Professional Reading #1

Title of Book/Reading/Study Programme
How can a makerspace in the school setting increased motivation, engagement, and achievement for Pasifika and Maori

Author/s or Lecturer/s or Speaker/s
Rebecca Bishop and Savelina Lepou
Synopsis

• Through teacher-led inquiry, a group of teachers and students from an Auckland primary school created a school 'makerspace' learning environment with the aim to use it as a space to improve learning for Maori and Pasifika students at risk of underachieving.
• Students were engaged in the project. They responded well to the given opportunities in sharing their ideas, making choices and developing their skills for future use of the makerspace.
• Project based learning emerged as a pedagogy in the creation of the makerspace. (ie. Passion projects or Genius hour)
• Further teacher led inquiries were developed to investigate how teachers can effectively support students to transfer the skills from learning in the makerspace, back in to their classrooms.

Motivation

• This reading was given to me by Allen Wu (Woolf Fisher researcher), who suggested it would help with my inquiry this year. 
• This Reading provides insight into what I can apply in my classroom that will enable my target students to feel supported in their learning. To ensure my learning environment or 'makerspace' has accessible resources, student selected texts, technological devices, a culturally responsive setting that encourages them to feel 'safe' and motivated to learn in all areas, in particular, literacy. This will further support my CoL inquiry for the year.

How will it help me? How has it helped me?

• Importance of Student Voice and including students in decision making 
• Trusting the students to take the lead in the project
• Giving time to create, plan and reflect
• Online Resources - making sure everything was accessible by the students
• Purposeful Learning - students to know and be aware of the purpose for what and why they are learning it

So What?

• Making sure the class is an inclusive learning environment. Knowing it is important for our Maori and Pasifika students to feel at home and safe, giving them a sense of belonging.
• Acknowledging students ideas in what we're learning. If the students want to make an 'umu for their language week, encourage the idea. If they plan to build a school fale, support them with the planning for it.
• Provide an opportunity for higher level learning to take place - having resources available, provide opportunities for authentic learning experiences, reading and writing about their experiences etc.