They had a bunch of questions on the walls and the answers were given by using one tool. For example: to answer the question what decade were you born? Students had to measure a piece of wood, cut it using a saw and display so that the demographic of the faire will be visible. Another station that called my attention was the soldering one. Students also had a goal for their making. Limitless learning opportunities that should put the maker faire on top of the list of any educator willing to learn about the maker movement in educational settings. Their sites brings lesson plans totally integrated with the Next Generation Science Curriculum.
If you are at home eager to have an overview of everything that happened at the Make Education Forum , this post is for you. All the work All work is documented online and accessible to those willing to master important skills for the jobs of the future. At the heart of making is the belief that we have the chance to tackle the problems we are passionate about. He supports schools and educational leaders who are creating high-quality, non-traditional schools.
She brought along examples far from the technical skills and offered a fresh look to making. Aaron Cunningham, the global makerspace lead at Google, Leads a team of over volunteers. Google encourages making as a means of driving innovation across Google. In the beginning, people would come to a google makerspace to code. Then, 3d printers were introduced to prototype products. Aaron urged educators and people to encounter the maker movement. We need dispositions to make things happen at google.
Niti Parikh shared the process and findings from a pilot workshop offered in Spring where 6 senior community members were paired up with 6 Cornell Tech graduate students. The methodology used is fascinating and the results were interesting. Brad Halsey of Building Momentum in Arlington, VA has applied his diverse maker skills in maker training for the Marines as well as deployments in disaster relief.
Brad is a motivated scientist who thrives at leading others to develop and use technology to rapidly solve critical problems, especially in challenging, austere, and combat environments. He advocates for Problem solving being used as a tool and says that all one need to find solutions is confidence and permission. Having amazing language teachers in our community, CTJ Makerspace partnered with Elizabeth Silver , an American Space English teacher to create a very rich learning experience for CTJ and public school language students.
The event focused on introducing the principles of democracy by way of three rotating tech stations. The students participated in a vote on the democratic principle they found the most relevant to their lives. The objective for the students now became producing a digital artifact related to promoting democracy.
In groups, they chose one digital media genre to work with: a meme, a poster, a stop motion or a rap. The participants were students coming from a public language school and Casa Thomas Jefferson in Brasilia. They had the unique opportunity to interact and work with each other to undertake the activities put forth. They engaged readily from the beginning until the very end. The final artifact they made was both inspiring and insightful, while showing what can be accomplished in a relatively short time frame when a democratic mindset is put into play — the majority ruled while the minority was respected and heard.
After some critical thinking, various contributions to the narrative came up like the realisation that your vote is your voice, that freedoms cannot be taken for granted and the importance of having informed citizens to have an informed vote. They proved themselves to be apt learners of democracy in the digital age. In the end, the impact on both the students and organizers was profound and uplifting, pointing to a future generation that is optimistic, critical and informed. See some amazing photos here.
In our makerspace, we many times need to design lessons, workshops, or programs that deal with innovative tools to boost learning and interaction. One of my favorite things is to use maker kits that are easy to understand and have students creating with.
- Caught by the Neighbours.
- Sugar, Spice, and Stone: A Novel about Klondike Kate.
- Re-Mind - tome 2 (French Edition).
- Marriage Makeover.
- In CRITICISM.
- Paleo Slow Cooker Soups and Stews: Healthy Family Gluten-Free Recipes.
However, those kits sometimes are quite expensive, especially if you are in Brazil and want to multiply active learning. Arduinos seem to be a good choice in terms of accessibility. But, if you are just like me — an educator learning new skills in order to understand tech and use this knowledge to design your lessons -, the Arduino learning curve could be a little steep. Luckily I happen to work in a space where we learn together. So, my learning path was easier because I could partner with Angelita Torres — our Computer Engineer who is everyday improving her own teaching skills.
Start a vegetable garden at school and invite teachers, makers, and students to improve it by automatizing it. The resource centers at Casa Thomas Jefferson are dynamic learning environments. In April, one of the activities counted with the expertise of Larissa Goulart, who found an online tutorial, trained teachers, and delivered a session.
I made the circuit, uploaded the code, ran it and came to the conclusion that the code was not quite right to what I needed.
Branding Seleção / Branding the Brazilian Team on Behance
My project needed to be adjusted, for I did not only need the pump off soil wet or on soil dry. Angelita taught me that I would need to learn how to use the soil moisture sensor in the analog mode so that I would be able to adjust the pump to the correct amount of humidity my plant needed. See below the code that we wrote together. One tip: one of the sensor pins will need to go to an analog pin like A0 in the Arduino board. See a complete tutorial and the codes here. In June, the Casa Thomas Jefferson Makerspace went on a mission: to provide the local community of artists, teachers, and students an immersive, hands-on experience on the work of the astonishing American artist Jean Michel Basquiat The result was a mix of sensory experiences specially designed to immerse participants in the impressive work of Basquiat, and depart from the preconceived stereotyped notion of beauty.
In close collaboration with the American Embassy, Casa Thomas Jefferson offered two sessions of this one-day program. The first one targeted local artists, art students and professors, and the community. The second round was specially tailored for public school teachers and students at CIL.
Guru, as his numbered followers call him, started the workshop telling participants a little about his own experience as an artist. Just like Basquiat, Gurulino is not a so called grafiteiro , he is an artist who attended art school, but uses spray paint to convey his thoughts, provoke, and question the reality we face in big cities daily. The workshops were designed to help students stay focused as the instruction progressed. The first task was to put together a laser cut puzzle. Participants took a virtual trip to Brooklyn in the eighties and explored media rich content video, text, pictures to start their learning journey.
They were motivated to summarize what they were learning in their own words. To keep participants engaged and active, before providing the answers, participants were supposed to discuss in groups and spot the information within the materials in the virtual trip. Each group received different types of art supplies that Basquiat used in his work to experiment with. Unlocking the second room was once more a collaborative experience. In the third room, participants got famous portraits and had to reassemble them in unique ways.
The idea here was to question our preconceived idea of beauty. Guru also talked about the tendency of looking at art and stating likes and dislikes. According to him, this is not the approach one should take. In the fourth room, participants had the opportunity to apply the techniques they learned, the knowledge they co-constructed and the materials available to express themselves. Specially designed to engage, the workshop got extremely positive feedback and made it clear to everyone involved that makerspaces are a wonderful platform to co-design unique learning experiences. The maker movement is hardly something new.
With an important focus on soft skills, such as collaboration, problem-solving, sharing, learning together, experimentation, and iterative processes, the making at the heart of this resurgence in educational settings is unique in many ways. First, we need to distinguish making from Maker-Centered Learning.
In the book Maker-Centered Learning — Empowering Young People to Shape their Worlds , the writers state that Maker-Centered Learning MCL goes beyond acquiring maker abilities coding, digital illustrating, video making, drilling, fast prototyping, etc. MCL provides people with tools and ideas to rethink educational settings. But how to start? How to harness the power of making in my classes? What tools to get? What do teaching and learning look like in these so-called MCL environments? The easiest way to start making connections to the classroom is to get as many people involved as soon as possible.
At Casa Thomas Jefferson , the initial approach was to bring the movement to libraries. When you start a makerspace in a library you send your community the message that the way people learn has changed, and that the school is learning together. Just find some room for a table and encourage tinkering, play, design and engineering challenges and open-ended exploration. Start with low cost and low tech challenges in a space where people feel welcome, challenged, and eager to learn how to make something of value to themselves or their community.
Network, visit other makerspaces, read, share, challenge yourself to learn new abilities and be resilient. Participate in maker workshops and observe closely how the sessions are delivered and learn what teaching and learning feel like in action. Bring makers, enthusiasts, hobbyists, engineers, partners, teachers into a creative space with easy access to manipulative media. Look for partners and together find ways to offer the community a space to connect with ideas, tools, and people to fix, create, hack, and make new things.
Most importantly, do it together with people who believe that the educational system needs a radical change and that we can help improve it. A makerspace can be anything from a table full of craft supplies to a space with 3D printers, laser cutters, and power tools. However, in time you will become more adventurous and willing to experiment with the possibilities of fast prototyping within educational settings. Again, visit educational makerspaces to learn about how educational narratives are designed, what people are making, sharing and learning.
Worry about which tools and machines to get once you have become more familiar with the concept. The philosopher understood knowledge-making as a dynamic process that unfolds as learners are engaged through reflective, iterative interaction with the practical demands and challenges of doing things in the real world.
Two educational theories that connect directly to MCL are constructivism and constructionism. Lego bricks, clay, coding apps, fast prototyping machines, or even recyclables. Papert made clear the relationship between constructivism and constructionism, the important emphasis on making tangible projects, and the inclination to sharing what one makes with a wide audience throughout his work. Peer learning and the work of Lev Vygotsky , relates heavily to MCL, for he promoted the idea that all learning is social. His concept of proximal development is highly applicable to the variety of peer learning that happens in a maker-centered class.
Although peer learning is not a new concept, it is important to note that for MCL, peer learning is crucial either because learners genuinely know a lot, or because the efficient distribution of skill-instruction requires it, especially in case you have a large group who needs to learn a maker ability in order to perform the task and the fastest way to disseminate knowledge is by having students teach one another.
Both MCL and PBL are interest driven, may use expert knowledge and skills, are frequently collaborative, use learning technologies from paper-and-pencil mind maps to a variety of digital and analog tools, and students are expected to create tangible products that make the learning processes visible. But the differences are worth noting :. Perhaps the best way to start implementing ideas into the classrooms informed both by progressive learning theories like John Dewey, Jean Piaget, Seymour Papert, and Lev Vygotsky and educational approaches like peer learning and PBL is to start thinking about the new words and jargon that we are using when we talk about MCL.
In other words, a MCL experience need not include the full set of characteristics associated with such experience to qualify as one; rather, exhibiting a majority of these characteristics in any configuration suffices. Makerspaces are ideal for asking questions, prototyping ideas and learning by doing. Experience inspirational learning communities. Explore Apps and Tools for creators. Belong, make sense, be brave, proactive, and build in yourself creative competence and confidence to make things happen.
Partnerships of all types have made this event possible, and we at the CTJ can only thank each and every part for their involvement. During the DT session, the CTJ team shared some thoughts on how to address the theme with varied audiences and how to reach out for partners in public universities, in the private sector, and among alumni , and introduced the idea that the BNCs should inspire and get inspired by the American Spaces network. Once warmed up, the BNCs engaged very well in a lively online brainstorming session on Padlet.
In May , the BNCs offered to varied target audiences programs specially designed to promote connection, expression, exploration, and active learning. Each BNC organised an event using their own time and financial resources. The first one, on May 3rd, was a panel with undergrad journalism students and university professors.
Both in the morning and in the afternoon, we welcomed public school teachers and students from CIL Samambaia.
- Crafting a Successful Small Business: Making, marketing and merchandising!
- The Shenandoah Valley Campaign of 1862 (Military Campaigns of the Civil War).
- BAIXAR LIVROS - Obras em PDF para download grátis | LITERATURA in | Books, Bora bora, Bookends?
- Jon Stewart (The Daily Show).
- The Diary of Alicia Keys Songbook.
- Trending Now in Business & Finance?
We started with a Human Library session , in which participants talked to alumni and influential people in the field. Students engage in active learning as they investigate ways to spot fake news. Students practice a skill they should be already using as a habit of mind: questioning and verifying sources. To solve the many problems we humans are bound to face, we will need to have people who know how to collaborate and efficiently put thoughts and skills to work together to solve challenges. So, it is phenomenal when teachers see their English Teaching practice as malleable and experiment with Maker-Centered Learning [MCL] within their curriculum so as to provide youth with exciting and dynamic learning experiences.
Her journey underlines some of the real benefits of adopting a framework for Maker Empowerment. Enjoy and become part of a growing number of educators willing to experiment and identify the benefits of MCL.
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The challenge is to see how much weight dry spaghetti noodles can support. To take better advantage of the content offered here, I went looking around on the internet for something to construct with my class. I came upon these two sources:. They were so engaged!
They took it upon themselves to divide into groups, got the material even asking if another Makerspace material was available for use , and spoke only in English this time I did not have to insist on that ; they cooperated, collaborated and shared ideas. The final structures were so different, showing the diversity of thought among the students. The Makerspace staff, who provided support and ideas, readily assisted them. The result of this experience was beyond expectations.
The idea above is not in and of itself so innovative or technological, but the dynamic that took place with my students was phenomenal. Summing it up, we had fun — smiling, chatting, joking, laughing. It was akin to a social event. They are begging to go back… to be continued. Its mission is to promote awareness, build political commitment and trigger action on critical water issues at all levels, to facilitate the efficient conservation, protection, development, planning, management and use of water in all its dimensions on an environmentally sustainable basis for the benefit of all life.
It is reported that the event brought seventy thousand visitors to the city in the first three days. Around ten thousand of the attendees were specialists who participated in the actual forum, but the majority were students and non-specialists visiting the free Citizen Village. We offered participants two different types of experiences. The first one comprised two prototyping sessions, delivered to public school students and teachers and aimed to help them develop their creative abilities using Arduino. The beauty of this session was that we could see families prototyping and learning together different ways to tackle everyday challenges.
In these sessions two groups had the chance to build a proactive mindset as they learned about the tools, the movement of learning together to solve challenges, and the free learning opportunities awaiting them at our American Space. Cerca de We wanted the Maker Day to be a memorable collective experience and that teachers felt empowered to innovate in their classrooms and to be the drivers of positive change in our school culture.
That was the idea behind the Maker Summit. Educators got firsthand experience of the challenges, insecurities, and benefits that their students may have with interactive, exploratory, creative learning. After the event, the facilitating team sat together to discuss feedback from the involved teachers.
Upon reflection, a series of important conclusions arose, the most important of which are:. Overall, the CTJ Maker Summit was a valuable immersion experience for all involved parties and one that should yield fulfilling results in the near future. See here photos of this great teacher development opportunity. During this period, governments, civil society organizations, and individuals promote initiatives to raise public awareness of the issue of violence against women and girls.
In close collaboration with the American Embassy, Binational Centers BNCs in Brazil started a planning process, seeking to join efforts and have robust programs in the 16 Days Campaign. In the session, we revisited the resources provided by the post and discussed how those links and ideas could instill meaningful and interesting programs in each community. On December 4th and 7th, , CTJ held a two-day program about entrepreneurship for women who run businesses. We believe that being independent is a key issue for women who suffer domestic abuse, since they often fail to break free from their aggressor because they feel emotionally or financially dependent.
As an educational institution, we feel we can contribute in this aspect. There, they could connect with new ideas, meet people, find a support group, and use tools that are only available for them at our American Center to help them leverage their business, figure out differentials, reflect upon their audiences, and improve communication channels. We had a successful local businesswoman, a representative from the Ministry of Human Rights, and a martial artist sharing their life stories, the challenges they have faced, and how they overcame the struggles life posed to them.
Mariangela, a Capoeira martial artist, talked about self-defense.
Jordana, an entrepreneur, talked about how to run a business and differentials. CTJ would kindly like to thank all the women who devoted their time to inspiring our participants to take charge of their lives and build a better future for themselves and for their children. After the Human Library inspiring talks, participants were split in two large groups, and we held concurrent sessions. One group had a session facilitated by our Makerspace staff members, in which participants were exposed to products that are presented well in terms of design.
We showed them how simple things like tagging and packaging add value to the products they already make and sell. Participants reflected upon how they could use these ideas to improve their own products, and then used a laser cutter to produce tags for their products. The other session focused on the principles of low cost photography. Participants were given priceless photography tips by specialist Raissa Coe raissacoe and learned how to produce good images to advertise their products in social medias.
On the second day, for the first two hours, participants who had taken the laser workshop tried their hand at photography and vice versa. Then, experts from Pupila pupila held a session aimed at showing participants how to put up an online store on Instagram. This helped them perceive themselves as resourceful individuals who can muster the wherewithal to change their world through making and creating — people who have an I-Can-Do-It attitude.
The day ended with a wonderful talk about mindfulness and caring for each other. She humbly talked about her personal experience with violence in her own home — a story that is depicted in her book and has inspired a soap opera on Globo, a major national TV channel. We truly hope that many of the women who participated in our program do feel empowered and come back to our innovation hub for support and learning. Would you agree to say that nowadays many kids spend way too much time indoors consuming technology?
Would you go as far as saying that all this time in front of multiple screens have few positive aspects to it? Many schools and libraries are turning to project-based learning and redesigning the ways people interact, understand, and take part in their own learning processes. This change in the educational setting is welcome and much needed.
But, we must not be naive. However, they will probably need to learn how to be persistent, resilient and collaborative before they engage in industrious and creative work. Many do need help unlocking their creativity and dealing with frustration as they build their maker capacities, at least at first. So, how to engage children in meaningful, purposeful tinkering, especially if they do not speak English as their first language?
CTJ makerspace has been offering youth in Brasilia a rich portfolio of activities. A skilled Casa Thomas Jefferson English teacher facilitated the session and used strategies to make sure students not only coped with the authentic language that emerged, but also participated actively and unleashed their problem solving and creativity. During maker-centered activities, students get interested in making the project work. Sometimes the task may seem too ambitious for the short time teachers have. When students are immersed in making, there is intrinsic motivation involved, and they most likely will be eager to share what they have created.
This genuine interest to talk and write about their inventions might facilitate the acquisition of the English language, for when students purposefully devote themselves to a task, they are more prone to achieving success. Both project-based learning and maker-centered learning involve the creation of tangible products.
When students are excited and engaged in the inquiry process supported by learning technologies that help them push beyond their current abilities, they become able to create a set of tangible objects that they will probably be proud of. If the teacher motivates these learners to publicly share their results, there is a great chance they will do it eagerly and produce language to their best possibilities.
In this program, visually impaired and non-visually impaired students learned about fast prototyping and how they can use it to find solutions to problems that students with disabilities face. The idea is to place people with disabilities at the center of the creation of solutions, as they test and act as main players in the design process. This initiative demonstrated that sound program planning can attract the interest of partners committed to improving the Educational System in Brazil and it can also provide access to minorities. The program itself was divided into a planning stage and three hands-on meetings.
Af first, we hosted a preparatory meeting in which visually impaired students, teachers, parents and school administrators got together for an honest conversation about the challenges of teaching the visually impaired. During the first formal meeting, facilitators conducted an ideation session to help the non-visually impaired truly understand the challenge from the viewpoint of those who face it.
On September 28th, participants brought the first prototypes and the visually impaired tested and provided feedback on their usability. Based on this input, the whole group worked on finding better solutions, using laser cutters, 3d printers, arduinos, etc. On October 19th, participants should return for the last meeting.
Casa Thomas Jefferson believes that running programs that place youth at the center and give them opportunity to think collaboratively and to use tools and resources for a meaningful purpose is what defines our spirit. All the assistive solutions created by participants, using modern prototyping tools will be shared online soon. A traditional classroom, an open space, or even the school playground could be a perfect fit to a simple, engaging, and life changing learning opportunity.
The session was divided in three parts: discovery, inspiration, and prototyping. In the beginning, participants learned about the maker movement and startups that use makerspaces around the globe to create and develop their products. In the second part, Rodrigo Franco, cofounder of 3Eixos , a company that was born inside CTJ American Space spoke about the advantages of using our makerspace to boost their business.
Also, we talked about Meviro , and how being a partner has helped it build a sound assistive technology makeathon methodology. In the last part, participants experienced design thinking to conceive their own startups and used some of the tools available at the space to prototype their products. It was an inspiring session that got very good feedback from participants and organizers.
Imagine a place where youth learn about new skills, tools, and opportunities, a place where there is room for creativity and genuine intrinsic motivation, a place where learning a skill may lead to learning a competence that could influence the way you perceive yourself and your role in society. Such places exist, and are growing in numbers in Brazil. The Access Maker Camp was specially designed to promote experiential learning opportunities for participants and teachers. For two days, thirty students from all over Brazil and three American interns participated in maker activities and experiences that may lead to their building a growth mindset and becoming more responsible for their own educational and professional prospect.
Day one started with a brief talk about flexible learning environments and the educational system in Brazil, and about connecting with ideas and worthy information on the web. Participants discussed how schools are still trapped in a model that perceives learners as passive consumers, and how access to information may give them a chance to be more prepared to change that.
We shared some valuable links and resources that may help youth become more digitally literate and have a voice or even come up with solutions for challenges in their communities. The goal was to have participants feel the thrill of learning by making and notice how simple materials can be repurposed into exciting learning prompts. Once the hands-on part of the activity was over, we opened a discussion on what they learned while engaged in each of the tasks.
Many participants told us that they had learned how to listen to their peers and how to collaborate in order to succeed — precious soft skills to acquire. Participants also talked about how they could use what they had learned to improve schools or libraries in their communities. Participants were divided into groups and attended two workshops. In a world surrounded by design, it is almost unconceivable that students go through high school without pondering what design is or even learning how to use image editors to convey powerful messages.
The laser cutter workshop started with participants learning how to prepare files and use features in an image editor. They were told that all we need to do in order to learn something new is to be willing, do our best and learn from our mistakes. The second session gave participants the chance to make the circuit boards they had used during the showcase so that they understood how they work. Knowing how things work and becoming sensitive to design may promote understanding that the designed systems and objects are malleable, leading learners to become active agents of change.
When asked what they had learned, one student said that he understood that sharing what you learn with your community strengthens everyone. For the Human Library session we invited two extraordinary women who had a very important message to give: we are responsible for our own future. Teresa Pires, a well known designer and entrepreneur, talked about her experience as a public school student, how lost she was as a teenager, and how her passion helped her understand what made sense for her professional life.
Teresa opened her own instagram store and she teaches people how to bind books. She also told the kids about learning to use technology, available at CTJ Makerspace, to improve her business outreach, and shared her new Youtube Channel. Angelita Torres, a computational science grad and outstanding member of CTJ Makerspace team, inspired youth and told them about her experience as a girl in the STEAM field, where the vast majority is male students. We had a vivid exchange of ideas in English as participants were given the task to find three things Angelita and Teresa had in common.
To wrap the two days of hard and, at the same time, pleasant work, Access students were asked to take a picture of something they found interesting and post it on their social media. You can relish what these smart eager learners had to say here. Read about Human Libraries in American Spaces here. We address important issues and believe that people engage best by being active participants. Check some of the activities below:. Utilizamos bandejas de isopor usadas e fizemos lindos chaveiros. A atividade foi um sucesso entre os alunos de 3 a 14 anos.
Foi sensacional! A Human Library promove o encontro e o contato entre as pessoas. The first makerspace in a binational center in Brazil, CTJ Makerspace, has one main goal: we aim at bringing the library into the 21st century — teaching multiple literacies through print and digital content. With the support of a dedicated staff, we are always more than happy to help teachers use pieces of technology to enrich their lessons.
A good example of this practice is how the English teacher Lucia Carneiro learned how to use an image editor Adobe Illustrator to create unique learning experiences for her learners. Students participated in the telling as the teacher projected characters on the ceiling using a flashlight and cutout bugs. As a result, students were very enthusiastic about their production and families realized how creative her lessons are. Modern American Spaces are lively physical venues that promote honest conversations about relevant topics. There are simple and effective ways to deliver programs that promote social engagement and, at Casa Thomas Jefferson, Library Supervisor Wander Filho keeps his eyes open for these opportunities.
He understands the need for meaningful engagement, and got inspired by the Human Library — a global movement that helps build understanding of diversity by providing a framework for real conversations about important issues. Their site brings clear guidelines to help facilitators promote open and honest conversations that can lead to greater acceptance, tolerance and social cohesion in the community.
In April , CTJ used this innovative approach to challenge stereotypes through non confrontational and friendly conversations. It was a unique learning experience for all involved, as it gave voice to different groups and supported a greater understanding of diversity and social cohesion. Among the topics discussed: women in pursue of a career in STEAM, strategies to overcome intolerance, engaging in volunteer work, Traveling to the U. S, etc. Otto causes a wow effect at first glance. He told us he wanted his kid to be curious, passionate and eager to learn new things.
In addition to playing around with scientific content, children learned how to be patient and resilient, which are important skills to learn nowadays. Isadora was my English as a Foreign Language Student when she was five. At the time, I taught her the numbers, the alphabet, names of objects.
As one of the facilitators in the session, I could see her start developing her maker identity. We hope more and more kids will too. Jovens felizes e pais encantados nos deram excelente feedback. Para estimular o fazer e o estar juntos, o Makerspace da Casa Thomas Jefferson presenteou filhos e filhas com a possibilidade de construir, aprender e co-criar o seu presente junto com quem mais importa.
We used a video from Smithsonian Institute about stars to inspire them to research the constellations. After that, kids had to choose a constellation to begin the project. The suggestion was for them to work in groups, but they worked in pairs mostly. We suggested this configuration because we wanted to motivate collaborative work. And it worked just fine, since they organized their work very well. We had five sessions of thirty minutes to finish the project. In the first session, the children watched the video, chose a constellation and painted the cardboard. When the project was complete, we had an exhibition.
The kids were really excited about the project. They called their parents and friends to come and see the exhibition. All steps, from choosing the constellations, painting the sky background and connecting the wires were made by them with the guidance of the Resource Center staff. Although it was a long project, they had lots of fun with us. In March, our makerspace and all six libraries scattered around Brasilia held engaging STEAM programs that revolved around American ingenuity and aimed at motivating participants to deepen their interest and curiosity to pursue careers in science, technology, engineering and mathematics STEM.
Our main branch Resource Center, besides all the daily routines, offered two simple, yet engaging programs in March. The second activity involved short stories. We launched this ongoing activity with an intriguing story of a boy who got a dog that had only one leg. Discussion was led that questioned our understanding of empathy, civil rights and the challenges people with disabilities face. We also had simple activities to promote the English Language that counted with massive participation of motivated young minds. Patrons made a very exquisite mix and created 3D pieces of art with it. At Casa Thomas Jefferson, learning is a holistic and captivating experience.
Tivemos 85 participantes. E para tornar o aprendizado ainda mais divertido os 94 participantes tiveram um desafio a cumprir e aqueles que conseguiram em menor tempo foram para o ranking entre os desafiados. There are many makerspaces in the world and many of them have something in common: Educators emphasize the importance of building maker competence and confidence.
In the book Maker-Centered Learning , the authors mention that educators involved with the Maker Pedagogy take a special interest in competence and confidence building and how these character traits foster a tinkering disposition. People who make projects in makerspaces often become comfortable with the natural uncertainty of the tinkering process and become more willing to work in a project that involves content that they might have seen only in theory.
Maker centered competence and confidence may support the development of a tinkering disposition specifically but can also be seen as building blocks for a wide variety of other dispositions. CTJ Makerspace staff members understood that engaging these students and educators in a maker centered activity would help them build a maker mindset, practice English, and learn that they can use our collaborative platform to hang out, learn new skills, connect with people and ideas and become independent learners.
When students arrived, they were given a tour and we showed them all the free machine training workshops we offer the community 3D printers, laser cutter, plotter and sewing machines. Then, students learned what a Goldberg machine is and started collaborating to build their own. Throughout the program, CTJ staff members felt the thrill of witnessing once more what the book aforementioned advocates as the most important benefits of a maker centered activity.
In other words, educators should be the first to feel encouraged to notice opportunities to build, tinker, hack, and design learning artifacts and systems in an ever-changing world. With this premise in mind, we designed and delivered two Librarian Training sessions in The idea revolved around the fact that we strongly believe people, educators included, need to become sensitive to opportunities to activate their sense of maker empowerment. For the second meeting, Resource Center staff members came to CTJ Makerspace and got their hands dirty; we revisited the mission they created as a group and learned a new skill — we learned the technical part of using a plotter machine, but we had a purpose in mind: The team learned how to use the machine to make the mission statement visually appealing to everyone who visits our Resource Centers.
All in all, the two sessions worked on a maker skill as a secondary aim, for the most important learning outcome was to build confidence and build a maker mindset. As a result, we have a shared vision as what a dynamic learning center is. In , much was said and heard about the maker movement. Discussion about the benefits of making tangible or digital objects for pedagogical purposes abounded. Maker learning environment ranging from traditional classrooms to public libraries, museums, galleries, and even the halls of the White House drew lots of attention.
In sync with the primary benefits of maker centered learning, all six resource centers at Casa Thomas Jefferson, offer monthly extra-curricular leaning opportunities with a focus on participants as content creators. During the training, participants learned about design thinking, innovation tools, best outreach programming practices, the maker movement, and best reporting practices. The session ignited collaboration and a sense of shared vision that will linger and create a positive effect in the BNC network.
Participants made a customized sketchbook with an augmented reality cover. We had 30 youth participants eagerly working and practicing the English language out of the classroom through making a tangible object. We designed a program to promote collaboration between Thomas Griggs students during community hours and public school students.
T he program brought a challenge: create a drawing bot out of recyclables and Littlebits. Then, each Griggs student became a facilitator of a small group, and collaboration and genuine exchange of ideas abounded. Soon enough the school was buzzing with excitement and learning. Access gives participants English skills that may lead to better jobs and educational prospects and Casa Thomas Jefferson is always careful with the design of the lessons and material choice so that access students are offered the best teaching practices.
Our team used years of teaching experience aligned with the knowledge we have gained making our space to design activities for our access students. During the sessions, students worked in groups and had to perform three tasks. The underlining assumption in each of the tasks was that success in a knowledge society is not about knowledge alone. The main goal of the festival was to make ordinary people, organizations, and business sensitive to the challenges our planet faces today and take action to create feasible alternatives. The festival showed that innovation must be part of everyday business and life and that it is only worth it if it helps people strengthen connections and deepen health and environment.
The main themes of the event revolved around environmental preservation, water scarcity in the world, recycling, climate change, self-sustainable fashion industry and more. This edition also included workshops on co-creation, a multimedia festival and an International Film Festival with films about sustainability in the daily life of big cities, and of course maker workshops.
In NONFICTION ESSAY
Because the mission of the festival is closely tied to the U. Participants got their hands dirty in the construction of automatas. We were very impressed by two things; First, how some people completely freeze when they are asked to make something functional. We heard over and over the phrases: I can not make anything; I am not creative at all; I have no clue how to start. We gave examples, worked together, motivated, and got every single person to at least try creating something, accept failure as a growth path, and be more positive regarding their creative processes.
Second, how participants were eager to be offered a more experiential approach to learning. People who came to 0ne of our sessions learned that they can learn by doing in a collaborative environment. As it happens to any living organism on the planet, some days are just better than others. When you get the chance to collaborate with great people to make dreams come true, motivate young people to learn technologies that can help others, and experience the power of a flexible learning space, its not just any other day at the office.
The history of the fight for the rights of people with disabilities is considerably new. However, nowadays we have some important advances in this area. Despite their expertise, the students still face accessibility problems and lack of assistive technology. Participants learned how this kind of technology can be used to their own advantage in solving challenges faced by people with disabilities at their school. Participants easily identified with the topic, for CIL 2 has a strong community of people with disabilities. At CIL there is a specialist who personally provides visually impaired students with sound learning strategies; Daniele Alves de Lemos was instrumental to the program, for she provided CTJ staff and facilitators with important pedagogical tips.
Participants worked in teams, interviewing each other to learn about the challenges they face. At this point, visually impaired participants were eager to share their experiences, and participants brainstormed ways to overcome the challenges. All facilitators had a back up plan a feasible project ready to share and inspire participants. One of the projects was a tactile map of the makerspace. However, participants were so touched and engaged that they came up with wonderful ideas of their own based on the real needs of the visually impaired people in the program. We are sure that CTJ will host more and more programs to inspire youth to build a better future.
During the first EdTech Hub in the makerspace, t eachers were exposed to Stop Motion Studio App that makes creating stop motion videos really easy. Educators left the session with some feasible and exciting ideas to engage their students. It was a creative and exciting day at CTJ Makerspace.
Please, see what some very creative teachers created below. Earth Day is the annual celebration of the environment and a time to assess the work needed to protect the natural gifts of our planet. Earth Day is observed around the world, although nowhere is it a national holiday. There are simple ways to engage participants with activities that will help them think about their own actions and consequences for the planet.
The maker culture is closer to the Renaissance attitude of Leonardo than of the exacerbated Enlightenment rationalism or mechanistic and pragmatic mentality of industrial societies, for the maker today would be a kind of Renaissance man yesterday: tuned in different areas of knowledge, remixing the findings of one another; no history-social celebrities, but individuals responsible for creating and recreating new ways to produce, interact and communicate ideas and experiences in the world today. When kids start making a chain reaction with access to materials and tools like a hot glue gun, soldering iron, and Strawbees , they feel the thrill of making something, work collaboratively, and exercise logical reasoning.
This engaging activity could be a great hands 0n component for a program on invention and innovation for varied age levels. For this activity, we used adapted material from the Smithsonian Institution to boost participation and engagement. Youth Innovation Camp brought together 56 young minds, library staff members, guest speakers and facilitators from varied fields to celebrate learning by doing, build a maker mindset, and think creatively about viable business models.
The second activity was also a big hit among campers. On the second day our guest speaker — a local young entrepreneur who devotes his time to working with assistive technologies for people with disabilities — wowed campers with his latest project, meviro. Both children and adults who participated in the activity had the opportunity to explore, create and recreate.
The Osmo app enriched the experience, for even those who could not draw very well felt empowered to do so. Now, participants who come to the Resource centers at Casa Thomas Jefferson find Smithsonian-inspired designs and the breadth of its engaging and high-quality materials to learn a new and relevant life skill. Em outra a tradicional Monalisa se transformou em uma moderna e alternativa jovem, com piercings e tatuagens.
A obra mais surpreendente foi a da Nicole de apenas 6 anos que, com a ajuda do Osmo, foi capaz de reproduzir uma Monalisa colorida e definitivamente muito mais feliz. On June 8th, students, CTJ staff members, people from the community, and some invited guests from the U. Embassy gathered for the soft opening of the dedicated makerspace at Asa Norte branch. CTJ Makerspace provides students and the local community with a one-of-a-kind, vivid physical environment. We will systematically offer programs and experiences that promote American culture and language through accurate, compelling, timely, and audience-appropriate information about the United States — its history, culture, society, and values.
We will facilitate English language learning through access to English language speakers, resources, computers, and the Internet. All in all, the main purpose of the space is to offer visitors opportunities to connect new ideas and activities to their lives through hands-on tasks related to STEAM Science, Technology, Engineering, Arts and Math and the development of 21st century skills to enrich the learning experience.
Among the topics addressed, the group talked about the scope of the project Achieving 21st Century Skills — Promote U. Daniela Lyra and Maria Lucia Machado took a mobile makerspace for the training sessions, and the enthusiastic group worked collaboratively to design rich programs linked to ICS: Integrated Country Strategies goals. Everything is nice! Having studio material, such as light spots, backdrops and softboxes, is just the first step to get your studio working. Nos falamos por telefone no dia anterior sobre nosso encontro de hoje. Ele tenta algumas vezes, mas logo desiste.
Eu sou inteligente, focado, e ganho muito dinheiro. Ele era um atleta de basquete. Isso me lembra um viajante que chega de uma viagem maravilhosa e se encontra em desespero, desejando voltar imediatamente para o lugar de onde acabou de chegar. Uma caminhada pelo parque combinaria bem com essa conversa. Estou intrigado por sua mente.
Por amor. Pelas coisas que realmente importam na vida. Nossa conversa termina com ambos olhando para a neve. Ele sobe as escadas devagar. O David telefonou uma semana depois. Movimento livre — Sentir-se Natural. Corpo nutrido — Mente vitalizada. Amando a arte — Vivendo o sonho.