Creating with AI on Solar Eclipse weekend

What an exciting couple of days! 

Not only did I get to experience Totality during our April 8 solar eclipse, I also experienced creating my first AI chatbot  Scratch Project  I was introduced to the Creaticode platform during a recent Scratch networking event and was immediately intrigued when I saw the AI code blocks.  

Spending a few quiet days in northern Vermont just before the eclipse gave me the opportunity to play and explore the Creaticode tutorials. And in no time at all, I found myself creating a project with an AI chat-bot around the topic of the Solar Eclipse we were about to experience. 

Click here to open this project in CreatiCode. Press Green Flag to start.

Note:  I just learned that you have to be signed into CreatiCode for the ChatGPT connection to work. 

Sign in as a students for easy access.  This will also allow you to 'SEE INSIDE" and see the actual code. 

 How I approached creating my first AI chatbot project with CreatiCode.

If you are familiar with Scratch from MIT, you will find yourself right at home here.  There is even a DOG sprite that sort of looks like a CAT on the opening screen of a new project.  I immediately spotted the buttons I needed to add sprites and backgrounds. 

I started my new project by picking a new background that was somewhat celestial in nature.  

Then I added the closest thing I could find to an astronaut looking sprite named Ripley.  

I started by making the Dog welcome us using the SAY Block which is found in the purple LOOK section.   Remember to Click on the Green Flag to Run your program.

Now let's add some code to the Ripley sprite.
Instead of coding in a static response in this dialogue,  I started to explore the AI code blocks that allow you to access ChatGPT to make the character dynamic and interesting.  Here are some initial instructions to get you started if you are following along. 

Start by  creating a variable to hold the RESPONSE from ChatGPT

Using the orange set of blocks (Variable) click on Make a Variable, and name your new variable ‘response’.

If you add a blue checkmark, the variable will show up on your stage.  You can always uncheck the response variable later to hide it from your stage. 

Now its time to add some AI blocks (dark purple).

Let's start by analyzing the OpenAI ChatGPT block and its parameters.

Select the purple OPENAI ChatGPT: request block. Replace the word HI with a PROMPT or  REQUEST to ChatGPT. 

The reply or result  from ChatGPT needs to be stored in a variable.  We'll use the response variable we created earlier to store the results from ChatGPT. 

Keep the MODE on  "Waiting" for our first example.  

Mode: This dropdown controls whether this block will wait for all the response to come back before continuing to the next block.

• If it is set to “waiting”, then the program will pause at this block, and when we get the full response from OpenAI, it will be stored in the result variable, and then the program will continue  to the next piece of block code.
  
  

Here is my initial attempt at using the ChatGPT block to control our Ripley Astronaut  Sprite

Let me walk you though the code.

Since my Dog  used '6 seconds' to say the Welcome statement,  I  added code for Ripley to 

WAIT 6 seconds. 

Now let's use the purple ChatGPT request block. 

Replace the word HI with the blue prompt below. and add the response variable to the drop down orange box right after the word result.    The response variable we created earlier will  store the ChatGPT reply.  Keep the mode "Waiting" and the length and temperature the same for now.

You are an astronaut getting ready to experience a solar eclipse.  You've never seen one before.  Tell us how it feels to be waiting for this event of a lifetime.   Keep your response to 50 words.

The next block code is for the RIPLEY sprite to  'SAY'   the ChatGPT's response for 6 seconds. 

Click on the GREEN Flag to RUN your program.  A different response from ChatGPT will be displayed each time you  RUN the program by clicking the Green Flag. 

At this point,  I would remove the RESPONSE variable from the screen.  To remove it, simply click on the Variable code block and remove the blue checkmark next to response.

Here is some useful info about the rest of the parameters in the  Open ChatGPT session code from the Creaticode knowledge base.

• Length: This is the maximum number of tokens for the response. You can think of a token as a word or a symbol. ChatGPT will try to make sure its response does not exceed this limit, but it may not be able to give a complete response if the limit is too small.

• Temperature: This is a number between 0 and 2. A higher value will make the response more random and creative; a lower value will make the response deterministic and focused.

• Session: This dropdown controls whether we are continuing the previous conversation, or we are starting a new chat. If it is a new chat, the ChatGPT robot will not remember anything from the previous conversation (the “context”).

  • For example, if we try to ask 2 questions that are related using “new chats”, ChatGPT does not know what we want it to do for the second question, because it does not “remember” the first question is about calculating squares:

Then I started to play with my prompt a bit by giving ChatGPT more info.
Play around with your prompt by giving ChatGPT more info along with a role to play. Limit the number of words in the response it offers. 

It was so cool to hit the Green Flag and see my Astronauts share his feelings about the Solar Eclipse. 

Don't be afraid to experiment with your PROMPT and some of the parameters in your ChatGPT request block. 

I ran into trouble when I first changed the parameter to STREAMING.

But then, I followed instructions on CreatiCodes's tutorial  for Chat with Einstein  to successfully
create the streaming effect for the text responses from ChatGPT. 

Note that the green checkmark appears as the last character of a ChatGPT response.
So if you want the streaming affect you need to use the REPEAT UNTIL code block to loop until you get to the end of the reply. 
Use the link below to copy the green 'checkmark' that signifies the end of ChatGPT's response.
https://emojiterra.com/white-heavy-check-mark/

By now I was hooked, but it was time to go experience TOTALITY. 

Sometimes there are no words! 

I spent a good part of the next day or so thinking about the universe! So many questions came to mind.
And I immediately got an idea for where I wanted to go next with my ChatBot project!  

What if I could create a storyline with a chatbot astronaut that allowed students to enter the many eclipse related questions that were sparked from their solar eclipse experience.  I felt like my brief exploration of CreatiCode  provided me with just enough skill to bring this  idea to life.   It's not perfect, but here is a tour of my coding journey. 

Most the skills I needed were covered in these 2 tutorials from CreatiCode Knowledge Base. I strongly recommend reading through both of these. 

ChatGPT AI: Chat with Einstein (Difficulty: 3)

 

ChatGPT AI: An Improved Chat App (Difficulty: 3)

Don't let the Difficulty ranking scare you,  I found them quite accessible.   Not only do they explain the code quite well, they also help you understand how to use Prompt Engineering  to get the result you want.

It was so much fun to play around with Creaticode to create my own AI Chatbot project about the Solar Eclipse. 

Let me give you a tour of what I came up with.  You can do this by clicking on the SEE INSIDE button of the project.  (You'll need to be logged in to your Creaticode account to see this button) 

Click on the sprite named Ripley, and let's take a look at the Code associated with our little astronaut. 

You'll notice that I added music to kick things off with 

But the key code for Ripley looks like this: 

The first part of the code makes sure that Ripley shows up  on the Screen in the correct location and the  right costume.  He then SAYS "Welcome everyone ..." and waits 2 second.  I liked starting with a predictable static welcome message. 

 Then we dragged over the purple OPENAI ChatGPT request block and added a prompt that gives it a ROLE and instructions to create a dynamic response from Ripley. 

You are an astronaut getting ready to experience a solar eclipse.  You've never seen one before.  Tell us how it feels to be waiting for this event of a lifetime.   Keep your response to 50 words.

I used the following parameters for my ChatGPT requests.

The next few lines of codes were needed to display  the chat streaming effect.  Check out the Einstein Chat  tutorial for a very thorough explanation of how this works. 

The rest of the code sequence tells Ripley exactly what to say and makes him float around the screen while changing costume for visual interest.  I wanted the instructions to be static and the same each time, so I coded those into a sequence of SAY blocks. 
In this Sequence of SAY commands, Ripley introduces the idea of a chat bot where you will be able to ask questions.

The final command in this sequence is the BROADCAST Command 

This will send a message to the Rocket Sprite.  
You'll need to go and look at the code of the  Rocket Sprite Code to see what happens when it hears the BROADCAST 'Show Rocket". 
But before we go,  review the Rocket code below and try to imagine our Ripley Sprite following these commands. 

Now let's take a look at the Code associated with the Rocket Ship. 

You'll notice two sequences. 

When we press the  Green Flag, the rocket will hide and make sure its size is set to 100%.
This will happen  each time we start the program.

Next the Rocket ship LISTENS and it RECEIVES  (or hears) someone broadcast "SHOW ROCKET"
it will: 

-Appear or SHOW itself on the screen,  move towards Ripley, 

-Start  a sound

-Then glide off the screen, and "disappear/hide'
- Finally it will  switches the Stage Background to STARS.

Before we continue, let's  go back to Ripley's code to see that the code that makes him  disappear (HIDE)  off the screen as soon as the Rocketship touches him.  (This is to simulate him going into the rocket before it takes off)

Stay with me as I explain the final sequence of code, that I chose to associte with the Stage.

Click on the Stage, then examine the code.  

We start by making sure the Galaxy background appears everytime we start the program. 

Then we  provide ChatGPT with a Prompt that includes a  new role and some instructions for our Chatbot.  Our goal is to create a telecommunication device to chat with Ripley after he blasts off. 
The Chatbot Widget is the perfect solution. 
But I don't want it to appear on the screen until after Ripley leaves in his rocket. 

I triggered this by having the last command of  the Rocket Code be
  SWITCH BACKGROUND to STARS

 As you can see in the Code that belongs to the STAGE, there is a TRIGGER or EVENT that will only happen when the background gets switched to STARS.  

Before we Add the Chat Window, we will use the purple OpenAI ChatGPT: SYSTEM request block to give ChatGPT a role with some rules for how it responds.  Notice that this is the  SYSTEM REQUEST code.  This is the perfect code to use when you want to give ChatGPT instructions, but don't want an answer back.  

After some experimentation with different PROMPTS,  I found this PROMPT gave me the results I wanted. 

You are an umpbraphile who was a great understanding of solar eclipse who helps students understand what will happen during a solar eclipse. Your responses are limited to 150 words or less.  Do not respond to any questions that are not related to eclipses.

Now that you have given ChatGPT instructions, we are ready to add a Chatbot that simulates a
communication device between the user and Astronaut Ripley.

The greenish blue Add Chat Window block makes a Chat Widget appear on the screen. 
I had to play around with the size parameters.  I also played around with the  STARS backdrop graphics by adding some TEXT instructions and a little rocket icon. 

The last command (APPEND TO CHAT)  in this sequence populates a message in the chatbot widget.
 I decided to start the chat conversation with a message from Ripley. 

Note that the Chat message appended will include an icon of a  Robot and say it is from RIPLEY

Okay - HANG In There!  We just have one more CODE SEQUENCE to look at. 

The next piece of code is triggered every time the user adds something to the INPUT box of the Chat Widget.   




 The sequence of code beneath When Widget Chat1 is clicked

 is triggered every time the user types something into the chat.

The sequence starts with the APPENDS to the CHAT code and adds whatever the USER typed in (VALUE OF WIDGET Chat 1) 
Note that we decided to use the word "ME" with an icon of a USER in RED every time to user types something into the Chatbox.

The next steps (purple) is to Open Chat GPT and send it the words the user typed in (value of widget Chat 1) and add the response from ChatGPT to the Response variable. 

Finally you need to add/append whatever is in the RESPONSE variable to our Chat Widget
as a  Chat message 
Note the changes that will make this appear as if it is from Ripley using the Robot icon in green.

And VOILA, with I had now created my first iteration of an AI Chatbot project. 

According to CreatiCode "this is a strongly moderated version of ChatGPT, which will not respond to any request that’s not appropriate for a school environment."
And yes, I tried a few just to test it! 
Did you notice the part of my prompt that made it so this Chatbot would redirect the user if they try to chat about something else than solar eclipse.

I'm already thinking of some ways to make it better, but wanted to leave my first iteration 'as is' so you can see how easily I was able to start using Creaticode to integrate AI into a block coding project after looking over just a few tutorials.

If you're new to Scratch, I would suggest starting with this tutorial

This tutorial is great for learning the basics of Coding with CreatiCode
2D - SDG 3 - Care Bots for Older Persons (Difficulty: 1) | CreatiCode Scratch

If you're already familiar with Scratch,  you can quickly learn the basics of the AI Chat functions  from these two tutorials

ChatGPT AI: Chat with Einstein

ChatGPT AI: An Improved Chat App

Click here to open this project in CreatiCode. Press Green Flag to start.

You'll have to Join and Sign In to see  the code inside.

Why I'm so Excited about this! 

So many reasons!  

This platform  is an accessible  and school friendly way for students and teachers to start to understand AI.   According to Creaticode, it uses "a strongly moderated version of ChatGPT, which will not respond to any request that’s not appropriate for a school environment."

I love that it works on a Chromebook and uses Scratch (a truly accessible way for even younger students to CREATE with CODE). Many of our students have experience with Scratch, so the interface and codes will be familiar to many. 

I truly believe that Media Literacy should be included as an integral part of a child's education. But, too often, media literacy and digital citizenship are taught in a passive way.   AI is rapidly becoming part of our world. Telling students about AI is not going to prepare students to live in that world.  Creating projects with code that integrate AI using an accessible tool like CreatiCode and Scratch can help students better understand how AI works in the technology they are already using.

Douglas Rushkoff's message still holds true today.  - Program or be Programmed.

Another reason that I'm excited is thinking about how this simple application of creating a AI Chatbot Project can add more hands-on tools for students to learn with and demonstrate their learning. I'm imagining project based learning where students are using and creating AI applications that are fueled by wonder, curiosity, and inquiry. 

For those of you who design learning with UDL (Universal Design for Learning) principles,  I think you'll agree that this application can fall in all 3 UDL categories (Providing multiple modes of representation, engagement, and expression). 

I could go on,  but I think I'll stop here for now --  Stay tuned for more reflection as I continue to explore and play. 

Preparing for the Eclipse at Bellows Fall Middle School

 

Understanding through Modeling the Eclipse

In just a few days,  most of the students in our Vermont schools will be experiencing an experience of a lifetime  - A Total Solar Eclipse!    A total solar eclipse is such  a rare experience that at  any given spot on the surface of the Earth, you would see  a total eclipse only once every 400 years. 

As an advocate of project based learning, I can't think of a better phenomena for creating project based learning around.   Just ask Umbraphile, David Baron,  or listen to his Ted Talk: You Owe It To Yourself to Experience a Total Solar Eclipse and you'll soon find yourself asking yourself all types of questions about this event, happening in our back yard on April 8! 

Amazing educator's all over Vermont, are turning towards the Real World Learning that this event provides as a way to engage students towards deep learning.   But don't be fooled into thinking that the deep learning possible is only in the science domain.  The moon completely blocking the face of the sun for 3 minutes  provides opportunities for learning in  Math, Literacy, Science, Art, Engineering, and more. 

This week, I was fortunate enough to interview 5th graders from Bellows Fall Middle School, who have been  using their makerspace to preparing for the eclipse.   

As I listened to them talk about how they searched for materials in their makerspace that could help them share their understanding of how a solar eclipse works,  dozens of inquiry questions came to mind ranging from (but not limited to): 

• How might we represent the size of the moon and the earth proportionately?
• How might we represent data we collected about cloud probability?
• How might we help our community stay safe during the eclipse?

Although,  hundreds of eclipse glasses are being distributed for free in just about every community around Vermont, Mrs. Redding did not pass on  the opportunity for active hands-on learning for her fifth grade students.  Not only did her students,  create viewers for themselves, they also created viewers for everyone in the school district's central office.  

They also shared the instructions with anyone who wanted to make their own, my making this video. 

What I found interesting are that both the model of the solar eclipse and the eclipse viewer were very simple ideas -- something you could do tomorrow in your classroom.  Yet both used hands on approaches that resulted in students deeper learning.  Even making the video helped students gain language arts proficiencies. 

Both were example of how Ms. Redding has leveraged integrating creating and making into their classroom. After attending Create Make Learn Summer Institute, Ms. Redding created a classroom makerspace. She regularly integrates makerspace challenges into her curriculum and constantly looks for opportunities to use materials and tools from her makerspace to make learning more engaging for her 5th grade students.  She  challenges her students to use the makerspace in a variety of ways like those in this padlet. 

Other times, she designs instructions that where students use  the makerspace to complete projects that directly align to a curricular unit.  But one things that comes across to these 5th graders, is that their teacher is a maker and an educator who understands how powerful hands-on experiences are in the learning process, and her classroom makerspace creates a learning space where students can more deeply engage with the learning. 

Flash Session: Code You Can Touch

 I'm so excited to be presenting this Flash Session today on Code You Can Touch at today's Vermont-CSTA Spring event. 

                                                                     Slides        Video 

I truly believe that Creating with Code You Can Touch has the ability to make computer science more inclusive and accessible. 

In this 20 minute session I briefly introduce 4 tools that can help your students code designs that can be used with laser cutters, craft cutters, embroidery machines, and laser cutters. 

If you'd like more information on any of these, please reach out.

I'm also working on developing maker residencies for schools, and more extensive PD offerings, including a 2-3 credit course for Creating Confidence with  Code You Can Touch.  If you'd like to be notified when these are ready, please email me at ldelabruere at gmail dot com or sign up for my mailing list. 

Vermont CSTA Spring Event March 20

 As many of you know,  I love learning new ways to CREATE with CODE.  I believe that creating and making is part of the  the solution to making  computer science more accessible to a more diverse group of learners.  That is one reason, I've become more active in our Vermont chapter of CSTA (Computer Science Teachers Association).   I hope you will join me and other Vermont colleagues for our annual Vermont CSTA  spring event.  Check out this year's agenda and consider joining us on March 20. 

March 2024 Virtual Gathering 3.20.2024  |  5:00 - 6:30 PM ET 

FREE Event and OPEN TO ALL 

Zoom Meeting Registration

 (please register before the event to secure your spot)

March 2024 Virtual Gathering

March 2024 Virtual Gathering

3.20.2024  |  5:00 - 6:30 PM ET

 

FREE Event and OPEN TO ALL

Zoom Meeting Registration (please register before the event to secure your spot)

 

4:50 Zoom Meeting Open - Please join early and settle in.

5:00 Welcome from Vermont CSTA Chapter Leaders

5:10 Keynote: “The Future of Education: An Introduction to Extended Reality (XR)”  by XR Terra Highlights on  the evolution of extended reality (VR/AR/MR) Explore how it affects different industries, and discuss how students can participate in, and prepare for, a career in immersive technology.  XR Terra is a leader in extended reality training and development with a mission to foster innovation, collaboration, and inclusivity in education using XR technologies to ensure that students and educators are best prepared for the evolving demands of the 21st century.

5:30 Introduction to Code.org’s NEW District Program Presentation by Andy Teipen, from Code.org The Code.org District Program is free and helps support district leadership with CS and AI resources and education while also providing them data on what's happening in the district with CS curriculum usage, celebrating teachers doing CS in the classroom and webinars and other content for district leaders to continue learning and connect.

5:45  Flash Session: Physical Computing Developing Computational Thinking Skills with Younger Learners Presenter: Darcie Rankin, Christina Smith, Emily Wood Quick Techniques to Engage Students with STEM Using SAMSLAB Presenter: Paul Shepard, Sams Lab Create with Code You Can Touch Presenter: Lucie deLaBruere

6:05 Networking: Quick Hellos, Introductions, and Sharing what brings you here today (small groups)

6:20 Closing Announcements: AOE, CSTA, Others Door Prize Raffle

Sharing TurtleStich at #CCFestNYC

 Last year, I attended #CCFestNYC at the Dalton School in New York City.  Loved the creative energy and met some great people.  This year, I volunteered to share a bit about my passion for Code You Can Touch.

I'll be bringing my latest Code You Can Touch Project -using TurtleStitch and an Embroidery Machine.
Here are some Handouts we will be using.

If you're in NYC this weekend,  stop by the Dalton School 

Creative Coding Fest

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CC Fest is a free and friendly event for anyone curious about creative code.

We welcome:

• Students, artists, hobbyists, creatives, and tinkerers who are curious to learn

• Educators and community organizers who are looking for inspiration

• Everyone who would like to learn more about creative code and our community

Come spend a few hours with us! Make interactive and engaging digital art, animation, and games, work with AI or hardware, and explore many other options. Hear from our keynote speakers on important and timely topics related to creative coding.

Please join us for our next event, CC Fest NYC, at the Dalton School, on Sunday, January 28. Details and RSVP are here.

Middle School Students Develop Identity & Confidence in a Makerspace Residency

 This month I had the pleasure of being part of the 2024 International Fab Educator Summit.

Session Description

How might students gain self-awareness, experience the creative process, and create confidence using various tools and materials found in the school maker space? 

Come find out as we share a maker residency example that encouraged students to think about their own self-identity through various prompts and hands on activities resulting in the creation of a physical product that included design elements to expresses an evolving sense of self. One of the goals of the project was to provide and opportunity for teachers and students to develop relationships and engage with their school community through hands-on experiences. Not only did the products students designed and created reveal their personal interest and identity, but the process allowed students and their teachers to discover skills and strengths that are not often revealed through traditional academic learning. 

Doing this in 20 minutes was tricky even though we francophones naturally talk fast.   The session recordings will be shared after the event.  The following are my slides for today's session. 

 

 

Here is more information about this residency,  including links and details that we didn't have time to go over in the short 20 minute session. 

First and foremost,  I must thank the amazing Hyde Park Middle School Students and Staff  and the Vermont Arts Council for collaborating with me on this  week long Maker Residency focused on IDENTITY.  

 

This  short video captures the spirit of the residency and gives you a feel for how engaged students  were during the hands on experience as they created a sense of sense and confidence with the tools in their maker space. 

My process for planning a residency makes use of the stages of  Design Thinking from the Stanford D School. 

The EMPATHIZE Stage is KEY to planning a successful residency.

During this stage, I meet with different members of the staff, ask questions, make observations and gather information about the school culture, logistics such as curriculum demands and schedule, and, of course, the goals for the residency.   It is important to understand  the feelings and needs of different members of the staff, including teachers, coaches, school leaders, and students.

The DEFINE Stage allows us to identify specific goals for the residency. 

I always use a  “How Might We” prefix and work with key members of the staff and student leaders  to create a   design problem sentence reflecting  the goals of the residency based on the needs identified during the Empathy stage.  We include the tools or processes we will use to meet the identified need.  We also include constraints and limitations we are working with.  Here was our  problem statement for this residency.

The IDEATE Stage allows us to expand our thinking  about what's possible. 

We start by using wild brainstorming techniques.  Teachers often come in with a specific idea of what they want to do.  Those ideas are often limited to more traditional teaching practices and limitations.  The old adages "you don't know what you don't know" comes into play here.  I try to use my makerspace experience to help everyone see more possibilities. I watch carefully to see which ideas lights a fire in their belly.  It's important that I have an open mind about ideas I had not considered and watch for the  passion and interest of members of the school to become part of the ideas we generate.

The PROTOTYPING stage is where we start building a tangible product that the user can engage with.

This is where we get to the heart of planning the residency activities and schedule.  I use Google Slides as building blocks. The slide format allows us to collaborate, add, remove, and rearrange ideas.  One of the hardest things is for teachers to imagine how to build the vision within the constraints of their schedule. Time and schedules are barriers that often encourage teachers to try new ideas.  I ask for their schedule on paper and work with a school leader to create a residency schedule that works for everyone.  Using the concept of 'inhouse field trips" often works (but not always).  With creative and flexible thinking, we break down the schedule barrier and then start to imagine activities that will help us reach the goals  identified in the problem statement. 

The TEST stage  is where we go live. 

Now's the time to  test to see if the schedule and activities work as we intended.  This was the heart of the activities throughout the week long residency. It's important to watch carefully to see how the 'solution' we created performs under unexpected conditions. 

We debrief frequently and pivot as necessary.  With the whole staff feeling empowered to suggest changes along the way, we ended up with a successful residency.  During this time we look for evidence of what's working and what needs tweeking. 

For example, in this residency plan the icebreaker went a lot longer because students were very engaged in it.  We had to tweak the prompt a bit to make sure that the alter-ego superpowers were being used for "GOOD".  During the Journal making stage, we found we had to simplify the journal and let go of our ambition to include circuits, quotes, and a button clasp.  We noticed that some students were amazing at grasping the technical logistics and they quickly became leaders that helped absent students catch up.  We leaned in on their strengths to improve the workflow.  Quite often these are not the same students that shine during more traditional learning activities.

Here are two short videos of what this phase looked like during our residency.

 

The REFLECT and CELEBRATE  stage is a step I added to the Design Thinking process.

Although I'm listing this stage last, we built in lots of opportunity for reflection and capturing evidence of learning throughout the residency.  We created a student handout  with prompts and places for students to reflect on their learning.  Not only was this an instrument that contributed to deeper learning, but it also helped with logistics when there was back log at one of the maker tools.  Taking lots of pictures and  short video clips provided a powerful reflection tool for both teachers and students.  We uploaded these into a Google Photo Album for students to review and  use to add multi-media evidence to their reflection journal.  

It was also important to provide time for educators to debrief and reflect  and consider how this experience could impact their practice.  It was rewarding to hear teachers request that they have access to the tools and materials after the residency as they started to plan for both in school and after school activities that they could lead  in the makerspace. 

This maker residency reframed my understanding of residencies and what's possible when design thinking guides the planning process. I am  committed to designing residencies that strive for deeper learning  where students are fully engaged with a new learning experiences.  The experience must inspire them to learn new skills. As they create confidence with new tools and processes, students are ready to take on meaningful making challenge.  

The residency should provide teachers with the opportunity to receive embedded professional development as they co-teach an experience that they helped to design.  The strive for the experience to be a low risk way for all teachers to  create confidence with new tools and processes that model Project Based Learning pedagogy.  I have seen teachers become inspired watching the engagement of their students during the residency. With newfound confidence in using new tools and processed, teachers leave  the residency experience ready to design instruction that includes meaningful making projects. 

If you would like to bring a Maker Residency to your school, 

contact Lucie at ldelabruere@gmail.com