Archive of ‘Conferences’ category

Maker Faire Ottawa

This weekend the Science and Tech museum is hosting Mini Maker Faire Ottawa. It’s a fair all about people who make things. Some of the tables had jewellery, book bindings, puppets, 3D printing, LEGO and so much more. Here are some pics.

Me just hanging out with R2D2!

A maker had a machine that would make pictures out of Skittles!

This is a machine that makes martinis!

A maker that make puppet heads.

A whole bunch of 3D printing!

Steve making music with Makey Makey kits.

And I loved these posters:

There was also an education panel about maker education. The panel was led by Luc Lalande (@LucLalande) and on the panel was Paul McGuire (@mcguirp), Shauna Pollock (@misspollock), Rick Alexanderson and Alison Evans Adnani (@maker_junior). They talked about different perspectives of maker education such as parents, teachers and principals.

Some really great points were brought up:

  • Luc, Paul and Shauna all learned or connected with maker education at Edcamp Ottawa
  • Shauna said “Creation is so much more important that consumption nowadays”
  • The maker movement is messy, student led, about making mistakes and figuring out problems as a team or with an expert
  • The maker movement teaches our students the 21st century learning skills they need now!
  • Alison said kids today need to learn with their hands not be told things. Learning is so much more deep when it is hands on.
  • Failure is key in the maker movement. Students need to be able to problem solve
  • You learn so much about yourself while making.
  • Paul said teachers need to flexible with the curriculum to make real ah ha moments

PD: Painting & Printmaking

I was so honoured to be chosen to go to the painting and printmaking workshop. I find that we new teachers focus so much on learning about math and language but rarely focus on learning about the arts. Today was my day to learn.

First: Watercolours

Before you begin to paint you need to put a wash on (when you put water all over the paper).

Different watercolour techniques:

Salt resist- Pint first and make sure paint is really wet, then sprinkle salt over the paint and the salt absorbs the paint.

Tape resist
Put masking tape on paper in a pattern, paint over and when dry take off masking tape (green or blue painting tape works best for this).

Wax crayon
White/yellow/lime colours work best
-hard to see white for kids
Make a pattern or design and wax resists paint and then paint over

Watercolour & marker
Make a shape and paint the whole scene. Trace shape in marker

We then got to make a large painting using several techniques we tried.
If painting a large painting- steps are 1) wax crayon,2) watercolour 3) wax crayon 4) marker

When painting with watercolours you can use water colour paper or non shiny side of bristol board

Second:Colour experiments

image

Use water and food colouring and syringes (without needles)

Get students to mix in ice cube trays and then write their discovery in pencil crayon or marker on sheet

image

Have bucket near by so the students can dump it when ice cube tray is full

Third: Teaching Value
Mixing black and white to make several shades of gray.

We were given 3 trays of white paint and 3 trays of blank paint. We were allowed to mix them to create different shades of grey.

Fourth: Printmaking with styrofoam tray

You need to get a styrofoam plate or meat container. Get the students to draw a picture using a pencil or pencil crayon. When they are done, they use a roller to cover the tray or plate with paint and then firmly press down onto paper.

My plate:

And my print:

Fifth: Printmaking with assorted objects

You can use sponges, yarn, scrunched up paper, marbles, erasers or anything else you can find in your classroom. Start with the biggest shape first and work from there. Great way to teach texture.

Here is mine. I used sponges, an eraser on the top of a pencil and scrunched up paper.

Focusing on the “Big” Stuff, Keynote by Marian Small

Today I had the honour of watching a keynote by Marian Small and also having a chat with her!

As a primary teacher, we should be focusing on subitizing, getting our students to look at dots (like dominoes) and be able to know right away how many there are without counting. Help them understand that went we group our dots or tallies that it helps is see the number quicker.

We need to stop looking on marking if our students have the right answer, we need to look at their thinking!

Number Lines:

When you place 2 numbers on a number line, the numbers are instantly scaled.

Such as:

Where does 10 belong?

——2———————————-12

———3———-5———————-

——3————————————-100

In some situations 5 and 10 will be close together or far apart

ex: 0——5——-10

0—5—10——————-100

USING A NUMBER LINE IS ALWAYS AN ESTIMATION!

Number Recognition/Decomposition:

Ask your students: How can you break up 24 to see it is even? a multiple of 8? between 2 tens and 3 tens?

Ask your students: Show 2/3 is less that 3/4, or that it is 2 1/3, or it can be a little or a lot.

**How can you make the ideas come out, not just say it!**

Measurement:

*Measurement is always a comparison!*

Measurement questions: Which apple is wider? Which apple is shinier? How funny is he? Which apple is more than 10 cm tall?

You can make any measurement sound really big or small by playing with the unit. eg: I once saw an ant that was 2000000 nanometres.

Perimeter:

A shape might have a whole lot of perimeter but not a lot of area. What might it look like?

Patterns:

There is NEVER only one way to continue a pattern that is started 2,4,6-options to continue are 6,4,2 or 8,10,12 or 2,4,6

Ask your students: think of 4 different ways to contnue this pattern: 7,10,15…

What is the BIG STUFF

It’s not definitions

It’s not calculations (only estimations)

It’s not formats and details (ex lining up equal signs)

IT IS A SENSE OF HOW AND WHY IT WORKS

IT IS AN ABILITY TO “ESTIMATE” AND “PREDICT”

IT’S A FOCUS ON COMPARISIONS AND RELATIONSHIPS AND NOT ISOLATED PIECES OF INFORMATION

IT’S A CONSCIOUS DECISION

IT’S ABOUT WHAT YOU THINK IS IMPORTANT AND WHY AND THEN FOCUSING ON THAT IS YOUR QUESTIONS.

How do we get there?

Focus on the thinking!

For her full presentation: go to —> http://www.onetwoinfinity.ca/presentations/COMAmini.pdf

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