One issue that I have struggled with while teaching design projects is what level of instruction to provide. On one hand, instructions serve as a launching point to get students going with a project. On the other hand, I want students to explore and create based on their passions and some will not engage in this process if to much instruction is provided.
This is an area where knowing your students is important. Compare these two anecdotes:
A pair of students told me they wanter to use littleBits to build a line following robot but they didn't know how to get started. I let them base their robot on one that I had built as an example and I directed them to instructions on the littleBits website. The students used these instructions as a starting point, they were able to get a sense of how each part needed to be connected. However, they spent several hours tweaking their design and adjusting their robot so it would work efficiently. In the end, their prototype was an improvement on both my design and the one found on-line.
A pair of students wanted to make a jet plane using straws and connectors. They asked if they could use online instructions from the straw and connectors website and I said yes. The project was straightforward enough but somewhat time consuming and they ended up spending three periods on it. When asked to reflect on what they had learned they really didn't have a lot to say beyond "we followed the instructions and made a jet." In retrospect, I think that a lot more learning would have occurred if they were pushed to create their own design.
I spoke with a teacher who adamantly sticks to the DIY model of maker education and insists that students work through challenges on their own. I prefer to jump in when a student is floundering or when a small nudge in the right direction will help them through to the next step.
I don't think its useful to make a blanket statement about what level of instruction is appropriate. Its really dependent on the needs of each learner.
This is an area where knowing your students is important. Compare these two anecdotes:
A pair of students told me they wanter to use littleBits to build a line following robot but they didn't know how to get started. I let them base their robot on one that I had built as an example and I directed them to instructions on the littleBits website. The students used these instructions as a starting point, they were able to get a sense of how each part needed to be connected. However, they spent several hours tweaking their design and adjusting their robot so it would work efficiently. In the end, their prototype was an improvement on both my design and the one found on-line.
A pair of students wanted to make a jet plane using straws and connectors. They asked if they could use online instructions from the straw and connectors website and I said yes. The project was straightforward enough but somewhat time consuming and they ended up spending three periods on it. When asked to reflect on what they had learned they really didn't have a lot to say beyond "we followed the instructions and made a jet." In retrospect, I think that a lot more learning would have occurred if they were pushed to create their own design.
I spoke with a teacher who adamantly sticks to the DIY model of maker education and insists that students work through challenges on their own. I prefer to jump in when a student is floundering or when a small nudge in the right direction will help them through to the next step.
I don't think its useful to make a blanket statement about what level of instruction is appropriate. Its really dependent on the needs of each learner.