Spring Part 1
Looking back at Fall Part 1 of my project I would change how I launched the Imagine It Project. Using students to launch project instead. For example, students could launch mini-projects related to a larger project so that they will have instant buy-in from the start. I would use more "quickfires," short periods of time for students to collaboratively complete a task. I thought back to how I would feel every time I was challenged to a "quickfire." I always thought to myself, how could I accomplish that? But the end result was always a finished product that diminished my doubt of me completing a task. Through our work with the MSU Urban STEM Cohort I always wondered how would I accomplish all the goals they shared with us at Summer Meeting-1. The feeling of accomplishment is a great motivator. The quickfire is a perfect tool to help build student interest at the inception of my Imagine-It Project.
The area of growth and concern for me is students going public with their projects. The students currently have websites. I struggle with identifying the perfect platform for them to document their project progression. I also would like to find more creative ways to integrate the project so that it will be a true example of a STEM Lesson.
I would like to see my students redesign multiple prototypes and have final product ready for the Spring Student Showcase in May. I would like to see that they have documented the journey of their product. Using their websites as a platform to demonstrate their understanding of implementing a true Engineering Design Process.
I would hope that students would be more independent in their approach to complete the project. This way, I could focus more on my differentiated math instruction and use student collaborators as feedback partners and encouragers.
Update 1As my Imagine-It Project Transforms I realized that many of the tasks that I have defined took many turns. I have included a collage that demonstrates the preliminary work done to prepare the staff for Spring MAKE UP STUFF EVENT. Teachers and other collaborators were challenged to create a catapult that could be used as a tool in math class to assist students in generating their own data used as a learning component for Central Tendencies.
Students have also started to experiment with circuits as well so that they will be able to create a card with a small L.E.D. light for Valentine's Day or Mother's Day. I will continue to move forward with the idea of students just making things and being open to explore paper circuits. I have also partnered up with the Art Liaison in the building and allowing students to openly create art in his class and then add a techie component to the piece is the ultimate goal. I see the importance of using Art to inspire students to MAKE UP STUFF. |
Update 2As the Art liaison and I continued to collaborate, I could see how my Imagine-It Project transformed more artistically. Student were open to explore the idea of using art materials for creating their pieces. We challenged students to reimagine a cartoon by creating an image that used a head as an arm or a face and eyes. They were very creative with their projects. The second layer of the challenge is to incorporate a L.E.D. light into the image using copper paper circuits.
Informally reach out to your peer and student focus groups from the fall. Ask them to share about how this experience/project has impacted them. This provides you with an opportunity to see the outcome of your ImagineIT from different perspectives. We rarely get time to do this, so take advantage and soak it all up! |
Imagine It-Final Report
From the inception of my Imagine-It Project I can truly say that it transformed into something totally different from what I imagined. I admit that it wasn't my intention or even my desired outcome. I am only happy with my students excitement to have the freedom to be creative, and innovative. Outside of such a tough and rigorous math testing schedule there has been very little opportunity for me to offer that opportunity. With my role switching this year from a science instructor to a math instructor, my opportunities to engage students in a true engineering process was limited. As I wear my math hat, I realize how difficult it is to implement engineering integration within a strict district mandated curriculum's scope and sequence. If I were to do this all over again, I would use the common math themes quarterly for students to create or make something that demonstrates or correlates to one of the math components used that quarter. To add an additional layer of accountability I would open the class for students to showcase their projects and discuss the process that they documented on their own websites/blogs about how they developed the project overtime. I wasn't shocked that the students said they wanted more class time to complete projects. Some students said they were willing to come during recess or after school to work on projects. What really surprised me was how one student described Art/ Maker Workshop as therapy. She expressed feeling calm as she worked on her project. Also, one student asked if I could incorporate music while they worked. The students insights were so profound and right on point. Why haven't I included them more often as thought partners, which was one of the greatest take-aways. Now that I am more familiar with the curriculum and feel more comfortable implementing a Maker Workshop, I will align my Professional Development with both Math, ELA, Science, Art and Computer Science curriculum so I can increase teacher buy-in. The final leg of the Imagine-It Project is the showcase and building-wide challenge which will take place in June after testing windows close. I am more excited about that small window of opportunity than any other time of the school year.
