My school created a large makerspace in our media center and technology lab 2 years ago. This year I decided to create my own mini makerspace in my classroom. I decided to have a makerspace because this year, I decided to shift my instruction to include more inquiry. We have done multiple PBLs (read more about that here) that include a build and STEM challenges. Our morning work is open-ended and includes our makerspace materials. My students have open access to our makerspace unless it is limited by the PBL build or STEM challenge.
A makerspace doesn’t need to be expensive and can include anything you can get your hands on. Our makerspace includes:
- paper towel/toilet paper tubes
- popsicle sticks
- tooth picks
- reusable food containers (boxes, plastic containers, lids, etc)
- magnetic connecting toys
A lot of what is in my makerspace was donated by families. At the beginning of the year, I put out a list of items that I wanted and asked for donations. I also mentioned that I would be happy to take some old toys they were ready to part with. One great way to build up your lego collection is to ask each student to bring in 5 bricks each year as part of their school supplies. They won’t miss just 5 bricks and if everyone does it, you easily end up with about 100 bricks a year.
The only thing in my makerspace that I have spent my own money on is playdough. It dries out quickly because we use it a lot. I know I can make my own, but I’m a little lazy. I would love for my students to spend a Genius Hour learning how to make it, but I haven’t had any takers yet.
Below is the makerspace shelf I set up at the beginning of this year. The book collection at the top (which has now grown) is there to inspire making, building, and problem solving. We re-read this books frequently. It is hard to keep this shelf organized and clean. I have some students who are really good at it and I try to remind them to tidy it and train their friends to help keep it clean.
I said at the beginning that I was building a mini makerspace this year. My makerspace has grown a mind of its own and now there are things stashed all over the classroom. I have a cabinet full of materials, a big box full of small boxes, a shelf full of supplies and games, our math manipulatives were added to our makerspace, and kids bring things from home to use for our makerspace. My whole room is now a makerspace. The decision to bring making into my classroom has inspired my students to be creative as they build. They come up with new ways to combine materials and are always asking questions. Which is EXACTLY what I wanted for them.
Do you have a makerspace in your classroom? How do you organize it? How do you stock it? How has it changed your classroom culture?
Seriously! I love these additions to STEM! Reading and art are also important to 21st Century learning and broadening students’ experiences. I plan fo regular STEM challenges with my students but STREAM is my way to make sure my students are getting daily doses. I shifted to soft starts about a year ago when I was teaching kindergarten. I read Purposeful Play (read my reading reflection) and decided to include soft starts as a way to have more opportunities for play for my students. This decision was affirmed after reading The Curious Classroom which dedicates an entire chapter to soft starts.
Soft starts are a way to begin your day. Rather than assigning morning work for students to complete as soon as they walk into the room, they engage in playful, open-ended activities. I decided on incorporating soft starts because morning work seemed like busy work. Because the students who really NEEDED that extra practice rode the bus that was last to arrive at school and went directly to breakfast. Then they walked in the room with minutes to spare before the late bell rang and began their day already behind their peers. I empathized with them. How stressful for a 5-6 year-old to begin their day at school already rushing to catch up and more likely to miss some fun thing because they needed to complete some worksheet left by the teacher. I no longer saw any benefits to the extra practice I was giving in the morning.
My first go at soft starts, I allowed students to choose right from the start. I know that student choice is huge in their feeling important and successful. I wanted them to spend their time doing something they wanted to do. We already had daily free-choice play in the afternoon so it was easy to open those centers first thing in the morning and allow the same choices. I noticed quickly that many of my students wanted to work on technology (iPads, computers, or BYOD). I wanted them to use this time more for collaboration, communication, creativity, and critical thinking which they were not doing on technology individually so I closed that for morning play centers. I was honest with my students, this morning playtime was good for them, but in order for them to keep it going, they would need to be respectful of their time and stay engaged and clean up quickly when it was time. I didn’t want this to run into the other work I had planned for the day. There were a few times where something didn’t get cleaned up correctly or quickly enough and the consequence was that center got closed for a period of time. I was still concerned that my students who needed this the most were the students on the last bus and eating breakfast in the cafeteria. I still don’t know what to do about that, but at least they weren’t starting their day already lagging behind their peers.
This year, I’m teaching first grade and don’t have access to all the play materials that were in my kindergarten classroom. 😔 I had to change the way I did soft starts to work with what I have. I saw someone on Twitter sharing about STREAM (which was the first time I had seen reading and art added to STEM) and realized this was where I needed to take my soft starts. I made a STREAM to put in my students’ cubbies so they could keep track of which choices they were making. These are laminated and student cross off each one with a dry erase marker after they complete it. Then once they have spent time at each one they can erase and start over.
I chose to make open-ended materials available to my students rather than specific STEM tasks because I give them specific challenges at other times. I was hoping they would take those experiences and extend them during their STREAM time. I store most of our materials on a shelf in my room we call the “Innovation Station.” Materials are marked with the letters of STREAM that I think it fits, but I’ve had students tell me they think something matches one or more than one of the areas, I will label it for them. I want them to know they have input in our classroom too. Below I’ll go through some of the materials we have in our STREAM centers.
- magnifying glasses
- kinetic sand
- Chrome books
- classroom library
- read aloud bin
- Student book boxes
- big books
- Sign language materials
- Literacy centers (from another part of our day) are also a choice
- Students also use this as an opportunity to change the books in their book bins
- construction paper
- crayons and makers
- pipe cleaners
- legos (because)
- math manipulatives
- worksheets that come pre-copied from my district (I was recycling ones we didn’t use and they were pulling them out of the recycle bin to complete for fun. So, I added a bin for worksheets they could choose from.)
- Math stations (from our math block) are also a choice
Let me know your thoughts on STREAM centers or soft starts in the comments below!