While reading, “Maker-Centered Learning” by Clapp, Ross, Ryan, and Tishman, I realized that all instructional moves that engage students in authentic learning experiences have commonalities. The authors name these three moves: Looking Closely, Exploring Complexity, and Finding Opportunity. Yes! How often have teachers heard these ideas, particularly in workshop models? "Notice and Note" by Beers and Probst asks students to look closely at a text, pay attention to author’s craft and all the layers within a text, and then finding opportunities to make meaning. Lucy Calkins requires students to examine mentor texts, consider author’s moves and strategies, and then use these moves to craft their own writing. Why would teacher moves in a makerspace look any different?
Along these lines, then, it is the teacher's responsibility to frame learning opportunities and chances at exploration, and give students vocabulary to name what they see. How often do we ask students to notice and name within their learning, rather than doing it for them?
This post was originally written for Medium as part of my blog: Teaching in a Makerspace