Key Ideas from #ASCDL2L Keynote: Jerry Weast

“Collaboration is the best way to work. It’s only way to work, really. Everyone’s there because they have a set of skills to offer across the board.” By Antony Starr

L2L-left

This week I attended one of my favorite conferences, ASCD Leader to Leader (#ASCDL2L). This conference is one of my favorite because it is different. It is invitation only and there are educators from all over the world and from different aspects of education. You sit in groups verse rows and have lots of time to collaborate and discuss topics that you are interested in. These groups are mixed up of superintendents to teachers and everything in-between but you never know who does what (unless you ask) as everyone is treated equally and there is no “ladder” or status hierarchy. This year we had Jerry Weast as the keynote. Mr. Weast is a long time educator and served in all different facets and is now retired but continues to practice his knowledge with Partnership For Deliberate Excellence (P4DE). Below are my key ideas from his keynote:

  • Lead by dancing rather than pushing, work together not against one another
  • What is the problem you are trying to solve, whats getting in the way of your progress? What are the conditions necessary to solve it?
  • Change the culture of learning and teaching
  • What must I do to move this organization/school/work?
    • Know you will be a target and it hurts but it is worth the pain for change
    • Run toward the problem….not away from
    • Quality vs Time – what can you do to bend the curve so you get results?
  • Study Human Behavior as it explains a lot
  • Stages of Change : Organization Maturity Model to Increase Performance
    1. Discover Existing Condition
    2. Commit to Predictive Gateways
    3. Evaluate Effectiveness
    4. Engage and Empower
    5. Innovate and monitor
  • Make sure your cost effort is equaling the impact or scrap it
  • Have effective benchmarks
  • Before asking what to add for the change to occur, ask what you can off-load to move a school to change.
  • When managing complex change you need to have five things:
    1. Vision
    2. Skills
    3. Incentives
    4. Resources
    5. Action plan
  •  If you don’t then….
    • No Vision = Confusion
    • No  Skills = anxiety
    • No Incentives = gradual change
    • No Resources = frustration
    • No action plan = false start
  • Start looking in the mirror and develop yourself and your leadership skills, because you can’t make a difference if you don’t know yourself.
  • If you don’t get the outcomes, what are you going to do differently?
  • Somehow it seems the world is having more effect on me, then I am having on the world…don’t let this happen.
  • Four themes to develop for effective leadership: Trust, Culture, Listen to Understand and Clarity.
  • Books he recommends to read: NudgeTribes, Improbable Scholar

 

My Learnings Digested from #ISTE2014

“Actions speak louder than buzzwords. ” Adam Bellows

ISTE2014 Bound
ISTE2014 Bound

It is hard to believe a week ago I was at #ISTE2014 with 16,039 conference goers, from all 50 states along with 67 nations! It has taken me some time to process and digest what I learned from the conference that is now a check off my bucket list!

Top 3 Takeaways:

1. I want to be like Kevin Carroll! Why? He believed in himself, he was a change agent and a catalyst. By far  Kevin’s keynote was the most inspirational and best session I attended. His keynote speech has not been released yet but when it does, if you have not seen it, you need too. Here is a quick interview with him: Kevin Carroll at ISTE 2014 and his book: Rules of the Red Rubber Ball

2. Relationships and collaboration of ideas are the most important part of learning. My second favorite part about ISTE was the people, sharing ideas in lines, at meals and at events. I loved meeting my virtual PLN face to face and collaborating with educators from my own district that I don’t get to see so often and ones that I do!

3.  There is a lot of misconceptions about what Personalized Learning is. Personalized Learning encompasses many best practices that teachers already do such as conferring/conferencing with students, build relationships and allowing students to own their learning. What it is NOT: Personalized Learning does not mean technology. Technology is a tool to help the instructional shift that needs to be made in the classroom. There is no one Learning Management System (LMS), web tool, app or device that is the magic bullet for personalized leaning.

Top 3 Websites to check out:

1. Tackk : is a simple way to create beautiful pages on the web. It’s your very own page, flyer, blog post, or poster.

2. Graphite: Is a great site by Common Sense Media  that make it easier for educators to find the best apps, games, and websites for the classroom, making sure they are common core aligned and the rigor and relevance is there.

3.  Tammy Wocester : I used to visit Tammy’s site often a few years ago as I loved her ideas. I am glad I went to her session and was reminded how great it is.

Top 3 ideas to implement: 

1. #youmatter: I have heard about you matter by watching the TED talk but going to the session helped me realize it’s about personalizing the students learning through whole child approach. It is a movement. Here are more sites to add to your #youmatter resources:  http://choose2matter.org,  http://www.classroomchampions.org  and you matter day using #mattergrams

2. App Speed Dating: Is where students teach educators about apps they like to use in the classroom.  A great way to offer PD to teachers and allow student leadership.

3. Edtechwomen: One of the events I went to at ISTE was the #edtechwomen dinner. It was a favorite for me as I was inspired by so many amazing women; learning about their stories and journeys. I also learned the most about myself during this event as I never realized how much I ‘downgrade’ things I have accomplished in my life, such as when I introduced myself, I stated what my job was but I neglected to also state that I own my own company. That is something that is apart of me that I don’t share often enough, yet it is a huge accomplishment. I am slowly learning that I need to be proud of all that I have done. I’m in the process of starting a chapter of #edtechwomen for the charlotte area. Once I learn more I will be sure to share as I hope you will be involved and yes, men are welcome as they are our ‘malallies’ – male + allies.

Other great reflections and posts from ISTE2014:

Anibal Pacheco’s – Interviews w/ Presenters and Special Guests

Erin Klein’s: Reflections from #iste2014

Rafranz DavisPassion Fueled Connection

Lisa Pagano’s: Beginning to Process #iste2014

ISTE 2014 Sessions with Published Handout Links

Google Doc: ISTE 2014 Session Notes

Melissa  Edwards Reflections

If you would like to experience #iste2015 in Philly you can start checking out ISTE’s site.

Think Like Scientists: Can You Balance An Egg on Its End?

“Great discoveries and improvements invariably involve the cooperation of many minds. I may be given credit for having blazed the trail, but when I look at the subsequent developments I feel the credit is due to others rather than to myself.” Alexander Graham Bell

Guest Blog Post by Wayne Fisher, Elementary Science Specialist

There is an urban myth that the only day you can balance an egg on its end is during the spring equinox, which happened to be March 20th at 12:57 pm. Is that true and how can we know?   Here’s how:
Use the CL-EV-R model to engage your students in an activity where they try to balance a egg on its end.   CL-EV-R stands for Claims, Evidence, and Reasons and is a wonderful teaching and learning strategy to support argumentation in the Common Core as well as learning in science.
The short version of CL-EV-R is for students to make a Claim, gather EVidence to support the claim, and explain their Reasoning for why the evidence supports or does not support the claim.

CLEVER

Below is a 5E Lesson Plan: Can You Balance An Egg on Its End?
ENGAGE
For this activity, I suggest using a dozen eggs, one egg per group of 2-3 students. Explain to the students that you have heard that it is possible to balance an egg on its end only on certain days such as the Spring Equinox. Ask them to pair-share what they think about that statement (or claim). Ask them to talk about evidence they can gather to prove or disprove the claim. The response you are looking for is “let’s just try it today!”
EXPLORE
Hand out one egg per team of students, or even one egg per student. Have paper towels handy for that one egg that will roll off the table or desk and needs to be cleaned up!  Use the opportunity to talk about the effects of gravity! Allow students to try to balance their eggs.   Note – for every dozen eggs, about 25% will balance! Be prepared for the “ah-ah!” experiences students will have when several of them do balance their eggs! Record student results in a t-chart.  You may want to ask students to predict how many eggs out of a dozen will balance and how many will not.
EXPLAIN
Look at the class data.  How many eggs were students able to balance?  How does that compare to the student predictions? Why do some eggs balance and others do not?   (There is a reason that you can read about on-line). What does the evidence tell us about the claim that you can only balance eggs on the Spring Equinox?
EXTEND
Does it make a difference if the eggs are raw or hard-cooked?
Would we get similar results for duck, quail, or other types of eggs?  How about an ostrich egg?
Is it possible to balance an egg on its pointy end?  (I have been able to do that only once in the last 1472 eggs I have tested!)
If you freeze the egg would it be easier or harder to balance?
Challenge students to do the same activity with their parents, brothers, sisters, aunts, uncles, etc!  Take a picture and share! Include this activity as part of your school’s STEM Night of Science and Math Night. Gather other questions from the students.
EVALUATE
Take a picture of your students doing this activity and share on your school’s website.
In this lesson students are using all the 21st century skills. To integrate technology seamlessly into the lesson, you can have the students blog about the experience, create a presentation demonstrating their results such as using EduGlogster or creating a poll (poll everywhere or Google Forms) to gather the results from the class.

10 Ways to Build Teacher Leaders

“You don’t need to be in a leadership position, to be a leader.” By Jill Thompson

You-dont-need-to-be-in-a

We need teacher leaders! Why? Teacher leaders are the ones that make change happen. They are the ones that understand the true problems happening in their classroom and school. They are the ones that improve learning and teaching practices with the goal of doing what is best for students which is increasing student learning and achievement. Below are ten ways I believe we can build teacher leaders based on my experience.

1. Let them model or co-teach showing best practices and allowing time to reflect on the experience. Too often principals let other teachers visit teachers but they don’t give them time to reflect on the experience and that is when the true learning occurs.

2. Have them provide Professional Development (PD) in an area they are strong and passionate about or send teacher leaders to pd and have them share what they learned. Too often we don’t use the resources and expertise that are in our school. We need to play to teachers strengths.

3. Let them mentor another teacher that is maybe a first year teacher or one that is struggling. Teaching is hard work. It is helpful to know you have another teachers support who is going through the same issues/challenges you are going through and not being judged.

4.  Build a culture of collaboration by creating Professional Learning Communities (PLC) for different topics to support teachers such as data teams. We learn best from each other and often times from what we are passionate about. Creating PLC’s that are based on topics teacher want  helps with culture and collaboration.

5. Let them try their innovative ideas you never know, it might just work and be the next big thing. I am lucky to have always have had a leader that lets me try new things. I have had some great ideas and some not so good ones, but either way I learned.  One of my best ideas was building a tutoring program for our school using volunteers. I called them ‘Washam Buddies’. The buddies were each paired up with a classroom teacher and came a few times a week to help  the students with their academic needs.

6. Create team leaders to facilitate the planning sessions and discussions about student data. Having a team-lead helps meetings run smoother and stay focused on the task.

7. Give them time to work out problems and to find solutions. The first attempt might not work but let them use the ‘failure’ as a learning opportunity.

8. Have teacher leaders run book studies and let them pick the book! The best book studies I have done have been run by other teachers.

9.  Recognize teacher leaders when they do something extraordinary. This just might motivate another teacher.

10. Give them time to research and be innovative. My old principal gave us what he called ‘innovate time’. He (or AP) would come to our classroom and teach a block. We would gain that time while they were teaching our class to research something we were interested in trying new in the classroom.

There are a lot of other ways we can build teacher leaders within our schools. I would love to hear your ideas too.

Other Resources:

Building Teacher Leadership Capacity through Educational Leadership Programs 

Building Teachers’ Capacity for Success: A Collaborative Approach for Coaches and School Leaders

Becoming a Teacher Leader

CTQ:  Center for Teaching Quality 

Google App Scripts for Educators

“The rise of Google, the rise of Facebook, the rise of Apple, I think are proof that there is a place for computer science as something that solves problems that people face every day.” By Eric Schmidt

Google

Recently I went to an ‘Advance Google Session’ at a conference that was conducted by John Warf.  The session was mostly about Google Apps Script (GAS). GAS is a JavaScript cloud scripting language that provides easy ways to automate tasks across Google products and third party services and build web applications.*  GAS lets you do more with Google Apps for Education (GAFE) such as drive and calendars. There a tons of already created scripts that help educators but you can also create your own by opening a Google Doc, spreadsheet etc and clicking on tools, script editor. Below is a complied list of the most helpful scripts for educators and links to how-to’s for each one:

– GClass Folders: Create folders teachers need for class

– GClass Hub: Pre-configured app-script that works with GClass folders for spreadsheets etc

– Doctopus: Easily share documents with students

– Flubaroo: Grading solution for Google forms

FormEmailer: Automate emails on form data

Formlimiter: Stop accepting additional forms

Autocrat: Form data to Google documents in folder structure

– FormRanger: Automatically populates the options in any multiple-choice, checkbox, or listbox style question in a Google form from any column in the attached spreadsheet.

Other Resources/Sites:

List of Google Apps Script by Programmer’s Library

Top 10 Google Apps Scripts for Education

Google + App Script Community

* Work Cited:

“Apps Script – Google Apps Script.” 2012. 23 Feb. 2014 <http://www.google.com/script/start/>

20 Digital Citizenship Resources

“Digital citizenship can be defined as the norms of appropriate, responsible behavior with regard to technology use.”  by Mike Ribble

Digital Citizenship is a concept which helps educators and parents to understand what student users should know to use technology appropriately. There are 9 elements of digital citizenship such as digital rights & responsibilities, digital law and digital etiquette. With more devices and blended learning, teaching Digital Citizenship in the classroom is apart of the hidden curriculum that should be infused with the schools/classrooms current Character Education program.

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Other Blogs and Resources on Digital Citizenship:

1. Curriculum: Understanding YouTube & Digital Citizenship

2. Know the Net Site

3. Digital Citizenship: There is more to teaching than three R’s

4. Common Sense Media

5. FBI Cyber Surfing

6. Live Binder of Digital Citizenship Resources

7. Educational Origami – 21st Century Pedagogy

8. Digital Passport

9. Copyright Website

10. Plagiarism.org

11. Internet Saftey

12. Educational Technology and Mobile Learning Digital Citizenship Posts

13. 20 Basic Rules For Digital Citizenship

14. 5 More Places To Help You Find Quality Creative Commons Images

15. Digital Citizenship in Schools

16. 10 Interactive Lessons By Google On Digital Citizenship

17. Digital Citizenship Comic

18. Brain Pop: Digital Citizenship (Free)

19. Teachers Channel – Super Digital Citizen

20. Ideas for Digital Citizenship PBL Projects

I would love to know how you teach digital citizenship. Please share in the comments.

Take-Aways from Visiting Schools Implementing Personalized Learning

“Every day do something that will inch you closer to a better tomorrow.” By Doug Firebaugh

As many of you know, for the past few months I have been working as project manager for the Bill Gates NextGen Innovative grant. This past week we was able to travel to San Francisco and visit multiple schools that have started the process in their schools to personalize learning.

One school we were able to visit was Summit Public Schools. What I enjoyed must about this school visit was the students were empowered to drive their own learning, ensuring they are prepared for success in colleges and career. How Summit became invested in making sure students were driving their own learning was because they noticed that 100% of their students were attending a 4 year college but not a 100% were graduating from a four-year college; many dropping out within the first year. This sparked them to look at their teaching practice and realize that they were providing too much assistance to the students so that once ‘on their own’ they didn’t have the skills to be successful. To support the Personalized Learning cycle, Summit has changed classroom design and added personalized learning time.

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Summits classroom design is very open and most of the furniture is on wheels including the students desks and tables. This allows the teachers and students to redesign the room daily.

summit 

In this picture you can see students are working on individual learning tasks while the teacher is working 1 on 1 with a student. Notice there are devices but also there are books too. I think a fear many teachers have is that ‘traditional’ things will go away when they implement personalized learning and that is not the case.

We visited other school districts that also started implementing personalized learning and during these visits we had other take aways along with some revelations such as:

– There are lots of FREE edtech tools such as Khan that you can start using to transition into personalizing the students learning

– We are already doing a lot of personalization but it is not consistent such as balanced literacy, PBL’s and flipped classroom

– New support staff roles will help teachers optimize their instruction

– Training for everyone involved is a critical success factor for personalized learning

– Blended learning is apart of personalized learning and not  separate entity

These visits really drove home that the intentional shift to personalized learning is about fundamentally changing our approach to learning and teaching; technology is an important enabler but the devices we use are just one tool for delivering this instruction. Over the next few weeks I will be sharing more about personalized learning and starting to share my thoughts and resources on making this shift.

Power of Google and My PLN

“Unity is strength… when there is teamwork and collaboration, wonderful things can be achieved.” By
Mattie Stepanek

This week I was asked to do a professional development (PD) on Google Apps for Education (#GAFE) for some educators. When brainstorming about the PD, I knew a lot of ways to use GAFE but I wanted the group see that lots of educators use it and not just me or our school district.

This made me realize that, I could use the power of my Personal Learning Network (PLN) – Twitter.  Within just two days, I had over 20 suggestions from educators in multiple states and countries! It was amazing how fast my global PLN came to my rescue! The PD was great and it sparked a lot of curiosity about PLN’s and using them to improve instruction….guess what our next PD will be on, that is right the Power of Twitter!

We are in education together and there is no reason we should not be sharing our great ideas with each other. Below is the ‘Ways to Use Google Docs in the Classroom’ document that my PLN collaborated on and I would love if you have ideas to please add to it by clicking here.

Let the Games Begin…Ecosystem Competition Lesson Plan

“Provide an uncommon experience for your students and they will reward you with an uncommon effort and attitude.” By Dave Burgess

I was recently asked about a Science lesson plan that I had presented on in the past called, Competition and I realized that I have never blogged about this lesson before. So I revamped and updated it to meet NC Essential Standards, Common Core, 21st Century Skills and added some Pirate elements. (If you are not sure what Pirate Elements are you need to read, Teach Like a Pirate and follow #TLAP on Twitter) This lesson plan is over a few days if you only teach science 45 mins a day, but can also be taught in a day depending on your schedule and flexibility at your school.

My Class in 2009-10 After the Lesson

Title:  “Let the Games Begin…” (For my TLAP Fans….doesn’t that sound so much better, then Competition) I would have this written on the board to help hook them.

NC Essential Standard: 5.L.2  Understand the interdependence of plants and animals with their ecosystem.

CCSS.ELA-Literacy.CCRA.W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

CCSS.ELA-Literacy.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Objectives:

–  Students will be able to give at least two examples of competition that takes place in a real world ecosystem through activity.

–  Students will be able to explain how and why competition takes place in ecosystems through activity.

– Students will  be able to explain ‘How can change in one part of an ecosystem affect change in other parts of the ecosystem?’

Materials:

Fruit Loops (or store brand)

Tape

Markers

Baggies (1 per student)

(Before activity the teacher will (TTW) need to spread fruit loops in a designated coned off area to represent an ecosystem outside area is ideal and more authentic)

Day 1: Engage/HOOK (#TLAP: I like to move it, move it”)

The students will review key vocab words such as food chain, food web, prey, herbivore, carnivore, omnivore, Predator, scavenger, procedures, consumers, decomposers by using ‘I have, who has game’ as TTW facilitate.

Exploration: ( I had this as a SmartNotebook File)

– TTW ask the students to choose an animal they want to be (deer, rabbit, fox, turkey buzzard, elk- without letting them know what the activity is) and write it on a piece of tape and put it on their shirt. [ Deer- Herbivore, Rabbit-Herbivore, Fox- Omnivore, Turkey Buzzard Carnivore]

– TTW explain they will be going outside in an area that is marked off as an ecosystem. There will be fruit loops on the ground.

– TS job is to collect fruit loops. When they are finished collecting fruit loops they need to leave the ecosystem. (Don’t time this, some students will collect a lot, while others will collect only a few and stop and some will only collect a certain color based on preference and that is okay)

– When the students are down, have them return to the coned off area of the ecosystem, they will need to sort their fruit loops in piles according to color. (Give them a few minutes to organize their fruit loops – I like doing this activity outside because it gets students in a different environment, moving and outside)

– The teacher will reveal what each color represents: (I usually bring out a chart paper and be Vanna White – Usually most don’t know how that is so it becomes a teachable moment 😉

Green: plants                                                  Blue: Water

Red: Predator Meat                                     Yellow: Shelter

Orange: Scavenger Meat                            Purple: Pollution

– TTW announce: Let the games begin….who will survive in this Ecosystems

– TTW explain if you are an elk, deer or rabbit you need to take away (put back in their baggies) the red and orange (meats) because you are a herbivore and these resource is not useful to you.

– TTW explain if you are a buzzard you need to take away green (plants). TTW also explain that if you are a buzzard you need to take away red as they are scavengers.

– At this point, “the game” really begins of who stays alive because now you make up situation such as the ones below.

– TTW say “For every purple (pollution) you have – it takes away one water or food source as it contaminates it. (Some may “die” at this point and they should go to the corner of the room.)

– TTW then say, “You need to have 5 waters, 5 food source, 5 shelters to survive the first round.” Those who “die” from not having enough resources go to one corner of the room. Everyone else puts the fruit loops they used in the baggies because those are used resources.

– TTW say to the ones alive, “You now need 4 water, 4 food source, 4 shelters.”  A few more will “die”.

– TTW then say, “The buzzards can take 5 food sources from someone next to them that is ‘dead’.” (This is because they would have more food sources if things die off because they are scavengers)

– TTW then say, “You know need 4 water, 4 food source, 4 shelters.”  A few more will “die”.

– This will go on until you have a few left or even just one. The process will show how competition between animals affects an ecosystem.

Day 2: Explanation:

Think-pair-share In their science notebooks, the students will “think” about what this activity represents and why. TTW explain that the students will work with their partner (pair) to determine how it works and be able to explain competition using the terms. Each group will select a spokesperson to explain their group’s explanation as to why this represents competition. (Share)

In groups, students will critically think about the essential question:  How can change in one part of an ecosystem affect change in other parts of the ecosystem?

The students will  research, collaborate and create a presentation of their choice to demonstrate the mastery of the essential question.

Teacher Notes:

– Competition between organisms exists in every ecosystem. Organisms are forced to compete against their own species and also different species in order to survive. The stronger and fit organisms have an advantage over those who are weaker, and they have a better chance of surviving.

– Competition between the same species is called intraspecific competition. Many birds of the same species compete for the best nesting grounds. In cases when food or water is scarce, members of the same species will compete for food in order to survive.

– Competition between different species is called interspecific competition. Different species often compete for space, food, or water. For example the lion and the hyena both compete for zebra.

Day 3: Elaboration/Reflection:

The groups will present their knowledge to the class.

Evaluation: For the exit slip I have students communicate their mastery individually to see what they have retained themselves. I do exit slip questions many ways see this blog post.

Exit Slip Questions: How does competition affect an ecosystem? Explain.

Answer: Competition is when two or more organisms seek the same resource at the same time and they fight for the food/living space/and other resources they need to survive. It affects the ecosystem because of how the resources and organisms interact.

I hope you can use this lesson in your classroom, or a modification of it.

Makerspace in Education

“In a general way, you can shake the world.” by Ghandi

A typical Makerspace is a community-driven workspace, where people with common interests, meet and collaborate on ‘Do it Yourself’ (DYI) projects. In schools it would be school-driven. (The concept reminds me a lot of what Camp Invention is all about, which is a summer camp, I used to teach) If we created a workspace that had materials such as computers, makey makeys, Raspberry Pi and other tools for a hands-on learning; I can only image the ideas students would come up with if they had this space available. Here are three reason why I think schools should have Makerspaces:

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Teachers using a Makey-Makey to play Mindcraft that a student built.

1. Authentic Learning: DIY projects are real world and authentic. In Makerspaces, students can solve real-world problems with innovative solutions. Some Makerspace innovative ideas that have been successful and you probably have heard of or even used are: Square, Makerbot and Pebble Watch.

2. 21st Century Skills: Makerspaces allow students to critically think, create, collaborate and communicate. The student’s are able to work together to learn new skills, share expertise while developing their thinking and discovering new solutions. It allows students to have choice and voice.

3. STEAM: Science, Technology, Engineering and Math = STEM. By adding in Art Design and you get STEAM. Makerspaces allow all subjects to seamless work together. Art Design is the visual standpoint and can range from the art of coding a website to the esthetic of a project.

I am helping some schools set up there Makerspace area and I am excited to see what happens ( I am sure I will blog again about this topic with the results). One middle school is even making it a ‘special/elective’ the students can sign up for. I think this is a revolutionary idea and will happen more often in schools.

If you want to get started or learn more about Makerspaces for your school, I highly suggestion going to Makerspaces.com and also review their Makerspace Playbook Guide.

Other Great Resources:

Mt. Elliot Makerspace (Love his Makerspace section of his site)

www.makermedia.com

http://makerfaire.com

Makezine.com

A Librarian’s Guide to Makerspaces: 16 Resources

Creating Makerspaces in Schools

Livebinder on Makerspace

Tedx: Makerspaces – The Future of Education by Marc Teusch (4:35)

If you have a Makerspace in your classroom or in your school, I would love to hear your thoughts. I am excited to see where the Maker Movement will go.