Playtime as a Maker
I had heard of Maker Faire, and had researched a bit about some of the creations that were on display. For example, I discovered a bicycle that when the handle bars were turned left, it went right. I also came across a scooter that was powered by a drill, and electric cupcakes that were able to move people! Before I had opened the Makey Makey kit, I was interested in discovering what it was about. However, I was a bit uncertain as to what I could create- as I don't necessarily consider myself an especially creative person. In discovering more about the culture, and experimentation, I came to realize that we are all "makers"- at least we all have the potential to be. The first step after I opened the kit was to learn how it functioned- what was the mechanism and what were its limitations? I started with the banana (from the box cover), and also the cap from my water bottle. I wanted to see how responsive it was, and what materials worked. I tried an apple, but it seems it doesn't have the conductivity needed. I also tried a painted metal bicycle, but discovered the paint blocked the flow of current.
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After searching the web for ideas, and improving understanding of how the Makey Makey functioned, I set about on a hunt in my basement, kitchen, dining room, and bedroom for objects to connect. I finally decided on the following items- a candle stick holder, an espresso machine handle, a key, a faucet, a light fixture, and a bolt. I wanted to find a diverse selection, wanted them to have metal, and I also wanted the items to represent vocabulary words that were a bit more challenging for my students than banana or other more introductory words.
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The reasoning behind somewhat uncommon objects is related to instruction. I wanted to find a way that I could create a language lesson. As I experimented with the hardware I discovered that if I attached all of the clips to the "click" function (below), when each object was tapped, the words that I had put on the screen would be highlighted. The limitations of this were that I had to navigate that cursor manually to the words on the screen in order for them to light up.
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Because I had navigated to the correct word before the word could be highlighted, it made me wonder if this could be used as testing tool. I could sit on one side of the screen with a student opposite. I would call out an object, then navigate to it on the list. My student would then not only need to choose the correct one, but also use it in a sentence in order to receive the mark for that line. This is a type of examination from which I can assess student progress. From this, I'm better able to understand where more focus should be placed while learning new vocabulary. The length of the list can be as long as needed, and the number of object is only limited by how many alligator clips/wires are available.
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While this has been an interesting beginning , I can see much potential here for language lessons. As I explore scratch more in depth, and also the back of the controller board (outputs), I will discover new functions. I plan to continue to explore, and look forward to making. I would also consider purchasing another kit (such as Raspberry Pi) once I have exhausted many of the possibilities here. Considering that there are literally thousands of options with this kit, it may be a bit before I branch out. Maybe my next purchase will be a 3D printer :-)
Adding multi-modal elements to a blog certainly improves the the quality of the experience for the end user. For the digital native and the rest of us who spend a considerable amount of time on devices, images and video are almost seemingly required to capture attention. While people do still enjoy reading, Applications such as Facebook and YouTube have made it the norm to consume multimedia materials on a daily basis. I sometimes wonder if we may be diminishing our ability to concentrate for extended periods of time. Then again, when books have given way, one or half page articles will be the norm.
Integrating the Makey Makey into a lesson plan
Objectives for Lesson
The primary focus of our language preparation curriculum is to ensure that our students achieve Reading, Writing, Listening, and Speaking fluency as measured from a minimum score of 85 TOEFL or 6.5 in IELTS.
Other stated goals of our program include prepare students for academic study abroad by provide them with basic cultural understandings of the nations in which they are planning to study in, and introduce a framework for navigating their stay both on and off university campuses –exploring similarities and differences related to university requirements and expectations between China and overseas institutions.
Improve speaking and listening skills along with vocabulary. In this lesson, the focus will be on Descriptive Adjectives and their correct use. Students will learn the following words, and will be able to properly place them within sentence structures.
Pointed, Angular, Concave, Deformed, Curved, Oval, Asymmetrical, Bent, Convex, Rounded, Aerodynamic, Tapered, Dented, Narrow, Broad, Hollow, Wide, Crooked, Uneven, Sharp, Loose, Rough, Bright
Length of Lesson Plan
Three Days- 45 Minutes each lesson
Day One: Divide students in groups based on fluency, Allow for exploration, experimentation, and failure based on understandings of previously learned material, Introduce new vocabulary (descriptive adjectives)
Day Two: Provide examples of sentence structures in which these adjectives can be used correctly. Teach the content and provide time for mistakes, while assisting students with correct usage. Allow for continued interaction and descriptions of objects.
Day Three: Use Makey Makey kit in assessment. Connect kit to objects provided, Instructor chooses item (unknown to student) and begins to describe it. The student then must correctly touch the correct choice as soon as they realize what it is that is being described. If they are correct the item will be highlighted on the screen. Next, the student must provide two additional sentences accurately describing the object. All are evaluated. Based on this, I am better enabled to understand more specifically where help is needed and in turn can provide tailored feedback and suggestions.
Materials Needed
Laptop or Desktop Computer
Makey Makey Kit (including alligator clips) (buy)
Metal/Conductive objects that allow for range of descriptive adjectives
Aluminum Foil
White/Chalkboard
Tables/Chairs -space to accommodate several students working collaboratively
Steps in Lesson
Introduce objects that can connect with these descriptive adjectives
Big Ideas
ISTE standards (2016) communication and collaboration, creativity and innovation
Understandings on Personalized learning
Social Constructivism- Scaffolding, Fading of Support, Collaborative activities
The primary focus of our language preparation curriculum is to ensure that our students achieve Reading, Writing, Listening, and Speaking fluency as measured from a minimum score of 85 TOEFL or 6.5 in IELTS.
Other stated goals of our program include prepare students for academic study abroad by provide them with basic cultural understandings of the nations in which they are planning to study in, and introduce a framework for navigating their stay both on and off university campuses –exploring similarities and differences related to university requirements and expectations between China and overseas institutions.
Improve speaking and listening skills along with vocabulary. In this lesson, the focus will be on Descriptive Adjectives and their correct use. Students will learn the following words, and will be able to properly place them within sentence structures.
Pointed, Angular, Concave, Deformed, Curved, Oval, Asymmetrical, Bent, Convex, Rounded, Aerodynamic, Tapered, Dented, Narrow, Broad, Hollow, Wide, Crooked, Uneven, Sharp, Loose, Rough, Bright
Length of Lesson Plan
Three Days- 45 Minutes each lesson
Day One: Divide students in groups based on fluency, Allow for exploration, experimentation, and failure based on understandings of previously learned material, Introduce new vocabulary (descriptive adjectives)
Day Two: Provide examples of sentence structures in which these adjectives can be used correctly. Teach the content and provide time for mistakes, while assisting students with correct usage. Allow for continued interaction and descriptions of objects.
Day Three: Use Makey Makey kit in assessment. Connect kit to objects provided, Instructor chooses item (unknown to student) and begins to describe it. The student then must correctly touch the correct choice as soon as they realize what it is that is being described. If they are correct the item will be highlighted on the screen. Next, the student must provide two additional sentences accurately describing the object. All are evaluated. Based on this, I am better enabled to understand more specifically where help is needed and in turn can provide tailored feedback and suggestions.
Materials Needed
Laptop or Desktop Computer
Makey Makey Kit (including alligator clips) (buy)
Metal/Conductive objects that allow for range of descriptive adjectives
Aluminum Foil
White/Chalkboard
Tables/Chairs -space to accommodate several students working collaboratively
Steps in Lesson
Introduce objects that can connect with these descriptive adjectives
- Divide students into groups. Being mindful of matching more fluent w/ less fluent learners. This hopefully allows for some scaffolding to occur as students with more command of the language assist the others through the introduction of new vocabulary and accurate sentence structure.
- After dividing the class into groups, allow them to examine the objects first- thinking of all of the ways that they can describe them using previously learned descriptive adjectives. For example, Students may describe (as…). After 10 minutes, switch the objects rotating them through the classroom, allowing for all to have a chance to describe them.
- Next, Introduce the new vocabulary listed above. Some students may know some of the words and may also be able to use them correctly. These students are well situated to assist those who may be challenged related to usage. As students are given descriptions of objects, they will then choose the correct one and the light up. From there, they must then give supporting sentences using the adjectives that we are learning. This gives me as an instructor more ability to provide constructive feedback which students can then use to improve the language skills.
Big Ideas
ISTE standards (2016) communication and collaboration, creativity and innovation
Understandings on Personalized learning
Social Constructivism- Scaffolding, Fading of Support, Collaborative activities
Reference
ISTE (2016). ISTE Standards for Students. International Society for Technology in Education. from
http://www.iste.org/standards/ISTE-standards/standards-for-students
Kerner, Thomas (2007). Increasing Language Performance through Engagement in Language Experience. CAM TESOL, pg. 1-17. Retrieved from Resources in Education (RIE) http://www.eric.ed.gov.proxy1.cl.msu.edu/contentdelivery/servlet/ERICServlet?accno=ED499233
McTighe, J. & Wiggins G. (2012). Understanding By Design Framework. ASCD. From http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf
O'Donnell, A. (2012). Constructivism. In APA Educational Psychology Handbook: Vol. 1. Theories, Constructs, and Critical Issues. K. R. Harris, S. Graham, and T. Urdan (Editors-in-Chief). Washgington, DC: American Psychological Association. Retrieved from Chapter 3
ISTE (2016). ISTE Standards for Students. International Society for Technology in Education. from
http://www.iste.org/standards/ISTE-standards/standards-for-students
Kerner, Thomas (2007). Increasing Language Performance through Engagement in Language Experience. CAM TESOL, pg. 1-17. Retrieved from Resources in Education (RIE) http://www.eric.ed.gov.proxy1.cl.msu.edu/contentdelivery/servlet/ERICServlet?accno=ED499233
McTighe, J. & Wiggins G. (2012). Understanding By Design Framework. ASCD. From http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf
O'Donnell, A. (2012). Constructivism. In APA Educational Psychology Handbook: Vol. 1. Theories, Constructs, and Critical Issues. K. R. Harris, S. Graham, and T. Urdan (Editors-in-Chief). Washgington, DC: American Psychological Association. Retrieved from Chapter 3