Can I please get the Lego out? – A Reflection on Making


flickr photo shared by mrkrndvs under a Creative Commons ( BY-SA ) license

It all started with one students asking, “Can I please get the Lego out?”

As I had promised the students that they could choose their own activity if they had finished off their work, I got the tub out and the student in question set himself up on the floor. As the session unfolded, student after student came to the meeting place. What started as a case of putting this piece with that soon turned into some sort of battle with the rules of engagement created as they went. What was most interesting was that many of students involved had been bickering of late, unable to play well together either in class or out in the yard, arguing about this rule or that decision. However, for the hour in which they built, not one student complained. Instead students successfully negotiated each step along the way. The only issue I had was that students didn’t want to stop.

When I think back over the year, many of the moments that stand out the most are those that involve students getting hands on:

  • Stephanie Alexander Kitchen Garden: Stemming from Stephanie Alexander’s initial pilot¬†program at¬†Collingwood College, the aim is to¬†provide students with a ‘pleasurable food education’. That includes¬†an understanding of foods and flavours, as well as an awareness of seasonal produce and waste. It encapsulates¬†many of the aspects associated with permaculture. Instead of¬†focusing on textbooks and set curriculum, SAKG focuses on cause and effect in order to¬†develop a more sustainable food mindset in a collaborative manner.
  • Camp: Whether it be the Year Nine’s exploring the geography of Tasmania or the Year Four’s working in teams to build huts, too often camps are the only time when students get to learn together outside of the confines of a classroom. What is interesting are the conversations and connections¬†that arise out of these seemingly uncommon¬†situations. Often this is a consequence of students been placed in contexts where the only way to work through problems is within a team.
  • Digital Leaders Group: A lunchtime group with the purpose to¬†support students in having more of a say when it comes to all things digital. Although it has not necessarily delivered in¬†regards to student leadership, it has provided a voice and choice¬†for students to tinker and explore with technology. Whether it be competing in a robotics competition (an extension of the elective program into Years Five and Six) or exploring different maker products, such as Raspberry Pi and Little Bits. Students worked together each week focusing on the cycle of what Stager and Martinez describe as ‘think, make, improve’. ¬†
  • Hands On Learning:¬†Designed to¬†support disengaged students from different age groups, the focus is on fostering¬†talents not normally recognised in the classroom. Using¬†project-based learning, the program has included¬†such projects¬†as designing on a budget, building a garden and restoring old furniture. The overall aim is to help young people develop the skills and abilities needed to succeed in work and life like collaboration, problem solving, communication, resilience and empathy.

All of these examples have left me wondering how we might create more opportunities for students to engage in hands on learning? More importantly, experiences that are a part of the core curriculum, rather than just the margins. So what about you? How do you enable making in your classroom? Are there particular programs you run? As always, I would love to know.


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Can I please get the Lego out? – A Reflection on Making by Aaron Davis is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

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