NIS

When: Dates/Times for Fall

and Spring TBD
Location: Science
Classroom (Ms. Lucass
Room)
Who: All are invited
(Children in 5th grade and
below must be
accompanied by an adult)

http://nisscience.weebly.com/makerspace-family-night.html Sara Lucas

(907) 538-2722

Table of Contents

Why Does NIS Need a Makerspace?

What is a Makerspace?..........................................................................................................................
What are the Benefits of a Makerspace?.........................................................................................
How are Makerspaces Related to the Growth Mindset?............................................................
What is the Constructionism/Constructivism Philosophy?.....................................................
Is There Research that supports Makerspaces?...........................................................................

3
3
4
5
6

Mission Statement...................................................................................................................................
LKSD Vision...............................................................................................................................................
Student Goals............................................................................................................................................
Makerspace Expectations.....................................................................................................................
Location......................................................................................................................................................
Timeline for Implementation..............................................................................................................
Teacher Training.....................................................................................................................................

7
7
8
8
9
9
9

Cost

10

NIS Makerspace Vision

Supply List.................................................................................................................................................. 10
Funding........................................................................................................................................................ 11

Sources

12

Why Does NIS Need a Makerspace?

What is a Makerspace?

"A makerspace is a physical location where people gather to share resources and knowledge, work on
projects, network, and build. Makerspaces provide tools and space in a community environment" (7
Things You Should Know About Makerspaces, 2013). According to Miller (2015) these spaces can use
high tech to no tech tools . High tech includes things such as "3D printers, laser cutters, cnc machines,
soldering irons and even sewing machines." Low tech includes things such as "cardboard, legos and art
supplies." Some other names for a makerspace include FabLab, Techshop, or hackerspace. Yes these are a
little different but at the core they are similar: they are a place for people to come and create either or
alone or collaborating with others.

What are the Benefits of a Makerspace?

Makerspaces offer the potential to make classrooms more child-centered: relevant and more sensitive
to each child's remarkable capacity for intensity" (Martinez & Stager, 2014). Students take control of
their own learning making a classroom student-centered not teacher-centered. According to Stager
making also allows cross-curricular design. Subject distinction becomes almost non-existent, as you need
all skills when making. Problem solving in a makerspace becomes more authentic. Instead of solving a
problem on paper, students solve problems by designing and redesigning to make things
better. Makerspaces offer a "highly collaborative learning dynamic that is excellent for team efforts and
for peer support, advice, and assistance" (7 Things You Should Know About Makerspaces, 2013). Instead
of the teacher having to solve all problems students start to work with one another. In a makerspace a
teacher cannot know everything and other students start to become the experts and the teacher is just
there for support. Below is a list of 20 benefits of a Makerspace generated by Gorman (2014).
Allow for student intrinsic motivation and self-directed learning
Engage students in significant content by allowing for connections to curriculum
Immerse students in experiences that promote the idea of flow
Provide students opportunities that allow then to fail in order to succeed
Emphasize to students and teachers the importance of process over outcome
Amplify or introduce to students the components of a school STEM disciplines
Provide for student opportunities to enhance Project, Problem, Design, Inquiry, and Challenge
Based Learning
Promote student literacy through writing, reflecting, and journal writing while Making in specific
subject areas
Engage students in relevance and connections through a authentic learning experience
Promote service student learning by identify and inventing solutions to local and world problems
Allow students to see the importance and value of the arts
Allow students to be a part of partnerships between school, home, and community
Create opportunities for students to be producers of content and products
Facilitate to students the idea of entrepreneurship through innovation
Provide students an opportunity to connect with college and career opportunities
Allow for student mentorship between students and also between community and students
Give students the opportunity to learn through kinesthetic opportunities
Introduce students to the iterative process for problem solving
Support student inquiry by relaying the importance of good questions and continued questioning

How are Makerspaces Related to the Growth Mindset?

Another benefit to makerspaces is that they foster a growth mindset. "A 'growth mindset,' thrives on
challenge and sees failure not as evidence of unintelligence but as a heartening springboard for growth
and for stretching our existing abilities" (Popova, 2014). This means students must believe in themselves
and that they can still learn more. Instead of thinking that you can only get so far you always believe you
can do more. When students are left to create on their own, their curiosity grows. In turn they try harder
to make something work because they are interested in it. This is exactly what the growth mindset is
about. Below is a diagram that helps depict the growth mindset.

https://www.brainpickings.org/2014/01/29/carol-dweck-mindset/

What is the Constructionism/Constructivism Philosophy?

Makerspaces fall under the philosophy of constructionism. "Constructionism views the world as being
internally created through constructs, or internal models. We thus view the world through these
constructs and which have significant and often unrealized effect on our perceptions" (Constructionism
and Constructivism, n.d.). There are 2 parts to this: either constructing a new idea or changing the
connections you made about an idea. Constructionism was developed by Seymour Papert and argues for
"learning based on creativity, tinkering, exploring, building, and presentation" (Donaldson, 2014). People
are constantly creating things to fit the world around them. This is the definition of technology in science
textbooks. We are makers and are constantly creating new things; this is not a new idea.

This is very related to the earlier idea of constructivism by Piaget. Constructivism is the use of active
methods which give broad scope to the spontaneous research of the child or adolescent and requires that
every new truth to be learned, be rediscovered, or at least reconstructed by the student and not simply
imported to him (Martinez & Stager, 2013).

To keep these straight, lets think of constructionism as more hands on, or physical, and constructivism
more in the mind, or cognitive (Constructionism and Constructivism, n.d.).

There are many benefits to a teaching style that reflects constructionism. One huge benefit is
demonstrated by this statement, "Once students mastered a new capability, such as waterjet cutting or
microcontroller programming, they had a near-evangelical interest in showing others how to use
it" (Martinez & Stager, 2013). Another key idea is that students are in control, and must create their own
learning. "Best of all, gone are the days of helplessness, dependency, and consumption. Making lets you
take control of your life, be more active, and be responsible for your own learning" (Martinez & Stager,
2013). This also shows how students are invested and this in turn can create positivity around education
that is not found in a classroom taught in the traditional way.
























5

Is There Research that supports Makerspaces?

There is not direct research, but lot of research can be applied to makerspaces. Constructionism is not a
new philosophy it has just been brought to the forefront recently. "Traditional direct instruction focuses
on content knowledge, while maker-centered learning orients around the learner's context. It's a
framework for learning that can be applied to any content. It allows the learner to actualize his or her
own ideas" (Chang & Ratliff, 2016). This means that students are learning things, and they see how their
learning fits into the world. This is a skill that traditional learning does not afford students. "We, as
teachers, have the opportunity and responsibility to design engaging learning experiences that address
the needs of our youth, and maker education is easily accessible, widely applicable, and highly adaptable
to educators and learning environments of all kinds. At its best, a maker curriculum is interactive, handson, youth-driven, and open-ended" (Chang & Ratliff, 2016).

There is not much direct research on the maker movement, but much can be derived from previous
research. Here are some key points:
"Studies comparing learning outcomes for students taught via project-based learning versus
traditional instruction show that when implemented well, PBL increases long-term retention of
content, helps students perform as well as or better than traditional learners in high-stakes tests,
improves problem-solving and collaboration skills, and improves students' attitudes towards
learning" (Vega, 2015).
"A 2014 study compared college-level biology courses taught in a traditional lecture format with
an active-learning format (providing more student guidance and interaction) and found that when
active learning was used, average exam scores increased, with black and first-generation students
benefitting the most" (Terada, 2016).
"A 2009 study found that eighth-grade students who were involved in hands-on science projects
demonstrated a deeper understanding of concepts than students who were taught with traditional
methods such as textbook readings, lectures, and tests" (Terada, 2016).
"According to a study done in 2015 Students who participate in science experiments, instead of
just observing them, have a deeper conceptual understanding of science. Through brain imaging,
researchers found that physical experience activates the sensorimotor region of students' brains,
which helps reinforce what they're learning. If students use their hands as well as their minds,
they're essentially learning twice" (Terada, 2016).
According to Root-Bernstein, R., & Root-Bernstein, M. (2013) their analysis of SAT scores from
2006 shows that students in 4 years of HS arts or music classes have a 100-point advantage over
the average SAT score, whereas four years of science confer have 69-point advantage.

NIS Makerspace Vision

Mission Statement

We are the makers of Nelson Island School. We collaborate, tinker, invent, design, share, explore,
brainstorm, and create. We will become responsible, productive citizens by following our imaginations to
try to make our world a better place for all to live in. Our learning has no boundaries, so we are able to
dream big and inspire others.

LKSD Vision

Below are key parts of the LKSD vision. I have cut out some of the goals and picked the ones that will be
reached in this makerspace.

LKSD Mission Statement: The mission of the Lower Kuskokwim School District is to ensure bilingual,
culturally appropriate and effective education for all students, thereby providing them with the
opportunity to be responsible, productive citizens

LKSD Philosophy: In accordance with state education policy, the purpose of education is to help ensure
that all students will succeed in their education and work, shape worthwhile and satisfying lives for
themselves, exemplify the best values of society, and be effective in improving the character and quality
of the world about them.

With the mission and philosophy in mind students would learn how to use technology in a way that is of
benefit to their own lives. This in turn would help students to be productive in the future because they
would learn skills that are of interest to a career they could potentially enter into. In relation to the
philosophy students would create things that benefit their lives in Toksook Bay. This would help them to
improve the quality of the world around them.

LKSD Goals:
An ability to adapt and participate constructively in a changing society.
Mastery of the basic skills in mathematics, computers, reading, language arts (including reading,
oral and written communication), the sciences, foreign languages and fine arts.
Skills and other competencies leading toward economic independence consistent with the
individuals interests and basic potential.

The goals are no different than the mission and philosophy. Students would learn skills that change as
time goes on. They would pick projects that are of this century, rather than being told a specific project to
do. Makerspaces offer a multidisciplinary approach, meaning students would get skills in all subjects. In
turn, students would learn how to integrate school knowledge with the world. This would help them with
any job or post-secondary training they choose to pursue.

Student Goals

As makers we have goals that we are trying to reach. Here are our goals written by Gegan (2015):
1. Use a wide range of idea creation techniques such as brainstorming
2. Create new and worthwhile ideas both incremental and radical concepts
3. Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative
efforts
4. Develop, implement, and communicate new ideas to others effectively
5. Be open and responsive to new and diverse perspectives; incorporate group input and feedback
into the work
6. Demonstrate originality and inventiveness in work and understand the real-world limits to
adopting new ideas
7. View failure as an opportunity to learn; understand that creativity and innovation are a long-term,
cyclical process of small successes and frequent mistakes
8. Implement innovations
9. Act on creative ideas to make a tangible and useful contribution to the field in which the
innovation will occur

Makerspace Expectations

For any space you need expectations and this makerspace would be no different. We want to allow
freedom but there are some non-negotiables to help keep up the space and to make sure safety is number

1. Dress Appropriately-Including but not limited to: safety goggles, tight fitting clothing or an
apron, long hair secured back, and closed toed shoes. (Hlubinka, 2013)
2. Clean up-When you are done with something clean up as you can and at the end of class be sure
the classroom is tidy and all tools and projects are put in their correct places. Everyone has a
responsibility to leave the classroom cleaner than when you came in. (Rules and Policies, 2016)
3. Respect-respect others, yourself, and things in the classroom. Be kind and helpful always. Never
touch a project that is not yours without permission. Take only the materials you need and limit
waste as much as possible. (Martinez & Stager, 2013)
4. No Horseplay-This is not the gym. Walk at all times and be sure you are always aware of projects
going on around you. Do not cause distractions for others. (Martinez & Stager, 2013)
5. Report all Injuries-If you or a classmate gets injured notify the teacher immediately. (Hlubinka,
2013)
6. Safety-If you do not know how to use something ask for assistance. Do not attempt on your own if
you do not know how to do something safely. (Rules and Policies, 2016)
7. 2 per Tool-Be sure when using the power tools that you always work with another person and be
sure to sign these tools out so others know where to find them. (Hlubinka, 2013)
8. No Food or Drink-This is a school rule and we just do not have the space for these items. (SLO
MakerSpace Rules and General Safety, 2013)
9. Missing or Broken-If a tool is broken please report this to the teacher immediately, and do not
attempt to use the tool. If something is missing first check the classroom and talk with others. If
the item still cannot be located ask the teacher. (Hlubinka, 2013)
10. Leave Supplies-Do not remove anything from this room without teacher permission.
11. Have Fun! (Martinez & Stager, 2013)

Location
Due to a lack of space, I propose that the equipment for the Makerspace be housed in the science room.
This room has 2 doors and people could easily venture to other areas to find more room if they needed to.
For the 1st year I propose that we start small and build up the second year, if all goes well. I am proposing

Timeline for Implementation
Year 1 (2016-2017)
Have at least 2 makerspace nights, one in the fall and one in the spring.
Get the community to participate with students.
Recruit at least 2 other teachers to help run the events.

Year 2 (2017-2018)
Start a makerspace club that will meet once a week for grades 6-12 (would invite more grades if
numbers are low)
Hold a makerfaire at the end of the year to showcase student work.
Get Funding for higher end technology (3D printer, Arduino Kits, etc.)
Provide training to more teachers in the school

Teacher Training
During the 2nd year I would want to involve as many staff as were interested. To do this they would need
some training. In K-12 education, "Studies show that teachers have concerns about their own ability to
provide the required scaffolding for students that cant be found in the back of the textbook" (Martinez &
Stager, 2013). At the post secondary level feeling are almost identical. "In terms of training, many faculty
have indicated they feel ill-equipped to change the way they teach and thus would like access to
structured, formal training" (Brownell & Tanner, 2012). But even after post secondary educators are
trained and get hyped about a new strategy they are met with resistance from colleagues they work with
according to Brownell & Tanner. If that is not enough think about how fast we forget what we learned. If
you don't practice it you lose it. According to both Brownell & Tanner and Martinez & Stager, this
happens to many, and inevitably, the teacher falls back on what they know or what they experienced. And
to make matters worse "research has shown that interactive teaching, as compared with traditional
lecturing, typically takes more preparation time: (Brownell & Tanner, 2012).

Cost

Electronic Parts/Tools

Supply List

Computers,
Software, and
Cameras

Soldering Stuff
Batteries
Wires
Copper Tape
Wood Burners
LED's
Wire Cutters
Pliers
Tweezers
Magnifying Glasses

Ipads
Computers
Headphones
Speakers
Cables
Flash drives

Craft and Art Supplies

Item

Glue Guns/Glue
Pipe Cleaners
Rubber Bands
Paper Clips
Brads
String
Sewing supplies
Velcro
Tape
Scissors
Utility Knives/Xacto Knives
Popsicle Sticks
Wooden dowels
Toothpicks
Modeling Clay
Balsa wood sticks
Poster Board
Beads
Markers
Construction Paper

Status
Have-if they work
Have-if they work
Have
Need
Have-if they work
Have
Need
Need
Have
Have


Have
Have
Have
Have-2 extra sets
Have-tech dept. has tons
Have-about a dozen collected from in-services
and given to me


Have-Need glue various types (large, small, cool
glue)
Need
Have
Have
Have
Have
Have
Have
Have
Have
Have
Have
Have
Have
Need-3
Have
Have
Need
Have
Have

Cost
0
0
0
14.9
0
0
8
12.95
0
0

0
0
0
0
0
0

15
16.78
0
0
0
0
0
0
0
0
0
0
0
0
24
0
0
6.19
0
0

10

Building Materials and Traditional

Tools

Drill
Electric Screwdriver
Scrap Wood
Nails/Screws
Nuts/Bolts
Wood Glue
Dremel

Old Phones
Televisions
Cardboard
Clock Radios
Unneeded Tools

Junk For
Recycling

Saw
Hammers
Screwdrivers
Washers

Have 1
Have 1
Find what I can
Have
Need
Need-5
Need
Need-I'm sure I can find some but a small one
would be nice
Have
Have
Have

Need-if any are available. May have students
check the dump for useful things

Total

0
0
0
0
10.38
13.45
79

19.88
0
0
0

0
0
0
0
0
220.53

The total cost of starting up this makerspace would be about $350. I know that is more than the cost
reflected above, but things break or we might find that some materials were under ordered. There is no
way to tell which supplies will be the most popular until you get people into the space. The extra money
would help to supplement what we initially ordered throughout the year. Also with leaving some extra
money, students can have a say in what is ordered too.

Funding

For funding I would solicit 2 donors. I have had a lot of success with Donors Choose. I have had a total of 4
projects funded through this site, and I have been able to get donations of up to $2500 for one of the
projects. If more funding is needed I would ask locally through CVRF. They have a fund that can be used
for local projects that benefit the community.

11

Sources

7 Things You Should Know About Makerspaces. (2013, April). Retrieved June 10, 2016, from
https://net.educause.edu/ir/library/pdf/eli7095.pdf

Brownell, S. E., & Tanner, K. D. (2012). Barriers to Faculty Pedagogical Change: Lack of Training, Time,
Incentives, andTensions with Professional Identity? CBE Life Sciences Education, 11(4), 339346.
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3516788/

Chang, S., & Ratliff, C. (2016, July 11). Assessment in Making. Retrieved July 21, 2016, from
http://www.edutopia.org/blog/assessment-in-making-stephanie-chang-chad-ratliff

Constructionism and Constructivism. (n.d.). Retrieved May 17, 2016, from
http://changingminds.org/explanations/research/philosophies/constructionism.htm

Donaldson, J. (2014). The Maker Movement and the Rebirth of Constructionism. Retrieved May 17, 2016,
from http://www.digitalpedagogylab.com/hybridped/constructionism-reborn/

Gegan, W. (2015, April 24). 9 Goals of a Successful School Makerspace. Retrieved August 04, 2016, from
https://www.fractuslearning.com/2015/04/24/goals-school-makerspace/

Gorman, M. (2014, July 27). Maker Space In Education Series... 20 Reasons Your Students Should Be
Making. Retrieved August 05, 2016, from https://21centuryedtech.wordpress.com/2014/07/27/makerspace-in-education-series-20-reasons-your-students-should-be-making/

Hlubinka, M. (2013, September 02). Safety in School Makerspaces | Make:. Retrieved July 01, 2016, from
http://makezine.com/2013/09/02/safety-in-school-makerspaces/

Martinez, S. L., & Stager, G. (2013). Invent to learn: Making, tinkering, and engineering in the
classroom [Kindle].

Popova, M. (2014). Fixed vs. Growth: The Two Basic Mindsets That Shape Our Lives. Retrieved May 25,
2016, from https://www.brainpickings.org/2014/01/29/carol-dweck-mindset/

Rules and Policies. (2016, June 26). Retrieved July 01, 2016, from
https://dallasmakerspace.org/wiki/Rules_and_Policies

Root-Bernstein, R., & Root-Bernstein, M. (2013, February). The Art and Craft of Science. Retrieved July 21,
2016, from http://www.ascd.org/publications/educational-leadership/feb13/vol70/num05/The-Artand-Craft-of-Science.aspx

SLO MakerSpace Rules and General Safety. (2013, December 26). Retrieved July 1, 2016, from
www.slomakerspace.com/wp-content/uploads/2013/12/SLOMakerSpaceRulesandGeneralSafety.pdf

Terada, Y. (2016, July 18). Why Making Is Essential to Learning. Retrieved July 21, 2016, from
http://www.edutopia.org/blog/making-is-essential-to-learning-youki-terada

12

Vega, V. (2015, December 1). Project-Based Learning Research Review. Retrieved July 21, 2016, from
http://www.edutopia.org/pbl-research-learning-outcomes

13