Frustration with maker projects in 45-minute classes - anyone have a scheduling solution?

[Josh Merrow]

Hi all

The 45 to 55 minute classes we have most of the time just aren't cutting it for more complex projects - between setup and cleanup there isn't enough time to get into the zone and make much progress. The difference between progress made during these classes and during our twice a month 70-minute periods is striking. Has anyone figured out a schedule that allows for longer work times? If so, how does it fit in with other classes? I ask in hopes that there are some schools that have figured this out, which would help me make the case to the administration that this is a viable idea.

Thanks,

Josh

[Leo Burd]

Hi Josh, happy 2017!

Thanks for posting your question. The 45-minute barrier is something we also struggle with as part of the Duct Tape Network.

How old are your students? Are they working on projects associated with the school curriculum? What kinds of activities are you trying to the develop?

Best,

.L

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[Lindsey Nelson]

Happy New Year!

I know some science departments run into a similar problem not having enough time for lab. Some schools have addressed the issue by letting classes use the break time (if the school gives students a 15- 20-minute break), scheduled classes intentionally around lunch (eat first and then come to start setting up the activities work best), or using time at the end of the day more strategically. Getting allies in the science department might help craft more creative solutions.

Best,

Lindsey

On Jan 3, 2017 10:00, "Leo Burd" <le...@media.mit.edu> wrote:

Hi Josh, happy 2017!

Thanks for posting your question. The 45-minute barrier is something we also struggle with as part of the Duct Tape Network.

How old are your students? Are they working on projects associated with the school curriculum? What kinds of activities are you trying to the develop?

Best,

.L

On 1/3/17 9:38 AM, Josh Merrow wrote:

Hi all

The 45 to 55 minute classes we have most of the time just aren't cutting it for more complex projects - between setup and cleanup there isn't enough time to get into the zone and make much progress. The difference between progress made during these classes and during our twice a month 70-minute periods is striking. Has anyone figured out a schedule that allows for longer work times? If so, how does it fit in with other classes? I ask in hopes that there are some schools that have figured this out, which would help me make the case to the administration that this is a viable idea.

Thanks,

Josh

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[Leo Burd]

Hello all,

In our case, we try to avoid taking time from breaks. Kid's lives at school are already so rushy; they need some space to get fresh air, socialize with friends or just chill before being bombarded with more stuff.

We are currently considering a few alternatives:

a) Optimize what we can do with the time we have. That involves, among other things, getting everything super organized to minimize setup and cleanup (appropriate size containers, clearly defined storage shelves, etc.), defining student roles (documentation, space organizing, etc.), and having a well-defined session structure (like instead of getting everyone to share at the end, highlighting 1 or 2 projects at each session; or splitting "free building" and "instrumentalization" sessions).

b) Integrate the make activities with the other classes. Instead of limiting the hands-on creativity projects to the makerspace, try to foster more maker activities in the actual classroom. That might involve forging collaborations with other teachers, making basic building tools and materials available in a "creativity corner" of the classroom, etc.

c) Combine sessions together. Try to, as suggested earlier in this thread, to offer double sessions (90-minute long) every 2 weeks instead of single sessions (45-minute long) every week.

Each of the above alternatives have pros and cons. What else needs to be considered?

Best,

.L

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[Susan Kendall]

Your answer is spot on.

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Susan M. Kendall 
Technology Curriculum Coordinator

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Office: 831.655.9343

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[William Tuttle]

It is definitely a difficult situation. We struggle with the same type of schedule. I truly believe this type of learning can only be done successfully when a student is immersed in their work they're doing. A lot of my thoughts are shared in this blog post: https://awakenedcom.wordpress.com/2017/01/04/what-does-your-school-schedule-look-like/

A few of the key takeaways:

• Teacher collaboration to take the stress of the schedule
• Independent projects outside the bounds of the schedule
• Two week term devoted to project based learning

Good luck!

WT

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[Lindsey Own]

We also have 45 minute blocks in our 6th-8th grades... A couple years ago, we convinced administration to let science have one double-block class per week. Each day of the week has a different schedule anyway, since some classes only happen once or twice per week... So we have 3 45-minute periods, 1 90-minute period, and one day with no science class. It's *AWESOME* for projects and experiments, and any time the science classes are using the makerspace, we make sure to schedule for the double-block days.

Our younger students have more flexible schedules, since their classes are mostly with the same teacher... Even though they're young, even out 1st graders sometimes will schedule a 1-hour block so they can really get into their projects. All 50 of our 5th graders are coming in for 90 minutes this afternoon... It's going to be great!

- Lindsey

[Josh Merrow]

Thanks everyone for your responses. I'm mainly concerned with my design engineering class for grades 10-12. I've a meeting with the scheduling people next week. If I can't get bigger chunks of time I may have to adapt the curriculum.

Best

Josh

[Jason Mickelson]

I have the same issue and, fortunately, our school is doing a schedule study this year so I might have an opportunity to change things. Currently I have three 40-45 minute class periods per week. This is for 6, 7, and 8 grade design technology class which is separate from science. Besides the issues everyone has already talked about, it is proving just too much to develop three different curriculums (curriculii?) and maintain the Lab/machines, teach after school, and co-design with teachers. I was asked the other day if I'd rather have one 2-3 hour class per week or two longer classes. I think my ideal would be something like two 90-100 minute classes per week. One class per week wouldn't be enough continuity. Two is even pushing it IMO. I just describe it as needing the same accommodations that a science lab would need, where about 8.5 out of 10 of my classes are purely lab environments/activities.

Depending on the format of your school, there might be the option to meet more frequently in the week or have longer classes but only conduct the class for one third (trimesters) or one half (semester) the year. I used to teach at a school on trimesters where I had three 60-minute tech classes with middle school per week for approximately 10-13 weeks. It went fast but it also felt more continuous and more productive for the students. 

[Kevin Jarrett]

Great conversation.

I teach design to 400+ middle school students in a five day blast, with a six week rotation. Put another way: I get to see my kids 5 days in a row (sadly for only 42 minutes), then I don't see them again for 6 weeks. Far from optimal, but it has worked for us. The kids come to me during what is known as a "writing block" in science. The teacher stays with me. We call these five day sessions "Design Experiences" and I have stitched together a curriculum that is grounded in human centered design and honors the work of Emily Pilloton (I was inspired by "If You Build It.") We've brought back shop class, made it digital, and we orient the projects around things the community needs.

All that said, we too are looking at a new schedule for next year, and, it appears we may be moving towards a quarter-based approach. 22 days ... ugh. 30 is bad enough, but, I like that it's spread out over the entire year.  Managing work in process has been relatively easy as a result. (Before this gig, I was a screen-based technology/engineering teacher for 500+ K-4 kids, 42 minutes, once a week.)

Apparently, scheduling a middle school is roughly analogous to designing a space shuttle control system. So many moving parts...

-kj-

[Bob Irving]

We have 2 days per week which are block periods in middle and upper school. So that gives one block per week to each class. For project-based classes, it's wonderful!

That doesn't solve the 45 minute problem, but you can't be the only class with that issue. Perhaps it's time to do a school-wide schedule study? It's super detail-oriented and not something I'd be good at, but it has a huge impact on the learning that happens every day.

Bob Irving

Porter-Gaud School

Charleston, SC

[Gina Marcel]

I teach in half groups. So I see half the group for 45 minutes and I swap with either a science or art teacher. When needed, I can use the entire 90 minutes to either co-teach with the science or art teacher on projects or ask the teacher for the entire time. So far, I have been fortunate to have teachers who love to collaborate. 

Gina 

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The School at Columbia University

[Tatian Greenleaf]

We're a K-8 school with a dedicated makerspace.  There's a definite difference in terms of what students can accomplish in one 90-minute period vs. two 45-minute periods.  Most of our classes are in the 40-50 minute range and as others have said, it's a struggle to set up, make, and clean up during that time.  We've integrated tinkering into some of the classrooms and in those cases, teachers have often been willing to give up longer periods so that we can work with students for 90 minutes and/or on consecutive days.

My co-tinkerer and I designed an after school class for 3rd and 4th graders and purposely made it 90 minutes long.  It's been great!  We can work at a leisurely pace and enjoy the process or at our sometimes frantic pace and accomplish a ton!

Tatian

Tatian Greenleaf

Design, Tinkering, and Technology Integrator

::::::::::::::::::::::::::::::::::::::::::::::::

Mark Day School
(415) 472-8000 x1014

Tinkering Blog

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