Since schools have been closed I have been doing weekly experiential learning activities with my own children that revolve around a theme. Last week we focused on pollinators, for example. You can head back a post or two to check those out. 

This week we focused on maker projects of all kinds, which was initiated by my kindergartener. We were on a walk and we came across what looked like a a table that once held a grill. It was in rough shape and was out on the curb to be thrown out. My son has been wanting a station for all of his science gear, so he thought we could turn this piece of trash on the curb into a science lab. So we did, and thus a new interest was born: turning trash to treasure.

One of my favorite things about maker projects is that they do not have to be expensive. They don't have to cost a dime, in fact. I have done maker projects with my high schools students forever, and usually use materials that I have sitting around. In the case with my own children, we used only what we had in our home or what others were giving away. The only thing this past week that I had to buy was straps to hang our tree swing. 

Making, particularly when on the cheap, is an awesome way to gain content knowledge AND build important skills such as problem solving. The maker project ideas listed below, and the ones that I did with my own children, can be modified to fit all ages and skill levels. I also have a variety of maker projects for high school students at my store on TPT. Check those out here. Make sure to check out my maker project tool kit, which provides the guiding materials for an unlimited number of self-directed maker projects for high school students. It includes a digital and printable version.

Have an amazing summer making! 

Check out other posts from Experiential Learning Depot for more tips, tricks, and ideas on maker education. You can also check out how to add design thinking to your curriculum. 

DIY Kids' Science Lab

Like I said, we basically went on a treasure hunt through alleys in our neighborhood and came across this awesome table. It was junk when we found it, but we easily cleaned it up, painted it, and added some science flare to spice it up. 

DIY Palette Tree Swing

All you need for this activity is an old palette, paint, cushions, and rope. I purchased additional straps to hang our swing because it the branch is uneven. The palette was on the side of the road, the rope and paint we had sitting around, and the cushions came from our patio set that hasn't been used in years. If you feel more comfortable having specific instructions, check out palette swings on Pinterest. ​

A while ago I came across a webinar on EdWeb about design thinking in the classroom (check it out - it's free and you get continuing ed credits). I was instantly hooked on the concept; bringing design thinking into my curriculum. I had done a lot of "making" with my students and my own children, but I was missing some critical pieces, one of which was to connect making experiences with real-world problems. The general idea is that learners develop skills and content by observing and identifying problems before them. They then solve these real-world problems by designing and creating solutions. 

I am an experiential educator, so every action my students take is a step toward learning experiences that are entirely child-led (look back at some posts from my student-directed learning series for specific details - link in archives). Therefore, I created a "Maker Tool Kit" that combines the principles of self-led design thinking, problem-based learning, and project-based learning. This tool kit is designed to walk learners through a maker project while giving them the freedom to lead the experience. Learners identify a problem and brainstorm innovative solutions. They design and build a prototype, test it, tweak it, and use the refined final outcome to make a positive impact on the community. 

So, how to add design thinking to your curriculum? Start by purchasing my maker tool kit . Simply distribute the resource to your students and watch them thrive! This resource has all of the materials to help gradually move students toward self-directed making experiences. ​

If you and/or your students are new to design thinking as a learning tool, or student-directed learning for that matter, consider starting students off with a specific problem to solve. You present the problem, your students do the rest. Once learners become more comfortable with the process, you can begin to ask them to identify problems around a theme, such as "fall" or "morning routine". If you have the flexibility, students can eventually take the reigns entirely, identifying problems on their own, free from your influence. 

OR you can all dive in head first. One of the best things about design thinking, and making in general, is that failure is not only an option, but is encouraged. Let them learn through experience! ​

Use the following example, along with my Maker Tool Kit, to help facilitate the experience:

1. Observe and Empathize - In this phase, learners identify a problem and "empathize" with those impacted by the problem. You might present students with a specific problem, or they observe a problem on their own. Either way, this step is intended to help learners better understand the problem by communicating with those directly impacted. 
Ex: A student notices decorative pumpkins splattered across roads and sidewalks in her neighborhood.

Check out this free problem identification resource. The purpose is to help beginners observe and identify problems to solve. This is a skill that takes practice and time to develop. 

2. Define the Problem - At this point students have discussed the problem with a variety of people, so can hone in on the specifics. They state the problem.
Ex: Squirrels are taking decorative pumpkins from neighbors' doorsteps and eating them. 

3. Ideate - This is my favorite part! Students begin to throw out product ideas to solve the problem. They "think outside the box"; they stray from the obvious. Innovative final products are also an important component of project-based learning. 
Ex: 1) Create a barrier, 2) Develop a nontoxic, but annoying substance to paint on the pumpkins, 3) Design and create a pumpkin holder or stand that makes it difficult for squirrels to access the pumpkin, etc.

4. Prototype - At this point students draft a design and create their prototype. They go through a series of challenges and obstacles in the design and making phase, work through the issues, and make modifications.
Ex: The student designs a decorative wire pumpkin holder that prevents squirrels from taking off with pumpkins. 

5. Test - Now that students have created a prototype, they can test their initial design on a relevant audience. They gather feedback from their test group and refine their product based on suggestions until it effectively solves the problem.
Ex: The student might gather from the test group that their pumpkin holder solves the problem but isn't attractive. They make recommendations and the student makes adjustments. 

I highly recommend encouraging students to observe and identify problems on their own, but understand reasons for making a gradual transition to authentic student-directed learning. Some students might feel overwhelmed by this and need a little more scaffolding. I see this often, which is why I have maker project resources in my store that provide specifics and the problem or challenge is outlined for students. You may also be confined to specific topics and/or standards. That is fine. "Making" helps learners visualize abstract concepts.

Consider giving learners a theme to start with. Check out some of the "fall" themed maker project ideas below! Write the problem on the board, distribute the Maker Tool Kit, and watch magic happen!