One of the challenges in undertaking any large project with a big group of students is setting up your space. I am very fortunate that we have an empty classroom (mostly) available that I have commandeered to use as our Maker Space. Other schools have gotten creative by re-purposing computer labs and libraries to serve as part-time Maker Spaces.
There are a few key organizational points to consider.
1) Noise
Managing the noise level in a maker space is a challenge, particularly when students decide that for their project they would like to build an "annoying machine". My instinct is to be constantly managing the noise level in my classroom; but, I've begun to realize that in a maker space noise = good. Accepting a noisy classroom environment requires a few considerations.
-Neighboring classrooms: it's helpful to communicate with neighboring teachers when scheduling your maker time. Ideally you can plan to be noisy when your neighbours are also being noisy. Try to find out when your neighbours are doing activities that demand silence.
-Student preferences: some students prefer a quiet space to work while others absolutely need a quiet space to work. If your space is noisy, it's crucial to have an alternative quiet space available which students can access. Also I frequently have students recording videos to report on their learning. I typically designate a recording space somewhere nearby away from the noise where they can go to film.
-Self Awareness: With no limits on noise there are always certain students who will get carried away. I have been trying to emphasize to my students that they need to be aware of those around them. They are allowed to make noise in our makerspace but it has to be purposeful noise. For example, they can test their "annoying machine" but they can't leave it on for 20 minutes. I've built in respect for others and self awareness as category on my participation rubric.
There are a few key organizational points to consider.
1) Noise
Managing the noise level in a maker space is a challenge, particularly when students decide that for their project they would like to build an "annoying machine". My instinct is to be constantly managing the noise level in my classroom; but, I've begun to realize that in a maker space noise = good. Accepting a noisy classroom environment requires a few considerations.
-Neighboring classrooms: it's helpful to communicate with neighboring teachers when scheduling your maker time. Ideally you can plan to be noisy when your neighbours are also being noisy. Try to find out when your neighbours are doing activities that demand silence.
-Student preferences: some students prefer a quiet space to work while others absolutely need a quiet space to work. If your space is noisy, it's crucial to have an alternative quiet space available which students can access. Also I frequently have students recording videos to report on their learning. I typically designate a recording space somewhere nearby away from the noise where they can go to film.
-Self Awareness: With no limits on noise there are always certain students who will get carried away. I have been trying to emphasize to my students that they need to be aware of those around them. They are allowed to make noise in our makerspace but it has to be purposeful noise. For example, they can test their "annoying machine" but they can't leave it on for 20 minutes. I've built in respect for others and self awareness as category on my participation rubric.
2) Surfaces
Student desks are not designed for making. There is not enough surface area, they are expensive and easily stained or damaged and they can be rickety and unstable. Theyre also not great for collaborating on a project since it's tough to comfortably seat two students at the same desk.
Large tables are a better option, but few elementary school classrooms are equipped with enough large tables for a whole class.
My current solution, which has been working well is to use purpose-made desk protectors. To create these I measured the surface area of a pod of four desks and cut sheets of fiber-board to fit (plywood would be a better material for this but i happened to have some scrap fiberboard laying around).
These desk protectors serve two purposes. Firstly, they protect desks form damage and make for easy clean-up, since I don't care if they get stained with paint or glue. They also transform a pod of desks into a table which provides extra work space and prevents small items from falling through the cracks and ending up squished on the ground.
Student desks are not designed for making. There is not enough surface area, they are expensive and easily stained or damaged and they can be rickety and unstable. Theyre also not great for collaborating on a project since it's tough to comfortably seat two students at the same desk.
Large tables are a better option, but few elementary school classrooms are equipped with enough large tables for a whole class.
My current solution, which has been working well is to use purpose-made desk protectors. To create these I measured the surface area of a pod of four desks and cut sheets of fiber-board to fit (plywood would be a better material for this but i happened to have some scrap fiberboard laying around).
These desk protectors serve two purposes. Firstly, they protect desks form damage and make for easy clean-up, since I don't care if they get stained with paint or glue. They also transform a pod of desks into a table which provides extra work space and prevents small items from falling through the cracks and ending up squished on the ground.
3) Clean-up
This has been a challenge. Clean-up takes awhile. For one thing, students are reluctant to stop working on their projects when its time to clean up. Their enthusiasm is encouraging but creates a management problem, especially since we share our maker space with other groups. I've started to time our clean-ups. If it takes 15 minutes to clean up on Monday, then thats how much time I allot for clean-up on Tuesday. Students are starting to realize that cleaning up efficiently is in their best interest.
Another realization has been that the more organized you attempt to be with materials, the more complicated clean-up becomes. For sets such as little bits and Lego, I've found its much more efficient to dump it all into one bin rather that demanding that students keep track of which item came from each set.
I've also started using boxes so that students can easily keep track of and store the materials that they are using and their unfinished projects.
4) Access to Open Spaces
Its not advisable to attempt to contain 30 makers to a standard classroom. I'm fortunate that my space has both an exit door to a nice covered outdoor space on one side of the room and its connected to an indoor common area on the other. Its extremely useful when students can access the outdoors to test their creations (such as rockets) and can also access a quieter space to plan and collaborate away from the chaos of making.
5) Embrace Chaos
As a facilitator of a Makerspace its your job to foster engagement, demand safety and encourage awareness of others and respectful use of materials. Outside of these responsibilities, its useful to cede some of the control that teachers are used to. Making can be noisy, disorganized and frenetic. Letting students get from point A to point B on their own, free from constant teacher intervention, contributes to building self-directed learning skills. Embrace chaos.
This has been a challenge. Clean-up takes awhile. For one thing, students are reluctant to stop working on their projects when its time to clean up. Their enthusiasm is encouraging but creates a management problem, especially since we share our maker space with other groups. I've started to time our clean-ups. If it takes 15 minutes to clean up on Monday, then thats how much time I allot for clean-up on Tuesday. Students are starting to realize that cleaning up efficiently is in their best interest.
Another realization has been that the more organized you attempt to be with materials, the more complicated clean-up becomes. For sets such as little bits and Lego, I've found its much more efficient to dump it all into one bin rather that demanding that students keep track of which item came from each set.
I've also started using boxes so that students can easily keep track of and store the materials that they are using and their unfinished projects.
4) Access to Open Spaces
Its not advisable to attempt to contain 30 makers to a standard classroom. I'm fortunate that my space has both an exit door to a nice covered outdoor space on one side of the room and its connected to an indoor common area on the other. Its extremely useful when students can access the outdoors to test their creations (such as rockets) and can also access a quieter space to plan and collaborate away from the chaos of making.
5) Embrace Chaos
As a facilitator of a Makerspace its your job to foster engagement, demand safety and encourage awareness of others and respectful use of materials. Outside of these responsibilities, its useful to cede some of the control that teachers are used to. Making can be noisy, disorganized and frenetic. Letting students get from point A to point B on their own, free from constant teacher intervention, contributes to building self-directed learning skills. Embrace chaos.