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  1. Lev Vygotsky (1896-1934)
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  3. - Teachinfo.com
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Lev Vygotsky (1896-1934)

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Box Office Mojo. Retireved February 12, MTV News. MTV Networks Viacom. MTV Networks. Buzz Media. Rap-Up PR Newswire December 21, Fox 7 de agosto de The winners? Juno as much as we do. Toronto Star. MiniLua 7 de agosto de Justin Bieber: A phenom on the verge of superstardom. Adults work hard to manage Justin Bieber's image. ISBN In: Horvitz Lori. Justin Bieber: One day with the most Googled name on the planet.

International Business Times AU. Retrieved: December 02, PopLine Universo Online MTV Brasil 2 de novembro de Viacom 2 de novembro de Viacom 4 de novembro de The Scoop 4 de novembro de My World 2. Nielsen Business Media, Inc.. Comercial de Someday. Contigo 9 de agosto de MuchMusic 18 de outubro de O Globo 23 de julho de MTV 22 de novembro de Justin Bieber no Saturday Night Live.

Disney Media Center Ver artigo principal: Discografia de Taylor Swift. Miley Cyrus. O Globo. Online 1 de maio de Acessado em 3 de abril de Terra 28 de abril de Miley Cyrus - The Climb.


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Miles to Go. RIAA 17 de outubro de Ocean UP pp. BSC Kids pp. Celebrity Networth. TBS pp. Pop Wife pp. LIFE pp. Celebrity 7 de fevereiro de Young Black Starz pp. Appearances 28 de fevereiro de Myspace pp. Tolfo pp. Category 14 de dezembro de Black Celebrity Kids pp. Appearances 1 de agosto de Chamada de "Feiticeiros vs. YDurianboy pp. Celebuzz pp. Aol Kids pp. American Society of Composers, Authors and Publishers. MusicStop pp. After the event, the facilitating team sat together to discuss feedback from the involved teachers. Upon reflection, a series of important conclusions arose, the most important of which are:.

Overall, the CTJ Maker Summit was a valuable immersion experience for all involved parties and one that should yield fulfilling results in the near future. See here photos of this great teacher development opportunity. In this program, visually impaired and non-visually impaired students learned about fast prototyping and how they can use it to find solutions to problems that students with disabilities face. The idea is to place people with disabilities at the center of the creation of solutions, as they test and act as main players in the design process.

This initiative demonstrated that sound program planning can attract the interest of partners committed to improving the Educational System in Brazil and it can also provide access to minorities. The program itself was divided into a planning stage and three hands-on meetings. Af first, we hosted a preparatory meeting in which visually impaired students, teachers, parents and school administrators got together for an honest conversation about the challenges of teaching the visually impaired.

During the first formal meeting, facilitators conducted an ideation session to help the non-visually impaired truly understand the challenge from the viewpoint of those who face it. On September 28th, participants brought the first prototypes and the visually impaired tested and provided feedback on their usability. Based on this input, the whole group worked on finding better solutions, using laser cutters, 3d printers, arduinos, etc. On October 19th, participants should return for the last meeting. Casa Thomas Jefferson believes that running programs that place youth at the center and give them opportunity to think collaboratively and to use tools and resources for a meaningful purpose is what defines our spirit.

All the assistive solutions created by participants, using modern prototyping tools will be shared online soon. A traditional classroom, an open space, or even the school playground could be a perfect fit to a simple, engaging, and life changing learning opportunity. The session was divided in three parts: discovery, inspiration, and prototyping. In the beginning, participants learned about the maker movement and startups that use makerspaces around the globe to create and develop their products. In the second part, Rodrigo Franco, cofounder of 3Eixos , a company that was born inside CTJ American Space spoke about the advantages of using our makerspace to boost their business.

Also, we talked about Meviro , and how being a partner has helped it build a sound assistive technology makeathon methodology. In the last part, participants experienced design thinking to conceive their own startups and used some of the tools available at the space to prototype their products. It was an inspiring session that got very good feedback from participants and organizers. Imagine a place where youth learn about new skills, tools, and opportunities, a place where there is room for creativity and genuine intrinsic motivation, a place where learning a skill may lead to learning a competence that could influence the way you perceive yourself and your role in society.

Such places exist, and are growing in numbers in Brazil. The Access Maker Camp was specially designed to promote experiential learning opportunities for participants and teachers. For two days, thirty students from all over Brazil and three American interns participated in maker activities and experiences that may lead to their building a growth mindset and becoming more responsible for their own educational and professional prospect.

Day one started with a brief talk about flexible learning environments and the educational system in Brazil, and about connecting with ideas and worthy information on the web. Participants discussed how schools are still trapped in a model that perceives learners as passive consumers, and how access to information may give them a chance to be more prepared to change that. We shared some valuable links and resources that may help youth become more digitally literate and have a voice or even come up with solutions for challenges in their communities. The goal was to have participants feel the thrill of learning by making and notice how simple materials can be repurposed into exciting learning prompts.

Once the hands-on part of the activity was over, we opened a discussion on what they learned while engaged in each of the tasks. Many participants told us that they had learned how to listen to their peers and how to collaborate in order to succeed — precious soft skills to acquire. Participants also talked about how they could use what they had learned to improve schools or libraries in their communities.

Participants were divided into groups and attended two workshops. In a world surrounded by design, it is almost unconceivable that students go through high school without pondering what design is or even learning how to use image editors to convey powerful messages. The laser cutter workshop started with participants learning how to prepare files and use features in an image editor. They were told that all we need to do in order to learn something new is to be willing, do our best and learn from our mistakes.

The second session gave participants the chance to make the circuit boards they had used during the showcase so that they understood how they work. Knowing how things work and becoming sensitive to design may promote understanding that the designed systems and objects are malleable, leading learners to become active agents of change.

When asked what they had learned, one student said that he understood that sharing what you learn with your community strengthens everyone. For the Human Library session we invited two extraordinary women who had a very important message to give: we are responsible for our own future.

Teresa Pires, a well known designer and entrepreneur, talked about her experience as a public school student, how lost she was as a teenager, and how her passion helped her understand what made sense for her professional life. Teresa opened her own instagram store and she teaches people how to bind books.

She also told the kids about learning to use technology, available at CTJ Makerspace, to improve her business outreach, and shared her new Youtube Channel. Angelita Torres, a computational science grad and outstanding member of CTJ Makerspace team, inspired youth and told them about her experience as a girl in the STEAM field, where the vast majority is male students.

We had a vivid exchange of ideas in English as participants were given the task to find three things Angelita and Teresa had in common. To wrap the two days of hard and, at the same time, pleasant work, Access students were asked to take a picture of something they found interesting and post it on their social media.

You can relish what these smart eager learners had to say here. Read about Human Libraries in American Spaces here. The first makerspace in a binational center in Brazil, CTJ Makerspace, has one main goal: we aim at bringing the library into the 21st century — teaching multiple literacies through print and digital content. With the support of a dedicated staff, we are always more than happy to help teachers use pieces of technology to enrich their lessons.

A good example of this practice is how the English teacher Lucia Carneiro learned how to use an image editor Adobe Illustrator to create unique learning experiences for her learners. Students participated in the telling as the teacher projected characters on the ceiling using a flashlight and cutout bugs.

As a result, students were very enthusiastic about their production and families realized how creative her lessons are. Otto causes a wow effect at first glance. He told us he wanted his kid to be curious, passionate and eager to learn new things. In addition to playing around with scientific content, children learned how to be patient and resilient, which are important skills to learn nowadays.

Isadora was my English as a Foreign Language Student when she was five. At the time, I taught her the numbers, the alphabet, names of objects. As one of the facilitators in the session, I could see her start developing her maker identity. We hope more and more kids will too. Jovens felizes e pais encantados nos deram excelente feedback. Para estimular o fazer e o estar juntos, o Makerspace da Casa Thomas Jefferson presenteou filhos e filhas com a possibilidade de construir, aprender e co-criar o seu presente junto com quem mais importa.

In other words, educators should be the first to feel encouraged to notice opportunities to build, tinker, hack, and design learning artifacts and systems in an ever-changing world. With this premise in mind, we designed and delivered two Librarian Training sessions in The idea revolved around the fact that we strongly believe people, educators included, need to become sensitive to opportunities to activate their sense of maker empowerment. For the second meeting, Resource Center staff members came to CTJ Makerspace and got their hands dirty; we revisited the mission they created as a group and learned a new skill — we learned the technical part of using a plotter machine, but we had a purpose in mind: The team learned how to use the machine to make the mission statement visually appealing to everyone who visits our Resource Centers.

All in all, the two sessions worked on a maker skill as a secondary aim, for the most important learning outcome was to build confidence and build a maker mindset. As a result, we have a shared vision as what a dynamic learning center is. In , much was said and heard about the maker movement. Discussion about the benefits of making tangible or digital objects for pedagogical purposes abounded. Maker learning environment ranging from traditional classrooms to public libraries, museums, galleries, and even the halls of the White House drew lots of attention. In sync with the primary benefits of maker centered learning, all six resource centers at Casa Thomas Jefferson, offer monthly extra-curricular leaning opportunities with a focus on participants as content creators.

During the training, participants learned about design thinking, innovation tools, best outreach programming practices, the maker movement, and best reporting practices. The session ignited collaboration and a sense of shared vision that will linger and create a positive effect in the BNC network. Participants made a customized sketchbook with an augmented reality cover.

We had 30 youth participants eagerly working and practicing the English language out of the classroom through making a tangible object. We designed a program to promote collaboration between Thomas Griggs students during community hours and public school students. T he program brought a challenge: create a drawing bot out of recyclables and Littlebits.

Then, each Griggs student became a facilitator of a small group, and collaboration and genuine exchange of ideas abounded. Soon enough the school was buzzing with excitement and learning. Access gives participants English skills that may lead to better jobs and educational prospects and Casa Thomas Jefferson is always careful with the design of the lessons and material choice so that access students are offered the best teaching practices. Our team used years of teaching experience aligned with the knowledge we have gained making our space to design activities for our access students.

During the sessions, students worked in groups and had to perform three tasks. The underlining assumption in each of the tasks was that success in a knowledge society is not about knowledge alone. The main goal of the festival was to make ordinary people, organizations, and business sensitive to the challenges our planet faces today and take action to create feasible alternatives. The festival showed that innovation must be part of everyday business and life and that it is only worth it if it helps people strengthen connections and deepen health and environment.

The main themes of the event revolved around environmental preservation, water scarcity in the world, recycling, climate change, self-sustainable fashion industry and more. This edition also included workshops on co-creation, a multimedia festival and an International Film Festival with films about sustainability in the daily life of big cities, and of course maker workshops.

Because the mission of the festival is closely tied to the U. Participants got their hands dirty in the construction of automatas. We were very impressed by two things; First, how some people completely freeze when they are asked to make something functional. We heard over and over the phrases: I can not make anything; I am not creative at all; I have no clue how to start. We gave examples, worked together, motivated, and got every single person to at least try creating something, accept failure as a growth path, and be more positive regarding their creative processes.

Second, how participants were eager to be offered a more experiential approach to learning. People who came to 0ne of our sessions learned that they can learn by doing in a collaborative environment. As it happens to any living organism on the planet, some days are just better than others. When you get the chance to collaborate with great people to make dreams come true, motivate young people to learn technologies that can help others, and experience the power of a flexible learning space, its not just any other day at the office. The history of the fight for the rights of people with disabilities is considerably new.

However, nowadays we have some important advances in this area. Despite their expertise, the students still face accessibility problems and lack of assistive technology. Participants learned how this kind of technology can be used to their own advantage in solving challenges faced by people with disabilities at their school. Participants easily identified with the topic, for CIL 2 has a strong community of people with disabilities.

At CIL there is a specialist who personally provides visually impaired students with sound learning strategies; Daniele Alves de Lemos was instrumental to the program, for she provided CTJ staff and facilitators with important pedagogical tips. Participants worked in teams, interviewing each other to learn about the challenges they face. At this point, visually impaired participants were eager to share their experiences, and participants brainstormed ways to overcome the challenges. All facilitators had a back up plan a feasible project ready to share and inspire participants.

One of the projects was a tactile map of the makerspace. However, participants were so touched and engaged that they came up with wonderful ideas of their own based on the real needs of the visually impaired people in the program. We are sure that CTJ will host more and more programs to inspire youth to build a better future.

Earth Day is the annual celebration of the environment and a time to assess the work needed to protect the natural gifts of our planet. Earth Day is observed around the world, although nowhere is it a national holiday. There are simple ways to engage participants with activities that will help them think about their own actions and consequences for the planet. The maker culture is closer to the Renaissance attitude of Leonardo than of the exacerbated Enlightenment rationalism or mechanistic and pragmatic mentality of industrial societies, for the maker today would be a kind of Renaissance man yesterday: tuned in different areas of knowledge, remixing the findings of one another; no history-social celebrities, but individuals responsible for creating and recreating new ways to produce, interact and communicate ideas and experiences in the world today.

When kids start making a chain reaction with access to materials and tools like a hot glue gun, soldering iron, and Strawbees , they feel the thrill of making something, work collaboratively, and exercise logical reasoning. This engaging activity could be a great hands 0n component for a program on invention and innovation for varied age levels. For this activity, we used adapted material from the Smithsonian Institution to boost participation and engagement. Youth Innovation Camp brought together 56 young minds, library staff members, guest speakers and facilitators from varied fields to celebrate learning by doing, build a maker mindset, and think creatively about viable business models.

The second activity was also a big hit among campers. On the second day our guest speaker — a local young entrepreneur who devotes his time to working with assistive technologies for people with disabilities — wowed campers with his latest project, meviro. Em outra a tradicional Monalisa se transformou em uma moderna e alternativa jovem, com piercings e tatuagens.

A obra mais surpreendente foi a da Nicole de apenas 6 anos que, com a ajuda do Osmo, foi capaz de reproduzir uma Monalisa colorida e definitivamente muito mais feliz. Everything is nice! Having studio material, such as light spots, backdrops and softboxes, is just the first step to get your studio working. If you followed the instructions properly, you should have at least reflectors and a Chroma-Key wall. The main rule is trying to find the strongest light possible in local stores.

Always try to find lights with equal potencies so that you can control your lighting from a distance distance or using dimmers. However, since we are dealing with DYI studios, maybe the best lighting conditions will not be available. In this case, try using curtains or closing your windows for better light control.

Two light sources on, acting as the key light and the fill light. It is always important to experiment with position and distant, for every studio will have its own peculiarity. That means that the furthest you move your light, the weakest it will arrive at your object. Use this creatively to control your light intensity and try to achieve some of the results above. So, always remember to point your spots exactly where you want light to be!

Usando um kit Makey Makey , exploraram a plataforma Scratch e criaram um projeto para encantar os pequenos leitores. Cardboard boxes, scissors, aluminum foil, collaboration and creativity. People got together to discuss issues related to diversity, and learn about photography.

The goal was to encourage participants to create their own vlogs about their opinions on this matter s. Many people are already having fun taking pictures at the resource Center. All the talks, and studio, off course, totally open tho the community. Interested in making your very own studio? Circuit Boards — esse kit incentiva participantes a abrir brinquedos quebrados para aprender sobre circuitos. Alunos podem criar logos, objetos funcionais, monumentos, ou arte.

As a follow-up, participants made a mosquito trap to take home. To get a maker showcase up and running, we exchange many mails, get all the logistics ready, make sure all the maker kits are running well, pack, prepare two hours early to make sure we make it in time to train some new staff members, get everything out and ….

All we see is the audience:. During our showcases, wherever we look, we see people moving happily around, going from work station to work station experimenting the thrill of making something for themselves. People overcome their frustration and celebrate making. When are you guys coming back? Where can I go for more of these activities? Last week, a parent asked me a very interesting question as I was helping his kid add a dimmer to the circuit she had just finished. So, what does English teaching have to do with things like coding, 3D printing, circuitry, and electronics? Makers tap into an American admiration for self-reliance and combine that with open-source learning, contemporary design, and powerful personal technology, which are great concepts to teach at any school.

The interactive component of maker activities are worth pointing out, too. By participating in a broad range of activities with others, participants appropriate internalize or take for themselves the outcomes produced by working together; These outcomes could include both new strategies and knowledge. Another advantage of having maker showcases and letting people experience making is the fact that there is a mentor in each station to foster learning. Hosting numerous maker showcases around town stirs the imagination of people numbed by generic, mass-produced merchandise and invites participants to engage with activities that sparkle genuine curiosity as to the English language.

And it is true, indeed! With a very clear and straight to the point content, especially for those who are taking their first steps into the maker movement, the Exploratorium Team guided us on how to conduct making and tinkering activities without handing to the kids the whole treasure map, motivating them to think, discover and solve problems by way of trying, failing, trying again and finally nailing it. Each week we had to do an activity aligned with the content dealt with. BigBits, as we call them now, are real electrical parts mounted on sturdy wood blocks designed for anyone at almost any age to start creating electrical connections between everyday objects like batteries, bulbs, buzzers, switches, and other electrical components, using alligator clips.

They are very similar to the LittleBits, but with a difference: they are low cost since you can make them from scratch with used toys and electric parts, or very inexpensive components. We put together a basic set here at Casa Thomas Jefferson and it made a surprisingly humongous success! We never imagined they would cause such engagement and curiosity. It is great to see how they figure the connections out without minimum orientation, and how participants solve the problems of multiple connections easily by working together.

We leave the set available on a table, and they are free to play with it whenever they want. We also use it as a drop-in station whenever we throw a Mobile Maker Showcase at our outposts or external events. In either case, it is a buzz maker! To make a BigBits set is easy and it only requires some basic DIYer skills like drilling, hammering and handling the soldering iron and the hot glue gun.

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The detailed instructions on how to make the circuits are available at The Exploratorium website. The wood blocks can come from scrap pieces of wood that you can easily negotiate at any wood workshop I did and it cost me nothing! Check the materials and the tools you need here. We also used some parts from old toys — from a campaign we made — like DC motors, servo motors, switches, lamps, engines and so on… Here are some images from our set in action. So… what are you waiting for?!

Roll up your sleeves and make a BigBits set for your maker space. Please see below what was on our plate for Healthy Living Month. It works beautifully! Would you like to read or revisit the material? Enjoy and share. You probably have. Have you ever seen one? Come to our Resource Centers and you will! We we will keep two bikes going around in October. So, you can still come and make sense of this project.

Our staff created a game that was a visual representation of a healthy diet. People completed the wheel and learned what should be eaten most often and what should be eaten least often. Tai chi Qi Gong Sessions in different branches. Magic cubes were in order. We had a Mini Workshop with contestants of the world championship during break time.


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  • Stay tuned for more fun, discovery and excitement at the American Space — Casa Thomas Jefferson and come check out what will make October the spookiest month ever! Stay healthy,.

    There are great ways for kids to spend their time off from school. Embassy, offered the community the chance to do just that. Various topics related to inventions , programming, 3D modeling, STEAM activities, entrepreneurship and toy making were explored. It was very rewarding to have them with us these two weeks and notice their engagement, excitement and willingness to learn.

    And after the feedback received from students and parents, the feeling that remains is that we have a successfully crowned design. Young Entrepreneur. But Should We? Allison eloquently talks about the maker movement and the risk of causing more damage to the environment than good. It allows us to delight a four-year-old by pulling a mini Darth Vader toy out of thin air, but the 3D printer consumes about 50 to times more electrical energy than injection molding to make an item of the same weight.

    She also highlights the reverse environmental offset, counteracting recent legislation to reduce plastic use through grocery bag bans. However interesting her ideas seem to be, the Maker Movement stresses the abundance of low-cost standardized products. Most people are so distanced from the experiences of fabrication that we are losing the knowledge of materials and making.

    Many of us in developing and developed countries live with the limited choices of buying new or doing nothing just because we believe we cannot make anything of value. Our environment needs us to have a new relationship with making: critical thinking, backward-looking kind of making in which people really rethink, reuse and feel they are able to make things for themselves. More of us should be able to repair and make things ourselves instead of just throwing things away. As the Maker Movement evolves, more and more people engage. One can only hope that we make the right things, and that we all live to make and make to live!

    With properly trained staff, our resource centers received students, families and community to create beautiful flowers and cards for dear mothers. The school was very colorful and lively with students interested in learning the ancient art of origami. How Things Fly — Students, families and communities explored some games about flying on The Smithsonian Airspace Museum site and learned about aerodynamics and aviation.

    When Glauco Paiva told us to build a doodler, I had no idea where to start. I could see all the materials on the table and some people seemed to know what they were doing. Feeling a little lost at first, I decided to get my hands dirty and started my project. So, every time someone celebrated an accomplishment, I went there and tried to learn from it.

    Slowly, my own doodler got ready and I could also celebrate and see first-hand how rewarding it is to learn collaboratively. I felt the thrill and excitement of making something functional, and students who experience this feeling might be more involved and attentive. My take on this activity is that there is something very exciting about making something from scratch, and hands-on learning followed by reflective practice might boost and deepen learning. If you are a language teacher just like me, you might be wondering how to use such an activity in your language school or lesson.

    Here are some suggestions:. I have to confess that I get a bit nervous, but I am at ease because I can feel the thrill students get from the act of making something. We have gadgets in our pockets, but we do not have a clue about how they work. Kids buy toys and toss them aside when they break. And, not many parents encourage tinkering and opening things up. The goal is to teach kids a wide range of digital and analog skills: computer programming, 3-D printing, and sewing and drawing.

    Read what our guest blogger Jose Antonio da Silva has to say about his experience with the Maker Movement. She was right: we really are. We are always planning lessons and creating materials for our classes. Our students, however, are in many occasions very passive participants in the learning process. We do try to get them involved, but we approach content with abstractions that require them to think without necessarily involving one of the most powerful tools they have: their hands.

    One specific event was what made me ponder about the role of making in a language class and what it entails as a pedagogical practice. This event was sponsored by the American Embassy and had teachers from several institutions. My invitation was a maker kit: a brown bag with a package of white plastic straws and connecting pieces.

    The task was to create an object and send a picture to the organizers when I was done. A little clumsily, I started fiddling with the pieces and in my mind there were lots of possibilities: a Gaudi style cathedral, our national congress building, and so on. Once the enthusiasm and the deluge of ideas receded, I had to deal with the constraints presented by the task, my limited designing skills, and the material I had in front of me.

    One may say constraints are a drawback, but on the contrary, they are the springboard of ingenuity. Limitations help bring to life the engineer in each one of us. Therefore, asking our students to make something with limited resources challenges their creativity and inspires them to strive for innovative solutions.

    So, as I played around with my maker kit, I first came up with spider. As my imagination ran wild, I saw how that spider was a metaphor for how this tinkering with my hands had taken over my digital life. I decided to capture that insight see picture below. Some of my limitations did not allow me to snatch the full scope of this spider crawling over my laptop. I felt like a child and imagining myself telling this story about a spider.

    That is what making does, it starts with our hands and brain working together, but then it triggers other creative processes that are so important for learners young or old. After examining my crawler for a while, I decided it was not good enough and said to myself that I could make something else: a bandstand. I dismantled the spider, got some scissors and cut every straw in two halves, put pieces together and got my bandstand with a swing in the center and little boy swinging.

    I was a bit disappointed because my boy would not stand upright, but it was clear to me what it was. At that moment I realized I could tell a whole story about that place, that character in the swing and the whole city around it. So, it was making with storytelling. I know my designing skills are poor and the final product is crude. However, I also know that when it comes to making is the reflection that takes place afterwards that matters.

    Giving them an opportunity for using their hands to create something might prove to be a golden opportunity to exercise their minds, hands, and hearts. I could visualize the kind of language they could use while putting pieces together conditionals, imperatives and I could also see the stories they would tell about their final product. It would probably be an endless story because they would keep improving design, process, and the final product in their minds.

    Building a maker mindset in schools motivates people to become makers, give it a try and take things apart to try to do things that even the manufacturer did not think of doing. While technology has been the spark of the Maker Movement, it has also become a social movement that includes all kinds of making and all kinds of makers, connecting to the past as well as changing how we look at the future. For that reason, at CTJ, we throw an end-of-term party on the last day of class. We prepare for weeks, we practice songs, we make a portfolio, and we tidy our classroom to get ready to showcase our English skills.

    After singing songs and showing pictures, there is usually a lot of time left and, as a teacher, we like to enjoy that precious time to involve family members and students in a meaningful activity to wrap-up the semester. Having a maker mindset to guide us, we thought of giving family members and students a set of different materials paper, popsicle sticks, sequins, glue, glitter-glue, cotton, ribbons, etc.

    We had to invite family members to join the kids who were, at this point, sorting through the big amount of options they had. Fact is, I turned around to close the first snow globe and when I turned back I saw about twenty people working together and sharing. In order to accomplish what I had hoped for in this end-of-term party, I had to plan in advance carefully, but the best part of the party was definitely the unexpected outcome of challenging people: the community feeling that makes them share. As libraries around the world become more dynamic learning spaces, our classrooms and resource centers must offer participants opportunities to engage in collaborative, hands-on, interdisciplinary activities.

    To create new learning spaces you could make the bags and display them on a shelf for people to tinker with, use them for classroom activities, or create events in your institution to build a maker mindset. In this challenge students get the materials on the label and race against time to finish the task in twenty minutes or less. To promote more practice and engagement, you could ask them to record tutorials or do a show and tell.

    Bubble week is an event to get the Maker Movement started in your school or institution. We had the activity in an open, common area in school where all students could easily see and interact. Monitors and school staff were ready to interact with the children in English. Bubble machine. Schedule the event for a time when you have lots of students waiting for class, or waiting for their parents. Casa Thomas Jefferson will offer an amazing makerspace to the community in our Asa Norte branch, and we will also offer students opportunities to participate in maker activities in all our branches.

    In groups of four, students are given 18 minutes to build the tallest structure possible using 20 sticks of spaghetti, one yard of tape, 1 yard of string, and a marshmallow. They do not need to use all the materials, but the structure needs to hold the entire marshmallow on top. This activity could be used also in the beginning of a term, or any time you need students to realize how important it is to work in groups to achieve learning goals. Feel free to ask us for help, we will be glad to share our experience with you to help you get started.

    The maker movement has been growing and everyone hears an anecdote being told, reads an article, or sees a photo. So, we teachers bring realia, videos, IPads, and other resources to engage students.