle.\u003c/p>\n\u003cp>I regularly invite students to teach their classmates. Students address their peers, explaining and demonstrating their mistakes\u003cbr>\nand discoveries. It is not unusual for them to have so much to say that I must gently help them wrap things up. Talking about the messy process of making is thrilling to students, who although they cannot always recognize why this appeals to them, appreciate the focus on their learning process instead of their final product.\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>\u003cem>\u003ca href=\"http://alicebaggett.wixsite.com/mysite\" target=\"_blank\">Alice Baggett\u003c/a> has been a teacher for over two decades. She holds a BA in archaeology from Oberlin College and an MA in education from Florida International University. This book is aimed at educators of primary school students who want to teach STEM and other subjects in a hands-on, minds-on way that engages and delights.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46938/building-a-tinkering-mindset-in-young-students-through-making","authors":["4354"],"categories":["mindshift_20579","mindshift_194","mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_790","mindshift_20945","mindshift_21020","mindshift_975"],"featImg":"mindshift_46963","label":"mindshift"},"mindshift_46177":{"type":"posts","id":"mindshift_46177","meta":{"index":"posts_1591205157","site":"mindshift","id":"46177","score":null,"sort":[1472130219000]},"guestAuthors":[],"slug":"how-a-makerspace-in-juvenile-hall-helps-young-people-see-their-value","title":"How A Makerspace in Juvenile Hall Helps Young People See Their Value","publishDate":1472130219,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Unlike many teachers who choose to work in schools because they were good students themselves, Michelle Carlson understands what it’s like to hate school. As a kid she couldn’t see the point of any of the material she was supposed to learn, and working for good grades without a clear reason wasn’t enough to motivate her. She did eventually graduate high school and went to college because her parents told her it was an important way to gain financial independence. She and her sister had to pay their own way, working at coffee shops and carpooling 40 miles each way to school at Chico State.\u003c/p>\n\u003cp>When she graduated, Carlson started a business, but eventually decided she wanted to help make school different for kids in the next generation. She started working at the Tehama County Office of Education and in her spare time \u003ca href=\"http://tehamaschools.org/department/makerspace\" target=\"_blank\">created a makerspace in the office\u003c/a>. Teachers can bring their classes into the makerspace and its success has sparked some schools to \u003ca href=\"https://www.amazon.com/180-Days-Making-incorporate-experiential/dp/1535582898/ref=sr_1_1?ie=UTF8&qid=1471700707&sr=8-1&keywords=180+days+of+making\" target=\"_blank\">create their own\u003c/a>. Older students can also sign up to become Makerspace Ambassadors, where they spend half their time working on passion projects and half their time creating useful things like promotional posters for local businesses and nonprofit organizations.\u003c/p>\n\u003caside class=\"pullquote alignright\">'They get to be human in there. They get to be who they are, and recognized and valued for their humanity.'\u003ccite>Michelle Carlson\u003c/cite>\u003c/aside>\n\u003cp>\u003ca href=\"http://www.futuredevelopmentgroup.com/podcast-episode-4-the-makerspace-is-what-gave-us-hope/\" target=\"_blank\">All kinds of students \u003c/a>signed up for the Ambassador program -- some were good students looking to add something to their college applications, while others struggled in traditional school and were looking for somewhere to be themselves. Most didn’t expect much out of the makerspace when they started, but soon found that having the freedom to pursue whatever they wanted with support to learn new skills was incredibly exciting.\u003c/p>\n\u003cp>Good students who felt like they were charging down a prescribed path because that’s what was expected of them found a sense of purpose and passion for new skills. And students who felt like failures began to see qualities in themselves they’d never recognized before. One such student, Ericka, never felt good enough, but her involvement in the makerspace gave her confidence to apply to college. Now she’s majoring in computer science and getting a credential to teach English language learners.\u003c/p>\n\u003cp>One day some incarcerated youth from the \u003ca href=\"http://www.co.tehama.ca.us/juvenile-detention-facility\" target=\"_blank\">Tehama Juvenile Detention Facility\u003c/a> were released to spend time in the makerspace. That group of students created a suicide prevention video on their own that afternoon with only minimal explanation of how the recording and editing tools work. They ended up winning an award for the video and county Probation Chief Richard Muench approached Carlson, who has since started \u003ca href=\"http://www.futuredevelopmentgroup.com/\" target=\"_blank\">her own company\u003c/a> helping schools and organizations start makerspaces, about building a makerspace inside the walls of juvenile hall.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>TEHAMA JUVENILE HALL MAKERSPACE\u003c/strong>\u003c/p>\n\u003cp>Innovative leadership at the juvenile hall and Carlson’s excitement for the project helped to make the makerspace a reality. It was funded through a partnership between the hall and the county Office of Education, and is open every afternoon if there are adult volunteers willing to be in the space with the youth.\u003c/p>\n\u003cp>“When they walk in the experience is something they’ve never had in their lives,” Carlson said. The makerspace isn’t school and it doesn’t feel like jail either. “Because it’s something different, it opens their minds and lowers their filters a little bit,” Carlson said. She’s worked hard to make the space feel cozy and comfortable, and they’ve built a culture of respect inside the room that is hard to find elsewhere in the detention facility.\u003c/p>\n\u003cfigure id=\"attachment_46180\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-46180 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/IMG_1281-e1471990586585-1440x1080.jpg\" width=\"640\" height=\"480\">\u003cfigcaption class=\"wp-caption-text\">One whole wall of the makerspace is painted with a \"Defy The Odds\" mural. \u003ccite>(Courtesy Michelle Carlson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“When I walk in here, I feel more free in here,” said one detained youth whose name we aren’t using due to official rules. He said there are a lot of rules in the detention facility. The youth have to walk between locations with hands behind their backs, but in the makerspace some of those rules are loosened and he has space to be creative. “Inside the classroom it’s the same thing as in the hall, you have to follow rules. I feel free when I come here.” In the makerspace this youth rediscovered his passion for drawing, something he now wants to study in college when he is released. He has also learned new skills like 3-D design and printing, and how to build a website.\u003c/p>\n\u003cp>“The poverty of experience that exists in their lives is so profound,” Carlson said. Many of the youth she has worked with didn’t know what web development was or that it could be a job. The makerspace is unique because the students have access to the internet, where they can learn from YouTube videos and read about the world. They also have access to real tools like Exacto knives, scissors and pliers. Adult staff members do check to make sure none of these potentially lethal tools are leaving the makerspace, but Carlson said the security stuff is almost invisible and they’ve never had a problem.\u003c/p>\n\u003cp>“They know how special it is and they honor and respect it,” Carlson said. In fact, regulars in the space often explain the expectations to newcomers, setting their own expectations and rules.\u003c/p>\n\u003cp>The makerspace has been a success because of the willingness of the hall’s staff to participate and the chief’s willingness to be flexible with scheduling and overtime to make sure adults are in the space. Deputy Probation Chief Mike Coley has been a dedicated makerspace volunteer and sees the effect on the young people he mentors.\u003c/p>\n\u003cp>“As soon as they cross the threshold into the makerspace, it’s a completely different kid,” Coley said.\u003c/p>\n\u003cp>He’s asked the kids he works with why they like the space so much and they tell him that they’ve been able to find new value in themselves by being given the freedom to be creative and the exposure to tools and skills they didn’t know about before. They’ve also seen talent in other incarcerated youth, hidden qualities that daily life doesn’t allow them to show.\u003c/p>\n\u003cfigure id=\"attachment_46181\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-46181 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/IMG_1282-e1471990696221-1440x1080.jpg\" alt=\"Carlson said it's important that makerspaces have a variety of materials so students can choose what inspires them.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/08/IMG_1282-e1471990696221-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/IMG_1282-e1471990696221-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/IMG_1282-e1471990696221-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/IMG_1282-e1471990696221-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/IMG_1282-e1471990696221-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/IMG_1282-e1471990696221-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/IMG_1282-e1471990696221.jpg 1500w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Carlson said it's important that makerspaces have a variety of materials so students can choose what inspires them. \u003ccite>(Courtesy Michelle Carlson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Being able to share this makerspace with them has really kind of rejuvenated our staff, too,” Coley said.\u003c/p>\n\u003cp>Many youth have a wary relationship with representatives of law enforcement, but when the adults and youth are creating together in the makerspace, they get to know one another as humans. They learn to trust one another and have formed bonds that extend outside the hall, an especially important element for preventing recidivism.\u003c/p>\n\u003cp>Coley said one of the biggest challenges he has recruiting staff as volunteers is that they don’t know much about the maker movement. Adults often feel like they have to have a specific skill they can teach if they’re going to be in the space. But Coley has found his most important role in the makerspace is to be supportive and to care about the kids. And Carlson says making sure the makerspace doesn’t feel directive, like the rest of these kids' lives, is very important to its success.\u003c/p>\n\u003cp>“Flexibility has to be built in,” Carlson said. “They need to have choice and power to explore things and then they will blow you out of the water with what they can do with that choice and power.” Mentors can help ignite curiosity and excitement by bringing their personal passions into the room, but the time shouldn’t be too programmed. “It’s motivation that comes from within,” Carlson said. “So we want people who are passionate about doing amazing things with kids to be in there.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Tehama County is fairly rural and often has fewer than 20 juveniles detained at any one time. But this small county is trying something unique; using the autonomy that is built into making to help young people who have lost their way regain a sense of self and see themselves as positive actors in the world. As with so many powerful examples of strong mentorship and powerful learning spaces, it took a \u003ca href=\"https://www.amazon.com/180-Days-Making-incorporate-experiential/dp/1535582898/ref=sr_1_1?ie=UTF8&qid=1471700707&sr=8-1&keywords=180+days+of+making\" target=\"_blank\">passionate person like Michelle Carlson\u003c/a> to see it through, and some visionary leadership from the probation office and a continued commitment from people like Mike Coley to make the space a reality.\u003c/p>\n\n","blocks":[],"excerpt":"A makerspace inside the walls of a California juvenile hall is helping struggling kids see their own talents and connect with adult mentors in different ways.","status":"publish","parent":0,"modified":1472136656,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1475},"headData":{"title":"How A Makerspace in Juvenile Hall Helps Young People See Their Value | KQED","description":"A makerspace inside the walls of a California juvenile hall is helping struggling kids see their own talents and connect with adult mentors in different ways.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How A Makerspace in Juvenile Hall Helps Young People See Their Value","datePublished":"2016-08-25T13:03:39.000Z","dateModified":"2016-08-25T14:50:56.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"46177 http://ww2.kqed.org/mindshift/?p=46177","disqusUrl":"https://ww2.kqed.org/mindshift/2016/08/25/how-a-makerspace-in-juvenile-hall-helps-young-people-see-their-value/","disqusTitle":"How A Makerspace in Juvenile Hall Helps Young People See Their Value","path":"/mindshift/46177/how-a-makerspace-in-juvenile-hall-helps-young-people-see-their-value","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Unlike many teachers who choose to work in schools because they were good students themselves, Michelle Carlson understands what it’s like to hate school. As a kid she couldn’t see the point of any of the material she was supposed to learn, and working for good grades without a clear reason wasn’t enough to motivate her. She did eventually graduate high school and went to college because her parents told her it was an important way to gain financial independence. She and her sister had to pay their own way, working at coffee shops and carpooling 40 miles each way to school at Chico State.\u003c/p>\n\u003cp>When she graduated, Carlson started a business, but eventually decided she wanted to help make school different for kids in the next generation. She started working at the Tehama County Office of Education and in her spare time \u003ca href=\"http://tehamaschools.org/department/makerspace\" target=\"_blank\">created a makerspace in the office\u003c/a>. Teachers can bring their classes into the makerspace and its success has sparked some schools to \u003ca href=\"https://www.amazon.com/180-Days-Making-incorporate-experiential/dp/1535582898/ref=sr_1_1?ie=UTF8&qid=1471700707&sr=8-1&keywords=180+days+of+making\" target=\"_blank\">create their own\u003c/a>. Older students can also sign up to become Makerspace Ambassadors, where they spend half their time working on passion projects and half their time creating useful things like promotional posters for local businesses and nonprofit organizations.\u003c/p>\n\u003caside class=\"pullquote alignright\">'They get to be human in there. They get to be who they are, and recognized and valued for their humanity.'\u003ccite>Michelle Carlson\u003c/cite>\u003c/aside>\n\u003cp>\u003ca href=\"http://www.futuredevelopmentgroup.com/podcast-episode-4-the-makerspace-is-what-gave-us-hope/\" target=\"_blank\">All kinds of students \u003c/a>signed up for the Ambassador program -- some were good students looking to add something to their college applications, while others struggled in traditional school and were looking for somewhere to be themselves. Most didn’t expect much out of the makerspace when they started, but soon found that having the freedom to pursue whatever they wanted with support to learn new skills was incredibly exciting.\u003c/p>\n\u003cp>Good students who felt like they were charging down a prescribed path because that’s what was expected of them found a sense of purpose and passion for new skills. And students who felt like failures began to see qualities in themselves they’d never recognized before. One such student, Ericka, never felt good enough, but her involvement in the makerspace gave her confidence to apply to college. Now she’s majoring in computer science and getting a credential to teach English language learners.\u003c/p>\n\u003cp>One day some incarcerated youth from the \u003ca href=\"http://www.co.tehama.ca.us/juvenile-detention-facility\" target=\"_blank\">Tehama Juvenile Detention Facility\u003c/a> were released to spend time in the makerspace. That group of students created a suicide prevention video on their own that afternoon with only minimal explanation of how the recording and editing tools work. They ended up winning an award for the video and county Probation Chief Richard Muench approached Carlson, who has since started \u003ca href=\"http://www.futuredevelopmentgroup.com/\" target=\"_blank\">her own company\u003c/a> helping schools and organizations start makerspaces, about building a makerspace inside the walls of juvenile hall.\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>TEHAMA JUVENILE HALL MAKERSPACE\u003c/strong>\u003c/p>\n\u003cp>Innovative leadership at the juvenile hall and Carlson’s excitement for the project helped to make the makerspace a reality. It was funded through a partnership between the hall and the county Office of Education, and is open every afternoon if there are adult volunteers willing to be in the space with the youth.\u003c/p>\n\u003cp>“When they walk in the experience is something they’ve never had in their lives,” Carlson said. The makerspace isn’t school and it doesn’t feel like jail either. “Because it’s something different, it opens their minds and lowers their filters a little bit,” Carlson said. She’s worked hard to make the space feel cozy and comfortable, and they’ve built a culture of respect inside the room that is hard to find elsewhere in the detention facility.\u003c/p>\n\u003cfigure id=\"attachment_46180\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-46180 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/IMG_1281-e1471990586585-1440x1080.jpg\" width=\"640\" height=\"480\">\u003cfigcaption class=\"wp-caption-text\">One whole wall of the makerspace is painted with a \"Defy The Odds\" mural. \u003ccite>(Courtesy Michelle Carlson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“When I walk in here, I feel more free in here,” said one detained youth whose name we aren’t using due to official rules. He said there are a lot of rules in the detention facility. The youth have to walk between locations with hands behind their backs, but in the makerspace some of those rules are loosened and he has space to be creative. “Inside the classroom it’s the same thing as in the hall, you have to follow rules. I feel free when I come here.” In the makerspace this youth rediscovered his passion for drawing, something he now wants to study in college when he is released. He has also learned new skills like 3-D design and printing, and how to build a website.\u003c/p>\n\u003cp>“The poverty of experience that exists in their lives is so profound,” Carlson said. Many of the youth she has worked with didn’t know what web development was or that it could be a job. The makerspace is unique because the students have access to the internet, where they can learn from YouTube videos and read about the world. They also have access to real tools like Exacto knives, scissors and pliers. Adult staff members do check to make sure none of these potentially lethal tools are leaving the makerspace, but Carlson said the security stuff is almost invisible and they’ve never had a problem.\u003c/p>\n\u003cp>“They know how special it is and they honor and respect it,” Carlson said. In fact, regulars in the space often explain the expectations to newcomers, setting their own expectations and rules.\u003c/p>\n\u003cp>The makerspace has been a success because of the willingness of the hall’s staff to participate and the chief’s willingness to be flexible with scheduling and overtime to make sure adults are in the space. Deputy Probation Chief Mike Coley has been a dedicated makerspace volunteer and sees the effect on the young people he mentors.\u003c/p>\n\u003cp>“As soon as they cross the threshold into the makerspace, it’s a completely different kid,” Coley said.\u003c/p>\n\u003cp>He’s asked the kids he works with why they like the space so much and they tell him that they’ve been able to find new value in themselves by being given the freedom to be creative and the exposure to tools and skills they didn’t know about before. They’ve also seen talent in other incarcerated youth, hidden qualities that daily life doesn’t allow them to show.\u003c/p>\n\u003cfigure id=\"attachment_46181\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-46181 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/IMG_1282-e1471990696221-1440x1080.jpg\" alt=\"Carlson said it's important that makerspaces have a variety of materials so students can choose what inspires them.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/08/IMG_1282-e1471990696221-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/IMG_1282-e1471990696221-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/IMG_1282-e1471990696221-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/IMG_1282-e1471990696221-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/IMG_1282-e1471990696221-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/IMG_1282-e1471990696221-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/IMG_1282-e1471990696221.jpg 1500w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Carlson said it's important that makerspaces have a variety of materials so students can choose what inspires them. \u003ccite>(Courtesy Michelle Carlson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Being able to share this makerspace with them has really kind of rejuvenated our staff, too,” Coley said.\u003c/p>\n\u003cp>Many youth have a wary relationship with representatives of law enforcement, but when the adults and youth are creating together in the makerspace, they get to know one another as humans. They learn to trust one another and have formed bonds that extend outside the hall, an especially important element for preventing recidivism.\u003c/p>\n\u003cp>Coley said one of the biggest challenges he has recruiting staff as volunteers is that they don’t know much about the maker movement. Adults often feel like they have to have a specific skill they can teach if they’re going to be in the space. But Coley has found his most important role in the makerspace is to be supportive and to care about the kids. And Carlson says making sure the makerspace doesn’t feel directive, like the rest of these kids' lives, is very important to its success.\u003c/p>\n\u003cp>“Flexibility has to be built in,” Carlson said. “They need to have choice and power to explore things and then they will blow you out of the water with what they can do with that choice and power.” Mentors can help ignite curiosity and excitement by bringing their personal passions into the room, but the time shouldn’t be too programmed. “It’s motivation that comes from within,” Carlson said. “So we want people who are passionate about doing amazing things with kids to be in there.”\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>Tehama County is fairly rural and often has fewer than 20 juveniles detained at any one time. But this small county is trying something unique; using the autonomy that is built into making to help young people who have lost their way regain a sense of self and see themselves as positive actors in the world. As with so many powerful examples of strong mentorship and powerful learning spaces, it took a \u003ca href=\"https://www.amazon.com/180-Days-Making-incorporate-experiential/dp/1535582898/ref=sr_1_1?ie=UTF8&qid=1471700707&sr=8-1&keywords=180+days+of+making\" target=\"_blank\">passionate person like Michelle Carlson\u003c/a> to see it through, and some visionary leadership from the probation office and a continued commitment from people like Mike Coley to make the space a reality.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46177/how-a-makerspace-in-juvenile-hall-helps-young-people-see-their-value","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_21029","mindshift_20945","mindshift_21020"],"featImg":"mindshift_46178","label":"mindshift"},"mindshift_45900":{"type":"posts","id":"mindshift_45900","meta":{"index":"posts_1591205157","site":"mindshift","id":"45900","score":null,"sort":[1470027049000]},"guestAuthors":[],"slug":"launching-a-makerspace-lessons-learned-from-a-transformed-school-library","title":"Launching a Makerspace: Lessons Learned From a Transformed School Library","publishDate":1470027049,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Excitement about \u003ca href=\"http://renovatedlearning.com/2015/04/02/defining-makerspaces-part-1/\" target=\"_blank\">school makerspaces \u003c/a>has been in the air, but many educators eager to create hands-on learning spaces in their schools still aren’t sure how to get started or why it’s worth the effort. New Canaan High School librarian Michelle Luhtala recently jumped headfirst into creating a makerspace in her library and documented what she learned, how her space changed and how it affected students along the way. Her experience was very different from elementary school librarian \u003ca href=\"https://expectmiraculous.com/\" target=\"_blank\">Andy Plemmons\u003c/a>, whose makerspace started with a 3-D printer obtained through a grant and blossomed into a core teaching resource at his school.\u003c/p>\n\u003cp>\u003cstrong>GETTING RID OF BOOKS\u003c/strong>\u003c/p>\n\u003cp>Luhtala is blessed with a big library, but for most of her career it has been dominated by large bookshelves. Over time, Luhtala has pared down her collection as she increased the digital reading material the library offers, but in order to make room for a makerspace she cleared out 7,000 books. She might not have had the courage to make such a drastic change if she hadn’t had the firm support, and indeed push, from her principal to create a makerspace. Luhtala kept most of her fiction and donated a lot of the nonfiction, which kids are now mostly accessing digitally anyway.\u003c/p>\n\u003cp>[gallery type=\"columns\" columns=\"2\" ids=\"45926,45937\"]\u003c/p>\n\u003cp>While Luhtala wanted open space for big making projects, she also made sure her library has comfortable sofas, quiet study carrels and a few collaborative workrooms where students can meet. She also sent a letter to students at the start of the school year explaining the changes in the library and asking them for their help throughout the year to make it the space they wanted.\u003c/p>\n\u003cfigure id=\"attachment_45929\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-45929 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_3141-1440x403.jpg\" alt=\"The New Canaan library tries to create different spaces throughout the library where students can work quietly, in collaboration, or on innovative projects.\" width=\"640\" height=\"179\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-1440x403.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-400x112.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-800x224.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-768x215.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-1180x330.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-960x269.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">The New Canaan Library tries to create different spaces throughout the library where students can work quietly, in collaboration, or on innovative projects. \u003ccite>(Courtesy Michelle Luhtala)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>IMPROVISE\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“We had no budget for furniture, zero, none,” Luhtala said in an edWeb webinar. “I had this big empty space, but no furniture.” But, she found some old science tables in the district’s storage area and some unused stools to go with them. That was enough.\u003c/p>\n\u003cp>“Find the storage space for your district and see what’s available because chances are there’s stuff no one wants,” Luhtala said. “Those are conversations worth having. I encourage you to be bold.”\u003c/p>\n\u003cp>Luhtala also didn't want to over-plan what would happen in the makerspace. She wanted it to develop naturally from student interests. So, she didn’t spend much money buying materials at the outset. She picked up a few things like basic craft supplies and Legos that other teachers had recommended, but she took her cues from the students.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-large wp-image-45931\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-1440x1080.jpg\" alt=\"20523920853_4e4ead0ae5_k\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-960x720.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>“I really didn’t want to go beyond that because I wanted to see what the kids wanted,” Luhtala said.\u003c/p>\n\u003cp>Early in the school year students immediately took over the sofa spaces, but they didn’t really know what to do with the rest of it. One day a student asked Luhtala what she was planning to do with the space. She asked what he wanted. He suggested Legos. She had those, so she brought them out. Another student suggested craft supplies. Luhtala brought those out, too. Pretty soon students were asking for all kinds of things, mostly recyclables, and Luhtala now keeps track of requests on a spreadsheet.\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\nEVOLUTION OF THE SPACE\u003c/strong>\u003c/p>\n\u003cp>Luhtala soon started covering the tables with butcher paper to hide the old, scratched surfaces. Teachers would often meet in the makerspace and sometimes doodle on the butcher paper. Students recognized their teachers’ artwork and soon students started doodling, too, sometimes adding to each other’s designs, but mostly respecting whatever artwork was already there.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-large wp-image-45932\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_2831-e1469474562681-1440x908.jpg\" alt=\"IMG_2831\" width=\"640\" height=\"404\">\u003c/p>\n\u003cp>“That students and the teachers started to make those connections in the space was really important,” Luhtala said. The makerspace became a neutral place where students and teachers could create together and interact more casually. New Canaan High School has an open campus, so students come to the makerspace in their free time. Sometimes they use the space to work quietly on a project alone; other times they come in groups.\u003c/p>\n\u003cp>“Sometimes de-stressing alone is really important,” Luhtala said. She’s also found that there’s an ebb and flow to the popularity of the makerspace throughout the week. It’s usually slow on Mondays, but busy on Fridays, which Luhtala believes indicates students are prioritizing their time well. “By Friday they are ready to unwind and they are ready to get more creative,” Luhtala said.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-medium wp-image-45933\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_0923-800x233.jpg\" alt=\"IMG_0923\" width=\"800\" height=\"233\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-800x233.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-400x116.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-768x223.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-1440x419.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-1180x343.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-960x279.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>Some students work on projects for class in the makerspace, and some teachers assign projects with the knowledge that the makerspace can be a resource for students. For example, students in a ninth-grade class were each assigned a planet and had to create an extraterrestrial who could survive on the conditions of that planet. Another time an English teacher asked students to create something that represented a theme or character from the most recent book they’d read.\u003c/p>\n\u003cfigure id=\"attachment_45934\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-45934\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/24746560421_9adce84e22_k-1440x1080.jpg\" alt=\"A student creation.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-960x720.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A student creation. \u003ccite>(Courtesy Michelle Luhtala)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“They invent their own learning,” Luhtala said of the students. A few students asked for pullback motors to use with the Lego cars they had built. Luhtala immediately saw the motors were well worth the investment because they turn a Lego project into a physics experiment. Students got interested in questions of friction and started researching on their own how speed and weight affected the movement of their cars.\u003c/p>\n\u003cp>By the end of the year, the makerspace was a casual meetup area. Luhtala might be teaching a group of students about citations in the same area as another student working to build a monster truck. And teachers would sometimes hold book discussions in the makerspace, finding that students were more engaged in the conversation when they could doodle on the butcher paper or make a Lego structure at the same time.\u003c/p>\n\u003cp>\u003cstrong>TECHXPERTS\u003c/strong>\u003c/p>\n\u003cp>“\u003ca href=\"http://www.ncps-k12.org/Page/1076\" target=\"_blank\">TechXperts\u003c/a>” are student-experts that help out in the library. With the advent of the makerspace, Luhtala asked this group of students to work on a bigger project to solve a problem around the school. They decided garbage was an issue and programmed a zumba to roam around the school hallways and yell out, “hurray,” whenever someone threw a piece of garbage in the can.\u003c/p>\n\u003cp>The TechXperts have also been a huge help managing the makerspace. Each student naturally gravitated toward certain materials and tools and became the go-to person when anyone had a question about how to use them.\u003c/p>\n\u003cfigure id=\"attachment_45935\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-45935\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/24472389839_d7e119577a_k-1440x1080.jpg\" alt=\"Luhtala turned her old office into a media production room with a green screen. Students love it.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-960x720.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Luhtala turned her old office into a media production room with a green screen. Students love it. \u003ccite>(Courtesy Michelle Luhtala)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Luhtala’s careful way of making sure students direct what happens in the makerspace has paid off in a number of ways. Students feel like the space is their own and work to keep it clean. Luhtala allows food in this part of the library, a move she was worried would lead to the makerspace looking like the pigsty that is the school’s cafeteria. But instead, students are careful with their food and trash. Luhtala found that when she gave students the trust and responsibility to take care of the space, they rose to the challenge.\u003c/p>\n\u003cfigure id=\"attachment_45938\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003cimg class=\"size-thumbnail wp-image-45938\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/maker-major-400x560.png\" alt='Materials Miles put together to promote the \"Maker Major\" he helped design.' width=\"400\" height=\"560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/maker-major-400x560.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/maker-major.png 632w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Materials Miles put together to promote the \"Maker Major\" he helped design. \u003ccite>(Courtesy Michelle Luhtala)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One student, Miles, was so excited about the makerspace that he spent an entire semester laying the groundwork for a program that would allow students to get credit for doing a large, long-term project in the makerspace. He wrote a curriculum that would require students to write a paper about their project as well as lead a workshop. He made a wiki, set up a blog, created a Twitter handle and even gathered articles and other ideas for coursework.\u003c/p>\n\u003cp>“He set up the groundwork for us to really make this meaningful so we can carry this forward,” Luhtala said. Miles will be a freshman at Duke next year. When the university accepted him they made specific note of how impressed they were at his involvement in the makerspace.\u003c/p>\n\u003cp>\u003cstrong>LOGISTICS\u003c/strong>\u003c/p>\n\u003cp>Luhtala has found that the space works best when she puts out one project at a time and rotates them frequently. That doesn’t mean students can’t use other tools, but she does try to intentionally offer up a project to spark interest. The materials are stored in labeled bins and Luhtala has put together a photo album with a picture of the item and where it is located.\u003c/p>\n\u003cp>Luhtala didn’t buy a 3-D printer until January. “I would love to say it was transformational, but it wasn’t,” Luhtala said. Students seemed more excited to make things out of recycled materials than they were about the fancier technology. That may not be true in other makerspaces, but Luhtala found that engagement and buy-in throughout the building was very high at relatively small expense in her first year of running a makerspace.\u003c/p>\n\u003cp>\u003cstrong>AN ELEMENTARY SCHOOL MAKERSPACE\u003c/strong>\u003c/p>\n\u003cp>Makerspaces can be a positive experience for kids at all ages, but there are different considerations for different grade levels. In elementary school students all have the same schedule, so a library makerspace may need to be part of the formal library program. And, unlike high school where students can manage the space, little kids need more supervision.\u003c/p>\n\u003cfigure id=\"attachment_45902\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-45902 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/plemmons.png\" alt=\"plemmons\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/plemmons.png 640w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/plemmons-400x300.png 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy Andy Plemmons \u003ccite>(Courtesy of Andy Plemmons)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“My first big challenge was how to balance matching curriculum and giving students some free opportunity to explore,” said Andy Plemmons, the librarian at David C Barrow Elementary in Athens, Georgia. He has facilitated a makerspace for the past several years. Demand is so high he often must choose between using the space to support teachers in curriculum-based projects and honoring the learning that happens when kids have freedom to tinker and pursue their own projects.\u003c/p>\n\u003cp>“It seems to me that when kids come into the makerspace, they sort of all get put on the same level,” Plemmons said. “Most of the stuff is new to all of them.” He says the makerspace has helped him connect with students who didn’t seem to have any interests or who are seen as behavior problems in class. Anyone can excel at making, and many kids show a different side of themselves when given the chance.\u003c/p>\n\u003cp>“You see kids jump in and start trying things and taking risks that they might not take in other subject areas,” Plemmons said. Students often have perceptions of themselves as certain kinds of learners that the makerspace can disrupt. Plemmons likes to remind students of how they struggled through a making problem when they encountered difficulty in an academic subject.\u003c/p>\n\u003cp>“When you move into an area where a student puts up a wall, you can go back to the makerspace and help them make that connection that it’s really the same type of skill for approaching a problem in another area of life,” Plemmons said.\u003c/p>\n\u003cp>Like most teachers and librarians, Plemmons wears many hats and running the makerspace is just part of his job. He encourages teachers to come to him if they have even the seed of an idea to see how the makerspace might be able to add a quality hands-on element to a unit. And, he has partnered with the University of Georgia school of education to bring in student teachers who help run the makerspace during open tinkering times. Kids come in at recess to tinker, and some teachers will even let students go to open-tinker times while the class is doing something else.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>While not every school will have a teaching college right next door, Plemmons encourages anyone planning a makerspace to think broadly about possible community partners. “A lot of times there are people who want to volunteer but don’t know what to do,” Plemmons said. He also hopes people won’t get too hung up on having a separate space. To him, a makerspace is more of an attitude and approach to learning than a physical space.\u003c/p>\n\n","blocks":[],"excerpt":"Educators share stories of year one with a school makerspace, emphasizing that the spaces thrive when they are flexible enough to meet the needs of students and teachers.","status":"publish","parent":0,"modified":1470070353,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":true,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":40,"wordCount":2076},"headData":{"title":"Launching a Makerspace: Lessons Learned From a Transformed School Library | KQED","description":"Educators share stories of year one with a school makerspace, emphasizing that the spaces thrive when they are flexible enough to meet the needs of students and teachers.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Launching a Makerspace: Lessons Learned From a Transformed School Library","datePublished":"2016-08-01T04:50:49.000Z","dateModified":"2016-08-01T16:52:33.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"45900 http://ww2.kqed.org/mindshift/?p=45900","disqusUrl":"https://ww2.kqed.org/mindshift/2016/07/31/launching-a-makerspace-lessons-learned-from-a-transformed-school-library/","disqusTitle":"Launching a Makerspace: Lessons Learned From a Transformed School Library","path":"/mindshift/45900/launching-a-makerspace-lessons-learned-from-a-transformed-school-library","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Excitement about \u003ca href=\"http://renovatedlearning.com/2015/04/02/defining-makerspaces-part-1/\" target=\"_blank\">school makerspaces \u003c/a>has been in the air, but many educators eager to create hands-on learning spaces in their schools still aren’t sure how to get started or why it’s worth the effort. New Canaan High School librarian Michelle Luhtala recently jumped headfirst into creating a makerspace in her library and documented what she learned, how her space changed and how it affected students along the way. Her experience was very different from elementary school librarian \u003ca href=\"https://expectmiraculous.com/\" target=\"_blank\">Andy Plemmons\u003c/a>, whose makerspace started with a 3-D printer obtained through a grant and blossomed into a core teaching resource at his school.\u003c/p>\n\u003cp>\u003cstrong>GETTING RID OF BOOKS\u003c/strong>\u003c/p>\n\u003cp>Luhtala is blessed with a big library, but for most of her career it has been dominated by large bookshelves. Over time, Luhtala has pared down her collection as she increased the digital reading material the library offers, but in order to make room for a makerspace she cleared out 7,000 books. She might not have had the courage to make such a drastic change if she hadn’t had the firm support, and indeed push, from her principal to create a makerspace. Luhtala kept most of her fiction and donated a lot of the nonfiction, which kids are now mostly accessing digitally anyway.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"gallery","attributes":{"named":{"type":"columns","columns":"2","ids":"45926,45937","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While Luhtala wanted open space for big making projects, she also made sure her library has comfortable sofas, quiet study carrels and a few collaborative workrooms where students can meet. She also sent a letter to students at the start of the school year explaining the changes in the library and asking them for their help throughout the year to make it the space they wanted.\u003c/p>\n\u003cfigure id=\"attachment_45929\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-45929 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_3141-1440x403.jpg\" alt=\"The New Canaan library tries to create different spaces throughout the library where students can work quietly, in collaboration, or on innovative projects.\" width=\"640\" height=\"179\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-1440x403.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-400x112.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-800x224.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-768x215.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-1180x330.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-960x269.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">The New Canaan Library tries to create different spaces throughout the library where students can work quietly, in collaboration, or on innovative projects. \u003ccite>(Courtesy Michelle Luhtala)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>IMPROVISE\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>“We had no budget for furniture, zero, none,” Luhtala said in an edWeb webinar. “I had this big empty space, but no furniture.” But, she found some old science tables in the district’s storage area and some unused stools to go with them. That was enough.\u003c/p>\n\u003cp>“Find the storage space for your district and see what’s available because chances are there’s stuff no one wants,” Luhtala said. “Those are conversations worth having. I encourage you to be bold.”\u003c/p>\n\u003cp>Luhtala also didn't want to over-plan what would happen in the makerspace. She wanted it to develop naturally from student interests. So, she didn’t spend much money buying materials at the outset. She picked up a few things like basic craft supplies and Legos that other teachers had recommended, but she took her cues from the students.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-large wp-image-45931\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-1440x1080.jpg\" alt=\"20523920853_4e4ead0ae5_k\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-960x720.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>“I really didn’t want to go beyond that because I wanted to see what the kids wanted,” Luhtala said.\u003c/p>\n\u003cp>Early in the school year students immediately took over the sofa spaces, but they didn’t really know what to do with the rest of it. One day a student asked Luhtala what she was planning to do with the space. She asked what he wanted. He suggested Legos. She had those, so she brought them out. Another student suggested craft supplies. Luhtala brought those out, too. Pretty soon students were asking for all kinds of things, mostly recyclables, and Luhtala now keeps track of requests on a spreadsheet.\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\nEVOLUTION OF THE SPACE\u003c/strong>\u003c/p>\n\u003cp>Luhtala soon started covering the tables with butcher paper to hide the old, scratched surfaces. Teachers would often meet in the makerspace and sometimes doodle on the butcher paper. Students recognized their teachers’ artwork and soon students started doodling, too, sometimes adding to each other’s designs, but mostly respecting whatever artwork was already there.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-large wp-image-45932\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_2831-e1469474562681-1440x908.jpg\" alt=\"IMG_2831\" width=\"640\" height=\"404\">\u003c/p>\n\u003cp>“That students and the teachers started to make those connections in the space was really important,” Luhtala said. The makerspace became a neutral place where students and teachers could create together and interact more casually. New Canaan High School has an open campus, so students come to the makerspace in their free time. Sometimes they use the space to work quietly on a project alone; other times they come in groups.\u003c/p>\n\u003cp>“Sometimes de-stressing alone is really important,” Luhtala said. She’s also found that there’s an ebb and flow to the popularity of the makerspace throughout the week. It’s usually slow on Mondays, but busy on Fridays, which Luhtala believes indicates students are prioritizing their time well. “By Friday they are ready to unwind and they are ready to get more creative,” Luhtala said.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-medium wp-image-45933\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_0923-800x233.jpg\" alt=\"IMG_0923\" width=\"800\" height=\"233\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-800x233.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-400x116.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-768x223.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-1440x419.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-1180x343.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-960x279.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>Some students work on projects for class in the makerspace, and some teachers assign projects with the knowledge that the makerspace can be a resource for students. For example, students in a ninth-grade class were each assigned a planet and had to create an extraterrestrial who could survive on the conditions of that planet. Another time an English teacher asked students to create something that represented a theme or character from the most recent book they’d read.\u003c/p>\n\u003cfigure id=\"attachment_45934\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-45934\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/24746560421_9adce84e22_k-1440x1080.jpg\" alt=\"A student creation.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-960x720.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A student creation. \u003ccite>(Courtesy Michelle Luhtala)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“They invent their own learning,” Luhtala said of the students. A few students asked for pullback motors to use with the Lego cars they had built. Luhtala immediately saw the motors were well worth the investment because they turn a Lego project into a physics experiment. Students got interested in questions of friction and started researching on their own how speed and weight affected the movement of their cars.\u003c/p>\n\u003cp>By the end of the year, the makerspace was a casual meetup area. Luhtala might be teaching a group of students about citations in the same area as another student working to build a monster truck. And teachers would sometimes hold book discussions in the makerspace, finding that students were more engaged in the conversation when they could doodle on the butcher paper or make a Lego structure at the same time.\u003c/p>\n\u003cp>\u003cstrong>TECHXPERTS\u003c/strong>\u003c/p>\n\u003cp>“\u003ca href=\"http://www.ncps-k12.org/Page/1076\" target=\"_blank\">TechXperts\u003c/a>” are student-experts that help out in the library. With the advent of the makerspace, Luhtala asked this group of students to work on a bigger project to solve a problem around the school. They decided garbage was an issue and programmed a zumba to roam around the school hallways and yell out, “hurray,” whenever someone threw a piece of garbage in the can.\u003c/p>\n\u003cp>The TechXperts have also been a huge help managing the makerspace. Each student naturally gravitated toward certain materials and tools and became the go-to person when anyone had a question about how to use them.\u003c/p>\n\u003cfigure id=\"attachment_45935\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-45935\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/24472389839_d7e119577a_k-1440x1080.jpg\" alt=\"Luhtala turned her old office into a media production room with a green screen. Students love it.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-960x720.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Luhtala turned her old office into a media production room with a green screen. Students love it. \u003ccite>(Courtesy Michelle Luhtala)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Luhtala’s careful way of making sure students direct what happens in the makerspace has paid off in a number of ways. Students feel like the space is their own and work to keep it clean. Luhtala allows food in this part of the library, a move she was worried would lead to the makerspace looking like the pigsty that is the school’s cafeteria. But instead, students are careful with their food and trash. Luhtala found that when she gave students the trust and responsibility to take care of the space, they rose to the challenge.\u003c/p>\n\u003cfigure id=\"attachment_45938\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003cimg class=\"size-thumbnail wp-image-45938\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/maker-major-400x560.png\" alt='Materials Miles put together to promote the \"Maker Major\" he helped design.' width=\"400\" height=\"560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/maker-major-400x560.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/maker-major.png 632w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Materials Miles put together to promote the \"Maker Major\" he helped design. \u003ccite>(Courtesy Michelle Luhtala)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One student, Miles, was so excited about the makerspace that he spent an entire semester laying the groundwork for a program that would allow students to get credit for doing a large, long-term project in the makerspace. He wrote a curriculum that would require students to write a paper about their project as well as lead a workshop. He made a wiki, set up a blog, created a Twitter handle and even gathered articles and other ideas for coursework.\u003c/p>\n\u003cp>“He set up the groundwork for us to really make this meaningful so we can carry this forward,” Luhtala said. Miles will be a freshman at Duke next year. When the university accepted him they made specific note of how impressed they were at his involvement in the makerspace.\u003c/p>\n\u003cp>\u003cstrong>LOGISTICS\u003c/strong>\u003c/p>\n\u003cp>Luhtala has found that the space works best when she puts out one project at a time and rotates them frequently. That doesn’t mean students can’t use other tools, but she does try to intentionally offer up a project to spark interest. The materials are stored in labeled bins and Luhtala has put together a photo album with a picture of the item and where it is located.\u003c/p>\n\u003cp>Luhtala didn’t buy a 3-D printer until January. “I would love to say it was transformational, but it wasn’t,” Luhtala said. Students seemed more excited to make things out of recycled materials than they were about the fancier technology. That may not be true in other makerspaces, but Luhtala found that engagement and buy-in throughout the building was very high at relatively small expense in her first year of running a makerspace.\u003c/p>\n\u003cp>\u003cstrong>AN ELEMENTARY SCHOOL MAKERSPACE\u003c/strong>\u003c/p>\n\u003cp>Makerspaces can be a positive experience for kids at all ages, but there are different considerations for different grade levels. In elementary school students all have the same schedule, so a library makerspace may need to be part of the formal library program. And, unlike high school where students can manage the space, little kids need more supervision.\u003c/p>\n\u003cfigure id=\"attachment_45902\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-45902 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/plemmons.png\" alt=\"plemmons\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/plemmons.png 640w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/plemmons-400x300.png 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy Andy Plemmons \u003ccite>(Courtesy of Andy Plemmons)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“My first big challenge was how to balance matching curriculum and giving students some free opportunity to explore,” said Andy Plemmons, the librarian at David C Barrow Elementary in Athens, Georgia. He has facilitated a makerspace for the past several years. Demand is so high he often must choose between using the space to support teachers in curriculum-based projects and honoring the learning that happens when kids have freedom to tinker and pursue their own projects.\u003c/p>\n\u003cp>“It seems to me that when kids come into the makerspace, they sort of all get put on the same level,” Plemmons said. “Most of the stuff is new to all of them.” He says the makerspace has helped him connect with students who didn’t seem to have any interests or who are seen as behavior problems in class. Anyone can excel at making, and many kids show a different side of themselves when given the chance.\u003c/p>\n\u003cp>“You see kids jump in and start trying things and taking risks that they might not take in other subject areas,” Plemmons said. Students often have perceptions of themselves as certain kinds of learners that the makerspace can disrupt. Plemmons likes to remind students of how they struggled through a making problem when they encountered difficulty in an academic subject.\u003c/p>\n\u003cp>“When you move into an area where a student puts up a wall, you can go back to the makerspace and help them make that connection that it’s really the same type of skill for approaching a problem in another area of life,” Plemmons said.\u003c/p>\n\u003cp>Like most teachers and librarians, Plemmons wears many hats and running the makerspace is just part of his job. He encourages teachers to come to him if they have even the seed of an idea to see how the makerspace might be able to add a quality hands-on element to a unit. And, he has partnered with the University of Georgia school of education to bring in student teachers who help run the makerspace during open tinkering times. Kids come in at recess to tinker, and some teachers will even let students go to open-tinker times while the class is doing something else.\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>While not every school will have a teaching college right next door, Plemmons encourages anyone planning a makerspace to think broadly about possible community partners. “A lot of times there are people who want to volunteer but don’t know what to do,” Plemmons said. He also hopes people won’t get too hung up on having a separate space. To him, a makerspace is more of an attitude and approach to learning than a physical space.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45900/launching-a-makerspace-lessons-learned-from-a-transformed-school-library","authors":["234"],"categories":["mindshift_20579"],"tags":["mindshift_20784","mindshift_1040","mindshift_20797","mindshift_470","mindshift_20945","mindshift_21020","mindshift_975"],"featImg":"mindshift_45925","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. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. 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