Developing a Maker Mindset
The framework for teaching. thinking, and learning is an essential component of maker-centered education. In this presentation, we will discuss the who, what, how, and why of maker-centered education and offer ideas for helping students develop an empowered disposition towards change.
Jodie Ricci & Yerko Sepúlveda
Jodie Ricci
Email: jricc@hawken.edu.
Twitter: @jriccmusic
Website: www.seedframework.com
Jodie Ricci is a recognized expert on creative thought and action in educational settings. She is the PS-12 Performing Arts Chair at Hawken School, a coach in the Project Zero Thinking and Learning in the Maker-Centered Classroom online course, and a classroom practitioner of Agency by Design research. She has led K-12 teams of educators and administrators from around the world in curriculum training, professional development, and best practices. Her experience includes instructional leadership across different cultures, organizations, and learning contexts including schools in the United States (Connecticut, Maryland, Michigan, New York, San Francisco, Virginia, Wisconsin) - and schools around the world (Argentina, Australia, Azerbaijan, Chile, China, Finland, Ghana, Hong Kong, India, Indonesia, Ireland, Macau, Peru, the Philippines, Romania, Singapore, and Thailand). She has published several articles and writings on the topic of creativity in education, and has presented her work at the Harvard Project Zero Artful Thinking in Learning Conference, the Project Zero Perspectives Conference, The Pittsburgh Project Zero Summer Institute for Teaching and Learning, The Maker-Ed Convening, The Hawken Fab Play Summer Institute, the Bay School of San Francisco, the Gordon Institute for Music Learning, Baldwin-Wallace University, Oberlin College, the Symposium for Music Teacher Education, Education through Music, and the Ohio Music Education Association. In her twenty-five years of professional experience, Jodie has worked with preschool, elementary, middle school, high school, and collegiate level students and teachers. She is eager to exchange ideas with educators, learn from others, and disrupt traditional narratives of creativity in order to make the world a better place for all.
For more information on Jodie's work on creativity visit: www.seedframework.com
Other Fab Play Institute Sessions:
Assessing for Creativity
Cultivating creativity is an act of equity. How we define creativity and how we assess for creativity matters. How do we change the power structure of creativity so we can support students in developing this essential disposition? This immersive workshop is designed to help PreK-12 teachers and administrators cultivate, assess, and restore creativity for all. Participants will use thinking routines to build a collective understanding of creativity and explore formative assessment tools that make the process of creativity visible.
Learning Objectives
Explore research and perspectives on creativity and discuss implications
Understand how to assess for creativity and make the creative process visible
Explore formative assessment tools that encourage learners to approach creativity in a more collaborative, distributed, and equitable way
Apply learning to their own teaching and learning context
Yerko Sepúlveda
Email: yerko.sepulveda.education@
Twitter: @ysepulvedal
Yerko Sepúlveda is an experienced teacher-trainer, educational consultant, administrator, K-12 teacher, and college instructor with a strong background in applied linguistics, educational innovation, maker-centered learning, diversity, cultural sensitivity, and critical pedagogy. He is the former director of Teaching & Learning at the Technological University of Chile, where he was able to develop programs for over 10.000 students of an underrepresented background, improving achievement and graduation rates. His work gave him international recognition and made him the recipient of the Dr. Miguel Alvarez Research Award at the University of Texas in San Antonio last year for accomplishing outstanding goals with marginalized students. Mr. Sepulveda holds an M.A. in Applied Linguistics and an M.Ed. in Bilingual Education and Diversity Studies from Texas Tech University. Currently, he is a Ph.D. candidate in Spanish Linguistics in the Department of Classical & Modern Languages and Literatures where he also teaches undergraduate courses. Also, he is a coach for the professional development online course Thinking and Learning in the Maker-Centered Classroom at the Harvard Graduate School of Education and an active researcher and practitioner of Project Zero research. He has facilitated learning for teachers in Chile, Dominican Republic, Colombia, The United States, Singapore, Hong Kong, India, Tunisia, Canada, Sri Lanka, Malta, and Australia. Yerko is also a published author of several refereed articles and is currently working on two book chapters on challenging cultures of power, and sustainability-based foreign language education (forthcoming in 2021). His research interests include international mindedness, 21st-century teaching frameworks, participatory creativity, maker-centered learning, critical pedagogy to dismantle power, and intercultural competence. Yerko has presented his work at conferences in Chile, Argentina, Colombia, Spain, England, and the United States. He is also excited to join the Hawken School faculty in the Fall, start a new life adventure in the Cleveland area, and learn with and from all the participants at the FabPlay Institute.
For more information view Yerko's profile on ResearchGate https://www.researchgate.net/profile/Yerko_Sepulveda
Other Fab Play Institute Sessions:
Making as an Act of Representation: A hands-on Protocol to Challenge Cultures of Power
It is widely believed that students who engage in maker education develop critical and creative thinking to better understand and serve the needs of others. However, it is not a given. An effort to innovate and develop critical pedagogy that nurtures more inclusive, equitable, and just learning spaces is a must in today’s world. Through decades authors like Freire (1970) and Giroux (1994; 2010) have called out and questioned scholars and educational institutions in terms of 1) how much the stakeholders are empowering the students, distributing and shifting authority; 2) how serious they are taking the role of education in shaping culture and politics; and 3) how much more equitable society can be as a result of analyzing and acting upon central societal questions in the teaching and learning process. The present workshop presents the creation and implementation of a teaching protocol to analyze cultures of power in maker education. The protocol is built based on Stuart Hall’s encoding/decoding theory (1993) and his definition of hegemonic viewpoints, and the Maker-Centered Learning Framework (Clapp, Ross, Ryan & Tishman, 2016) and its concept of sensitivity to design; which understands the “designed world as malleable” (p.117). Thus, this workshop offers the theoretical frameworks used to create the protocol, a step by step process to use the protocol in the classroom, and finally, it will showcase the participants’ experiences during this session.