had a difficult time at first due to wanting their product to look perfect
only to find out they had to abandon their original plan and start again.
The understanding of building a prototype for function even if it looked a
bit rough, was a great authentic learning that was a powerful experience
for students, parents AND teachers.
Students were highly engaged in
learning at this phase. Most researched
on their own at home, came to school
early, and even wanted to trade recess
for time to build, tweak and rebuild their
energy prototypes. Inquirers presented
findings in different ways including
demonstrating their prototypes to
students in lower grade levels and the
learning community at large.
The main way students took action was
sharing what they learned in a “Energy
Museum” displaying their prototypes
along with their research for others to
learn from their inquiries. Students
made written comments and suggestions on prototypes at the museum
which created further collaboration and synthesizing of learning.
In the future, we hope to further enhance the experience by having
students work with NGOs in Dharavi slum to create an energy prototype
that will be useful to people in Dharavi. This will create an amazing
opportunity to use Design Thinking, especially the empathy phase.
For methods of assessing, we used anecdotes and rubrics. However, the
most powerful assessment was a “Student Making Self Assessment” that
students completed throughout building different energy prototypes.
This created further understanding for the students through a
metacognitive approach. This also allowed teachers to gain insight into
how students perceived the Making process aligned with PYP learner
“ I didn’t know girls could make
prototypes” (5th Grade Maker)