Ensuring that Making activities are truly playful, creative, and purposeful requires facilitation that pays attention to helping students develop goals, persist through frustration, and share what they have done. Facilitation can also help students make connections between Making activities and their everyday or home activities as well as with scientific concepts and practices they may encounter in school.
Before you implement the Making activities, it’s important to provide your teaching staff with opportunities to do the activities themselves. This allows them to understand the the ins and outs of how to make the projects, so that they can help students through their Making processes. Importantly, it also generates examples of finished or partially finished examples that they can share with students.
Our work has emphasized Making as a context for an expanded and equitable view of teaching and learning. In this section, we share our experiences of the power of making as a context for STEM learning, the ways in which Making can be leveraged to support equity, and how partnerships between science-rich organizations, such as science museums, and afterschool programs can enrich learning for students. These videos can also serve as resources for introducing your staff to the goals and possibilities of Making..
These short videos provide more insight into Making, and can be used to in professional development workshops for your staff or with other stakeholders. A suggestion for how to organize a development session