Making Conclusions

The ‘Maker’ movement in education empowers students to learn, apply, create and innovate. ‘Making’ is responsive to student interests and curiosity. Pedagogical research supports student growth and learning through following their interests and passion. Knowledge and skills are developed, practised and improved through ‘making’. It is in response to a consumer world where more and more professions are obsolete or rapidly changing with technology. ‘Making’ is also called ‘tinkering’ and ‘hacking’ which enables students to produce, modify and innovate rather than consume. Higher education and employers are more and more in search of students with proven ‘making’ ability and potential.


At MIS, teachers have been responsive to student interests and have long embedded components of ‘making’ however there is a lot more to be done as technologies are advancing and better space, materials and resources are required. A Teacher Inquiry Group met on Early Release days across the school and with extended sessions in the Junior School to explore the role of ‘making’ in our school and how to optimise student learning. Principles have been proposed/established. Spaces have been dedicated to ‘making’ inside and outside. Block coding, robotics, electronic circuits with conductive thread and sewing, paper circuits and 3D computer design applications are some of the areas recently revisited by staff members. New resources have been ordered. We will continue to expand and nurture students’ creativity for innovation through ‘making’.

Making in Action (please send examples to Armin)

  • Grade 3 Sharing the Planet Biomes
  • Grade 1 Sharing the Planet including Grade 2, Grade 4, Grade 5 and Grade 10 Birdhouses
  • Chalkboards
  • Grade 2 Where We Are in Place and Time summative
  • Measurement: Build two towers of equal height.
  • Measurement: Clock building.

Recommendations from Teacher Inquiry Group

  • Need for personnel/teacher to staff the room and ensure the safety/student group work and no lost materials
  • Teachers specialise for certain skills
  • Send survey of teacher skills to teachers on Housekeeping
  • Staff room is used for baking by students, could this be part of the Maker Space?
  • Accessible tools vs. stored in tubs/containers
  • Tables are too high for young students, can we have flexible height tables?
  • Gardening component of Making, how do we strengthen this?
  • PD for teachers to develop more skills and part of PAG and TIE
  • Connections to ‘making’ though the different units of inquiry

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