I am still coming off the intellectual high that Constructing Modern Knowledge 2014 produced in me. CMK14 was for me, the ideal PD experience – not a conference, but 4 days of being given access to all the techy-makey materials and expertise you could want, and the only rule being you have to be making something. While I was there, I tried to remember the last time I had the opportunity to explore ideas and materials for four straight days with no other responsibilities, and I am sure the last time I did this was preschool or kindergarten, maybe. At first I was chalking this up to working teacher-mom life, but I am sure this is true for almost all adults. WHY?
Anyhow, during these four days, 180 educators from all over the world were given the opportunity to choose a project to work on with others or independently, to switch projects, to float around in a haze of amazement looking at what other people were making, and to play. Just to give you a smidgen of an idea of what kinds of things all these amazing people ended up making, here you go:
Constructing Modern Knowledge is organized by Gary Stager and Sylvia Martinez, who wrote Invent to Learn. At first, I joined the “Fly on the Wall” group, based on an idea that it would be fantastic to invent something that allowed parents to get their elementary school kids to more easily communicate something about what they did during the day. The first day we spent almost the whole work time hashing out ideas, which inevitably got more and more complicated. None of us felt like we knew how to start actually creating our idea, which had morphed into some kind of wearable camera/recording device that would transmit information to parents wirelessly via Twitter, or something like that.
Then, that night we took a trip to the splendidly stunning MIT Media Lab. While we were there, reading the descriptions of all the dazzling projects they have underway, we realized we were basically trying to invent something like Google Glass. Well, you can’t fault us for thinking big, right?
The next day, we all decided we’d work on learning some more basic circuitry and programming, and so we ended up engaging in several days of supportive parallel play. Rather than collaborating on a mind-blowing finished project, we were a group that helped each other figure out smaller things. I worked on sewing a twinkly soft-circuit with a Lilypad Arduino and began learning to program it.
I played with Turtle Art, and had about 150 eye-opening conversations with other elementary teachers about things they are doing with their kids. Others at my table created light up bracelets, Scratch classroom noise level indicators, Scratch games, and played with Lego Mindstorms.
On Tuesday night, I couldn’t fall asleep after an enormous Brazilian feast (it might have had more to do with the Caipirinhas than the food, since I’m a vegetarian)! And, I realized that what I wanted to do was make an interactive crochet reading cave out of recycled plastic bags, and that I was going to do it IN ONE DAY. This cave would hold a couple of kids and pillows and would sparkle with little led’s which would be activated by a sensor when the kids got in, along with having a recording device that would let kids record little mini-book reviews for the next kid who got into the cave. The next morning, a lovely fellow CMK-er (yes, she is from Cleveland and I am from Pittsburgh, but we managed to get along anyhow) took me to Michael’s and I tried to find a GIANT CROCHET HOOK! Which, they really didn’t have. So I bought the biggest one they had along with some cheap-o yarn to see how far I could get holding several strands together for the stiffest fabric possible, and after about a whole day of hand-busting stitching, I ended up with this:
What this taught me was that I needed different materials, a better tool, and a different design. At first, I was feeling more than a little disappointed that I wouldn’t have an amazing invention to show off at the Friday maker-faire, but this is PROCESS, right? This is what kids go through all the time in my class when they are making Hummingbird robots in the spring and realize a flying robot might not happen in the amount of time we have. In this post by Sylvia Martinez, Seymour Papert’s fifth big idea of the Constructionist Learning Lab is Taking Time. So now I am home, and I am trying to TAKE the time to finish my idea, despite the barrage of life responsibilities. I have found a bigger crochet hook, thought of a new design, ordered some Lilypad Arduino stuff and discovered two places nearby in Pittsburgh where I can use a 3-d printer (here and here (No Fab Lab or makerspace at our school – YET!) I’ll keep you posted on how it goes!
This post is crazy long, so I’ll wrap it up with a little list of topics my mind craves more time to engage with:
- High-low tech – Personally and professionally fascinating and inspiring for me
- Lifelong kindergarten
- Getting overwhelmed by choices (where to start with so much amazing stuff to learn, teach, and do!)
- The idea of learning from the Ether when people are creating side-by-side
- The idea of helping teachers to be comfortable with not being experts before they try something.
More on all this soon! Thanks, Kentucky Avenue School, for allowing me to go to CMK14! Thanks CMK14 for filling me up with inspiration and ideas.