【國外編輯部專欄】拆客空間大解析─回收再學習

 

作者/Scott Bedley

編譯/蘇煜翔

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 拆客空間大解析─回收再學習

 

拆解過程的協作中,安全裝備都有到位。 相片所有:Scott Bedley

 

一個轉動、此起彼落的嘎吱聲、最後是一陣歡呼。注意!如果你是1980年代的卡式錄音機、壞掉的滑鼠或是老舊的螢幕─我和我的五年級學生正在找你!你、我記憶裡的老舊發明,將得到一個重生的機會。為什麼?這要從兩年前啟發我「拆客空間」靈感的那趟舊金山灣區創客節(Bay Area Maker Faire)的旅程說起。這場在美國加州聖瑪特奧(San Mateo, California)所舉辦的活動有大量的發明、創新的天才、幾十萬名遠道而來的觀眾,這景象實在很難讓人不受到鼓舞。

 

創造vs.拆解

談拆客空間前,我們先來提一下自造者運動。如果你對創客空間還不了解,薇姬戴維斯(Vicki Davis)對這個教育新趨勢有篇很棒的介紹。簡單來說,創客空間給予學生運用原始材料和想像力創造「新物」的機會,其對學生的創造力和學習能力是非常有幫助的。上學年度,我見證一項創作的誕生:一些在傳統課堂上學習能力差的學生竟然利用冰棒棍、橡皮筋以及紙板做出可以運作的投石器

 

埃文(Evan)用紙板、冰棒棍、橡皮筋做成的投石器。 相片所有:Scott Bedley

有「創造」就有「拆解」,所以我簡單地將教室規劃成可以讓孩子拆東拆西的地方。我在舊金山灣區創客節(Bay Area Maker Faire)遇到或是我曾讀過的眾多創造天才們,都提到他們小時候會拆解東西。我們會自發性地想對周遭的世界做出詮釋是因為我們心中有想要回答所有關於「為什麼」以及「如何」的慾望。

為什麼當我按下卡式錄音機的播放鍵時,小輪子會轉動呢?

電力是怎麼從電源線傳到螢幕產生圖片的呢?

我要怎麼將這個拆開呢?

我的學生將有一個空間去拆解所有被丟棄與不要的物品並從而探究以上這些問題。在這個拆客空間,他們將有機會尋到合理的解釋。

 

七個步驟教你規劃拆客空間

如何在你的班上規劃一個拆客空間?下面是我當初規劃我的拆客空間時所用的基本步驟。

1.尋找電器

它們可以是舊音響、被丟棄的電腦或是VHS錄放影機,不論大小,學生都可從中學到東西。參觀車庫大拍賣、將需求放到當地的報紙或網路上、向家長或鄰居詢問…有諸多方法可以得到這些可拆解的電器。

2.拆解的工具

向家人和社區裡願意幫助的人提出請求。如果所在地有五金行或修車行,相信在那工作的人會很樂意幫忙學校,他們會是螺絲起子、切線器、鉗子、板手以及鐵鎚等工具很好的捐贈來源。

3.安全、安全、還是安全

我想起高中木工課和加工課的頭三天,我們一再地談論安全的重要性和各種工具潛在的危險性。確保你的學生已佩戴護目鏡、手套等安全護具。

4.組織拆客團隊

讓學生在這個課程中合作是學習團隊合作的好方法。我用了個簡單的方法引導各團隊一步步往我想要的方向前進,同時不忘適時地還給他們自主權。

5.紀錄&寫部落格

鼓勵學生以圖文檔的方式記錄過程,這跟探索出拆解東西的方法一樣重要。我有些學生會用iPad 照相跟做影片。課程結束之後,瀏覽學生的部落格會是個很有效的方法,因為能端看出他們究竟在想些什麼。

6.延伸學習

拆解提升學生的數學、寫作、批判性思維、還有整體的執行力(僅舉幾例)。試著想像你要如何營造一個氛圍,讓學生將疑惑轉換成學習動力,帶他們走向不同的道路。

7.善後清理

確保學生從事清理作業時有配戴完善的護具。你可以考慮讓學生在帆布或一種厚而不透水的紙上進行拆解。如果被拆解的東西沒有其他用途,就送給資源回收商吧!

 

拆開它,破壞它,剖析它

除了在拆解的過程中學習之外,它還提供了學生重建或利用部分零件創造新東西的機會。也許有些零件可以組成美麗的重混藝術品,拿去賣掉還可以賺取下一筆計畫的經費,或甚至用在你自己的創客空間。

所以加入我們,把「拆開它、破壞它、剖析它」(Oliver Schinkten作曲)這首歌的聲音調大,趕在老舊或壞掉的VHS錄放影機被扔進垃圾箱前搶救它們。對著無法使用的鍵盤微笑,慶幸螢幕壞掉的老舊筆電過了保固期。從另個角度看事情,就能由「舊」發現「新」─有新的問題要解答、新的地方要探索、新的知識要學習。那些我們認為「不能用」的東西,將在拆課空間重獲新生!

 

【作者介紹:Scott Bedley】

Scott Bedley現為美國五年級老師、作家、教育顧問、Technology Applied Science Fair的創辦人。

 

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Dissecting the Un-Makerspace: Recycled Learning

 

Collaboration during the un-making process, safety gear in place. Photo credit: Scott Bedley

 

It starts with a twist, a squeak, and a cheer. Watch out, 1980s cassette player, broken computer mouse, old monitor — my fifth graders and I are looking for you! Your future doesn’t hold a dumpster in it, at least not yet. You, my memory of past innovation, get a second life. Why? For an “un-makerspace” inspired by a journey to the Bay Area Maker Faire two years ago. This Steampunk Mad-Scientists event with its many innovations, creative geniuses, and 100,000s of onlookers descended on San Mateo, California with such a wide array of inventions and innovations that it would be hard not to be inspired!

 

Making vs. Un-Making

Before we start taking apart the un-makerspace, we need to look at the maker movement. I love all the recent focus on makerspaces in schools. If you’re not familiar with what a makerspace is, Vicki Davis created an outstanding look at this education trend. Simply put, a makerspace is a place for students to take raw materials and create “things” using their imagination. The creativity required and the “in-time” learning that a makerspace provides are powerful. I saw an example of the power of making this last school year when some of my students, who’d normally struggled in a traditional class, created things such as a working catapult fashioned out of popsicle sticks, rubber-bands and cardboard.

Evan’s catapult with cardboard, popsicle sticks, and rubber bands. Photo credit: Scott Bedley

So the making led me to “un-making.” To create an un-makerspace, I simply turned my classroom into a space where kids could take things apart. So many of the creative geniuses that I met at the Bay Area Maker Faire or that I’ve read about speak of taking things apart when they were kids. We all have this inner drive to create an understanding of the world around us. This is founded in the desire to answer all of the “why” and “how” questions in our thoughts.

  • Why did that little wheel spin when I pushed the play button on that cassette player?
  • How did the electricity get from the cord into the monitor and then create a picture?
  • How can I take this apart?

My students will have a space to dissect all the discarded and unwanted items and to ask those questions. In this un-makerspace, they’ll have the chance to explore the possible answers.

 

Making an Un-Makerspace in 7 Easy Steps

How can you create an un-makerspace in your class? Here are the seven basic steps that I took to create mine.

1. Find the Electronics

It can be old stereos, discarded computers, or even VHS machines, but whether it is small or large, your students will learn. Visit garage sales. Put requests in the local paper or online. Ask parents and neighbors. There are so many ways to acquire the needed electronics to take apart. (Alternate to electronics, let your students bring in something their parents have selected for them to dismantle.)

2. Tools of Un-Making

Send out a request to your families and others in the community who may want to help. If you have a local hardware store or mechanic shop, so many people who work in these places are open to helping our schools, and they can be great resources for donations of tools like screwdrivers, wire cutters, pliers, wrenches, and hammers.

3. Safety, Safety, Safety

I remember the first three days of wood shop and auto shop classes in high school. We talked over and over about being safe, and the dangers of tools as well as their potential. The most important step is to make sure that your students have safety equipment, including goggles and gloves.

4. Organize Un-Maker Teams

Having students collaborate on this project is a great way to learn teamwork. I use a simple document to help guide the groups through the process. It’s important for me to point the kids in the direction I want them to go while allowing them autonomy to find their way during the process.

5. Logging and Blogging

Providing students with the means to log their dissections through writing, photos, and video as they explore the scientific way to take things apart is a vital piece of the lesson. I have students use iPads to document the process with video and photos. After the process is done, having the students blog about their reflection is a powerful way to see what they’re thinking.

6. Extend the Learning

Un-making provides many opportunities for learning math, writing, critical thinking, fine motor skills, and a chance to help develop a greater level of executive functioning skills (to name just a few). Decide how you can foster an atmosphere where student questions drive their desire to learn and take them in different direction.

7. Clean-Up

Be sure to have the proper gear for cleaning up after yourselves. You may consider using tarps or butcher paper for the students to work on as they un-make. Many of the items can still be given to an e-waste recycler if you don’t find another use for them.

 

Un-Make It, Break It, Take It Apart

Beyond all the learning that takes place in the un-making process, it provides opportunities for students to try rebuilding or using the parts to create something new. Maybe those parts can become a beautiful piece of remixed art, sold to raise money for another project, or even used in your makerspace just like one amazing teacher Christine Eaves does.

So join us, turn up a song like ““(Un-Make It, Break It) Take It Apart” (created by Oliver Schinkten), and grab those old or broken VHS tape players before they get tossed into the dumpster. Smile when you see a keyboard that isn’t working, and celebrate that old laptop with the broken screen that is out of warranty. It’s all about how we look at things, our mindset, that can lead us to finding “new” in the old — new questions to answer, new places to explore, and new learning to gain. As for those broken “unusable” things, they get a second life by becoming another learning opportunity for our students!

 

【Author:Scott Bedley】

Scott is currently a 5th Grade Teacher, Author, Trainer, Skype Master Teacher Founding Member. He is the creator of the Technology Applied Science Fair where students combined their passion with computer science to solver real world problems.

 

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圖片來源:《edutopia.org

原文經合作媒體:《edutopia.org》授權編譯,未經許可不得轉載

 

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