RUNNING HEAD: INTERNSHIP PROPOSAL 1

Internship Proposal: Mays Chapel Maker Movement

Lauren Caplan

Loyola University

2017 – 2018

“I want us all to think about new and creative ways to engage young people in science and

engineering, whether it’s science festivals, robotics competitions, fairs that encourage young

people to create and build and invent—to be makers of things, not just consumers of things.”

–Barack Obama (White House Hangout: The Maker Movement, 2013)

CAPLAN INTERNSHIP PROPOSAL 2

Internship Proposal: Mays Chapel’s Maker Movement

Overview

I will be working collaboratively with an innovation action team consisting of

stakeholders from all areas of the school to establish a makerspace and create a culture of

innovation at Mays Chapel Elementary.

Objectives

• Imagine, plan, create, and manage a cutting-edge makerspace at Mays Chapel

Elementary that will redefine teaching and learning.

• Develop and facilitate a vertical innovation team that supports teachers throughout the

maker movement by providing on-going professional development, resources, co-

planning, co-teaching, guidance, and motivation.

• Establish a maker culture in our school amongst teachers and students by promoting

creative thinking, risk taking, and working creatively with others.

Rationale

As an original BCPS Lighthouse School, Mays Chapel Elementary, has always been a

leader in the county offering a quality education and implementing current technologies

effectively. Currently, there is a new movement in education towards creativity and STEM-based

making, which is known as maker learning. According to Laura Fleming, author of Worlds of

Making, “The Maker Movement is about moving from consumption to creation and turning

knowledge into action” (p.7). This movement aligns perfectly with the core beliefs of the

Partnership for 21st Century Skills, which state that creativity, critical thinking, communication,

and collaboration are essential to prepare students for the future. Martinez and Stager emphasize
CAPLAN INTERNSHIP PROPOSAL 3

the importance of using a makerspace to prepare students for the future, because it “offers the

potential today for students to engage in the real work of mathematicians, scientists, composers,

filmmakers, authors, computer scientists, and engineers.” They go on to explain that as

educators, “we have an obligation to build upon the technological fluency the students bring to

us, expand learning opportunities, and amplify human potential” (p. 191). In order for our school

to remain on the cutting-edge of education and to provide the best possible learning experience

for our students we will need to join in on the maker learning revolution.

The maker movement has direct connections to the BCPS curriculum, especially within

the new science curriculums for grades K-5 that are based on the Next Generation Science

Standards (NGSS). In third grade, students will design and construct a device to keep sediment

from washing into the stream, design a house which will withstand hurricane force winds, and

build a car to keep an egg safe. In fourth grade, students will design and test methods to best

protect Marylanders from a potential natural disaster, and design their own method of collecting

trash. In fifth grade, students will design rocket fuel as well as a sub-orbital launch vehicle to test

the fuel, build a sundial, and create a prototype solution to a local problem. These curriculum

connections will make for a more seamless transition to maker learning.

There is also a shift coming from the BCPS science office in regards to the county-wide

STEM fair. This year, we will be moving away from the traditional STEM fair format, which

consisted of student-led scientific investigations presented on tri-fold boards. We will be moving

towards a more innovative Maker Faire that will provide opportunities for students to showcase

their creativity and problem-solving skills.

CAPLAN INTERNSHIP PROPOSAL 4

Theory of Perceived Attributes

Daniel W. Surry (1997) discussed the important role that the Theory of Perceived

Attributes (Rogers, 1995) plays in the adoption of innovative practices. Surry (1997) explained

that, “an innovation will experience an increased rate of diffusion if potential adopters perceive

that the innovation: 1) Can be tried on a limited basis before adoption; 2) Offers observable

results; 3) Has an advantage relative to other innovations (or the status quo); 4) is not overly

complex; and 5) Is compatible with existing practices and values.” When implementing a new

change, it is important to analyze the likelihood of adoption with these five perceived attributes.

Trialability. Before adopting the movement, we had several steps in place in order to get

our feet wet with maker learning and build up to full school implementation. We knew that

several other elementary schools in Baltimore County were successfully implementing maker

learning into their curriculum with their students. Some schools even created a maker or STEM

special area for students to attend each week along in addition to the regular specials, like art,

music, library, and physical education. Teachers in kindergarten through second grade, including

myself who piloted the new fifth grade science curriculum, were able to try out maker learning

with our students while teaching the new science lessons. Our school also had the unique

opportunity to host the BCPS Mobile Innovation Lab for one week in June of 2017. During this

weeklong residency, each classroom in grades 1 through 5 were introduced to a variety of age

appropriate skills such as coding and circuitry.

Observability. We are able to collect data regarding the amount of time that teachers are

accessing the maker lab during the school day by checking the sign up calendar. We can see

evidence of maker learning occurring in classrooms through observations, and by asking teachers
CAPLAN INTERNSHIP PROPOSAL 5

to share examples of maker learning on Twitter using the hashtag, maysmakes. We will be able

to assess the growth of teachers via surveys at the start and end of the school year.

Relative advantage. Joining the maker movement is better than the status quo, since

students can explore their passions and curiosity by extending their learning with hands-on

problem-solving activities. Maker learning will give our students an outlet for expressing their

creativity and engineering skills in ways they may not have had the opportunity to do before.

Complexity. This initiative is not overly complex. Teachers will be made aware that

making does not need to involve complex machinery or robotics equipment. Making can be as

simple as building a structure with recycled materials and masking tape. Many teachers will get

opportunities to implement maker learning in a more structured way through the new science

curriculum. To help teachers meet with success, we will need to model examples of meaningful

maker activities, familiarize everyone with the engineering design process, and offer examples of

prompts and activities to get teachers started.

Compatibility. This initiative is compatible with existing practices because students will

be using the same process to complete maker activities as they will throughout the BCPS science

curriculum. Teachers in our building understand what good teaching and learning is, and this

movement is aligned with good teaching and learning.

CAPLAN INTERNSHIP PROPOSAL 6

Plan of Action

Vision for Maker Movement

This change is a long process, and we are allowing ourselves three years to reach full

implementation. In the next three years, we will establish a maker environment where students

live curiously through authentic opportunities to think critically, communicate, collaborate, and

create.

The Plan

We will transform our current STEM lab into our new makerspace. We will start by

organizing materials from all of the old science kits and throwing away unnecessary materials.

Then, as the year progresses, we will allow the students to take ownership of the space and help

design it.

In addition to the makerspace that we will be creating, I will also develop a way for

maker learning to be more accessible for all teachers by building a mobile maker cart that

contains many necessary materials for a teacher to use within their own classroom. This is a

great solution to save the teachers’ time, provide a starting place for teachers, and allow maker

learning to go on even when the makerspace is not available. I will be in charge of replenishing

the cart and creating a sign out procedure.

I will be a co-leader of the Innovation Action Team consisting of one teacher from each

grade level, special area teachers, support staff, and our administrative team. As co-leader, I will

plan and facilitate the monthly meetings and demonstrate a positive attitude, flexibility, and

creative thinking. Together with the innovation team, I will support all teachers with

incorporating maker learning into their instruction and finding curriculum connections. We will
CAPLAN INTERNSHIP PROPOSAL 7

showcase grade-level projects at the first annual Maker Faire in the spring. I will document my

process, progress, and reflections via a blog within my internship portfolio on Weebly.

In addition to this plan, our school will be taking a big step towards the culture of making

by adding an “innovation special” into the rotation along with the existing specials, which

include art, music, physical education, and library media. This innovation special will be offered

to all students in grades two and three. Two of our current part time special area teachers will be

taking on the new role of facilitating this new special that will take place in our new makerspace.

Strategies. Some strategies and activities that we will use to meet our objectives are: 1)

Visit other schools with established makerspaces in order to learn new ideas and share resources;

2) Share tips and ideas during faculty meetings or during “Tips for Tech” Tuesdays; 3) Offer

learning walks and opportunities for teachers to observe maker learning throughout our building;

4) Establish schoolwide expectations and procedures for using the makerspace or maker

materials; 5) Building out, monitoring, and adapting procedures and use of space as the year

progresses; 6) Involve parents and the school community; 7) Offer online webinars or office mix

presentations to share new information with teachers; 8) The innovation team will share personal

successes with maker learning in order to motivate teachers; 9) Acquire materials through

donations from PTO, families, business partnerships, or other methods; 10) Create a “make and

take” project for each grade level that is ready to go; 11) Develop general, grade-level

appropriate maker planning templates for student use.

Assistance. I will make myself available to all teachers by appointment before or after

school in order to offer help throughout the process. The innovation team will offer professional

development opportunities based on need.

CAPLAN INTERNSHIP PROPOSAL 8

Evaluation. I plan to evaluate the participants’ learning by: 1) Collecting data on class

visits to the makerspace; 2) Requiring at least one maker project per grade level with curriculum

connections that can be showcased at our school’s Maker Faire in the spring; 3) Sending out a

needs assessment to the staff via Google Forms; 4) Reviewing Twitter posts by teachers at our

school using the hashtag, #maysmakes.

Timeline

Mays Chapel Elementary School Maker Movement Plan

2017-2018
Created by: Lauren Caplan

*TLT= Technology Lead Teacher (Lauren Caplan)

Mission: Inspiring our students to imagine and innovate in a supportive environment.

INSPIRE. IMAGINE. INNOVATE.

Vision: We will establish an environment where students live curiously through authentic
opportunities to think critically, communicate, collaborate, and create.

Incentives/Motivation: Teachers who participate in trainings can earn aM@ysU points.

Teachers who get a minimum of 30 aM@ysU points will earn 1 MSDE credit.

Innovation Action Team Meetings (8-9 am) : 9/27, 10/18, 11/8, 12/13, 1/10, 2/14, 3/14, 4/11,
and 5/9

Phase 1: Preparation

Action Person/Group Date to be Assessment

Responsible Completed
By:
Meet with principal Technology Lead 6/19 Principal will sign the
• share ideas and goals of plan Teacher (TLT) letter of intent/
and get approval proposal
Attend BCPS STAT Institute TLT 6/20 Organize new
• Participate in all relevant learning and ideas
sessions regarding maker from these sessions to
learning share with future
innovation team.
Make connections
CAPLAN INTERNSHIP PROPOSAL 9

with lead teachers

from other schools.
STEM Lab cleanup and TLT, Christina 6/26 Organize usable
organization- Part One Montgomery materials and remove
outdated curriculum
materials.
Maker Movement Planning Day TLT, Nicholas 7/17 Create a vertical
• Attend Maker Learning Schiner, innovation action
Workshop Module at Fort Principal, team and establish
Garrision E.S. from 10-12 Innovation Team initial roles and
• Attend afternoon planning responsibilities.
session at Mays Chapel ES Develop a mission
until 4:30 and vision statement.
STEM Lab cleanup and TLT, Christina 8/8 Prepare materials and
organization- Part Two Montgomery STEM lab for use as
a makerspace.
Research best practices for TLT Summer Organize research
incorporating maker learning Break and resources in
within an elementary school 6/20- 8/24 Microsoft 365
setting. Read the following books: OneNote Notebook
• Worlds of Making: Best or Office 365 Teams
Practices for Establishing
a Makerspace for Your
School by Laura Fleming
• Invent to Learn: Making,
Tinkering, and
Engineering in the
Classroom by Sylvia
Libow Martinez and Gary
Stager, Ph.D.
Create Microsoft 365 OneNote TLT, S.T.A.T. 8/25- 9/5 Teachers will join the
notebook or Office 365 Teams for Teacher notebook or team
teachers to access. This through their
collaborative notebook will Microsoft Office
eventually be used as a repository accounts
for all maker resources.
Meet with leaders of Innovation Innovation 9/18 Meeting agendas and
Action Team to discuss: Action Team minutes, informal
• goals and expectations for Leaders: discussions
flipping the classroom • 3- Amato
• Implementation schedule for • 5- TLT Creation of
device take home program • Special Area- presentation, clear
• Dates for parent and student Wolinski, goals and
trainings Berkowitz, expectations for using
Williams the l
CAPLAN INTERNSHIP PROPOSAL 10

• Support:
Brownlee
• Principal and/or
Assistant
Principal(s)
Present during faculty meeting: TLT, Innovation 9/20 Creation of PD
• Define the maker movement Action Team Planning Outline with
for MCES: share the mission Leaders next steps
& vision
• Make connections to our
STAT transformation
• Highlight the importance of
curriculum connections to
content in reading, math, and
P21 skills
• What maker is and what it is
not
• Initial procedural
guidelines/protocol for the
lab and materials
Innovation Action Team Meeting: TLT, Innovation 9/27 The team will
• Goal-setting and Action Team prioritize our set of
prioritizing of goals goals.
• What makes a good Each team member
prompt? will contribute a
• Curriculum connections minimum of 3
for each grade level curriculum
connections for their
grade level or special
area.
Innovation Action Team Meeting: TLT, Innovation 10/18
• Review curriculum Action Team
connections
CAPLAN INTERNSHIP PROPOSAL 11

References

Fleming, L. (2015). Worlds of Making: Best Practices for Establishing a Makerspace for Your

School. Thousand Oaks, CA: Corwin, a SAGE Company.

Martinez, S.L., & Stager, G., Ph.D. (2013). Invent To Learn: Making, Tinkering, and

Engineering in the Classroom. Torrence, CA: Constructing Modern Knowledge Press.

Surry, Daniel W. Diffusion theory and instructional technology. (1997, February 20).

Retrieved from http://www2.gsu.edu/~wwwitr/docs/diffusion/