Tinkering vs. Making
Something that interests me is the difference between "Tinkering" and "Making" at the kindergarten level. I have been thinking about it and this is what I've come up with
Tinkering, as I understand it, is the opportunity to play and learn how things work. It is building with blocks, legos, playdough, Magnatiles, corks, writing implements, craft supplies, and other random bits. I have this time built into almost every school day. Some kids try a new thing every day. Others recreate the same building with Magnatiles and fill it with math manipulatives every single day. They are practicing and getting something from it--maybe success?--and that keeps them coming back.
Making (with a capital M) implies using those materials to meet a challenge by following the engineering process. We get a lot of our inspiration for Making from children's literature. Build a getaway vehicle for the Gingerbread Man. Make a strong house for the Three Little Pigs that will hold up to the 'wind' of the Big Bad Wolf. Make a better bridge for the Three Billy Goats Gruff. Make a cozy den for the Bear from Bear Snores On. In these challenges, students have to build to certain specifications (at least 12 inches tall, use at least 5 different materials, etc.) or within certain parameters (you have to be able to move it from the table to a testing area, can stand without support, create it within a certain time period).
I have several goals with Maker. My goal with my class is to inspire students to persevere and to improve. As a Maker team leader at my school, I want to take the skills and resources I'm learning in my Maker Educator class to give my colleagues inspiration and tools to implement Maker activities in their classrooms, too. Eventually, as a District, the Maker Team has a vision of integrating Maker and engineering into lessons across subject areas and especially into the NGSS on a regular basis. We want to build on skills students learn in previous grades so they're not making light up name tags with button cell batteries and LEDs every single year.
Tinkering, as I understand it, is the opportunity to play and learn how things work. It is building with blocks, legos, playdough, Magnatiles, corks, writing implements, craft supplies, and other random bits. I have this time built into almost every school day. Some kids try a new thing every day. Others recreate the same building with Magnatiles and fill it with math manipulatives every single day. They are practicing and getting something from it--maybe success?--and that keeps them coming back.
Making (with a capital M) implies using those materials to meet a challenge by following the engineering process. We get a lot of our inspiration for Making from children's literature. Build a getaway vehicle for the Gingerbread Man. Make a strong house for the Three Little Pigs that will hold up to the 'wind' of the Big Bad Wolf. Make a better bridge for the Three Billy Goats Gruff. Make a cozy den for the Bear from Bear Snores On. In these challenges, students have to build to certain specifications (at least 12 inches tall, use at least 5 different materials, etc.) or within certain parameters (you have to be able to move it from the table to a testing area, can stand without support, create it within a certain time period).
I have several goals with Maker. My goal with my class is to inspire students to persevere and to improve. As a Maker team leader at my school, I want to take the skills and resources I'm learning in my Maker Educator class to give my colleagues inspiration and tools to implement Maker activities in their classrooms, too. Eventually, as a District, the Maker Team has a vision of integrating Maker and engineering into lessons across subject areas and especially into the NGSS on a regular basis. We want to build on skills students learn in previous grades so they're not making light up name tags with button cell batteries and LEDs every single year.