Think | Make | Learn When we see the world as malleable, we are more willing to accept that we can shape that world, and our place within it. Making is not a new thing. We have been making, building, designing, and constructing, since we first came into existence. It is part of what defines us as human. It only makes sense that it should play an important role in how we choose to learn - and how we choose to view our world around us.

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4. why?
When we see the world as malleable, we are more willing to accept that we can shape that world, and our place within
it. Making is not a new thing. We have been making, building, designing, and constructing, since we first came into
existence. It is part of what defines us as human. It only makes sense that it should play an important role in how we
choose to learn - and how we choose to view our world around us.
Before we begin this journey however, we ask you to ask yourself a few questions and perform a “self-check” to make
sure your own maker instincts are mindset aligned.
Self-Check:
Why am I a maker?
Am I ok with ambiguity?
Can I coach and get out of the way?
Will I be able to learn alongside my students?
Can I view the world through another’s perspective?

5. activate a student’s
capacity to LEARN
i n s t e a d o f a t e a c h e r ’s
c a p a c i t y t o T E A C H[
[
[
]
FROM YOUR OWN
EXPERIENCES
“I MADE THIS”
a f r a m e w o r k o f l e a r n i n g
]
]gives us creative
confidence & makes
abstract concepts tangible

6. how?Making and testing ideas in the real world allows learners to see life as a series of open-ended problems. It gives them
the power to learn from mistakes, share ideas in a tangible way, and uncover unexpected results or solutions.
Open-Ended Student-Led projects are an incredible way for learners to engage the world with this level of authenticity
- but getting there from here requires a little bit of structure. So how do we get started and give students the
competence and confidence to succeed?
so... how do we
get started?
Competence & Confidence
“I have no idea how
to do that”
“I might be able to
figure that out...can
you help me?”
“I’ve never done
that before...but I
know I can do it”

7. 1.
2.
3.
In pursuing open-ended student-led projects in your classroom it is important that you help your students achieve both
competence and confidence in their ability to take on constructive challenges. They need to gain an increasing degree
of familiarity with tools, processes and the handling of materials and methods - and need to grow in their capacity
to take on unknown problems. One approach to helping students move along this continuum of competence and
confidence is to break up Maker instruction into three distinct levels. Begin by crafting projects that help students gain
competence with tools, materials, methods, or understanding of basic fundamentals - then challenge them to progress
through stages of increasing autonomy.
Defined Process &
Defined Results
Ex. Provide students instructions for building something from a kit of parts.
Un-Defined Process &
Defined Results
Ex. Challenge students to achieve a defined solution by any means.
Un-Defined Process &
Un-Defined Results
Ex. Challenge students to generate a unique solution to any problem by any means
Competence & Confidence

8. Open-Ended
Student-Led&so... what might a project look like?
1. Defined Process
Defined Result
2. Un-Defined Process
Defined Result
3. Un-Defined Process
Un-Defined Result
Download instructions for
an LED flashlight kit from
www.instructables.com.
Working with a partner
construct the flashlight from
parts made available by the
instructor. The final product
should be constructed
in accordance with the
provided instructions and
match the prescribed
results.
Create a working model of
a vote counting machine
or process that does not
use electricity. Research
the history of electoral
processes in North America
and design your own
solution for a system which
could have functioned with
18th Century technology.
Ask students to identify
a challenge in the local
community. Design and
build a working prototype
for a unique solution to that
challenge. (To add a twist,
ask students to identify a
historical person, or fictional
character from literature and
require that the solution be
shaped by that character’s
perspective or influence.)

9. Competence
Confidence
Student lacks
familiarity and skill.
Student requires
direct instruction
and guidance.
Student is not
competent with
tools and methods.
Student has
confidence in their
ability to problem
solve or learn by
trial & error.
Student is skilled
and familiar with
tools and methods.
Student lacks
confidence and
autonomy.
Student is skilled
and familiar with
tools and methods.
Student feels
empowered and
autonomous in
solving challenges
This matrix represents various
stages of student development
and autonomy in solving
open-ended student-led
projects. The ultimate goal is
to empower students with the
confidence to take on new
and unknown challenges while
providing them with the skills,
understanding and knowledge
required to do so creatively and
safely.

10. Permission
to
When beginning a maker project we think it is
important to spend a little time thinking about the
approach we are planning to take, the reasons the
challenge is interesting or impactful, and what we hope
to discover along the way.
Included within this workbook you will find a “Maker
Permit” for student-led projects which includes three
parts:
1. Individual Challenge Statement: Ask your students
to define their personal “why” behind their assignment
and to describe the steps they plan to take on this path
of discovery.
2. Safety Assessment: Students should self examine
each of the tools they plan to use in their project. They
should know how each tool works, how it can hurt
them, and what precautions to take.
3. Maker Permit: Students who have completed the
above self-assessments can display their permit in
the classroom. Without it, they should not be allowed
to proceed - both for safety as well as for evaluative
purposes.
MAKE

11. evaluationan evaluation rubric for assessment of performance in student-led projects
Below Standard Approaching Standard Achieving Standard
Empathy
Limited or no consideration for human impact.
No exploration of impact on various stakeholders.
Some indication of human impact of the challenge on
one or more stakeholders.
Clearly articulates the human impact of the challenge
on multiple stakeholders. Identifies varying or
competing interests, and relationships.
Define
Limited or no definition of the challenge to be solved.
Limited or no exploration of underlying challenges or
related issues.
Student identifies the challenge to be solved. Some
exploration of at least one underlying challenge or
related issue.
Clearly articulates how insights from gaining empathy
generate new or deeper understanding of the
challenge - resulting in possible redefinition of the
original problem.
Process
Limited or no outline of how student plans to take on
this challenge. No submission of completed Maker
Permit.
Student identifies one approach to solving challenge.
Student submits completed Maker Permit.
Clearly articulates multiple paths student will take in
investigating this problem. Student submits completed
Maker Permit.
Research
Uses typical sources of Information. Does not engage in
observation, interviews, or other research.
Uses mostly typical sources of information. Engages in
some observation or information gathering from at least
one stakeholder.
Identifies multiple atypical sources of information.
Gathers insights from multiple observations and or
interviews from varied stakeholders.
Ideate
Uses preconceived ideas. Does not conduct
brainstorming to generate new insights. Does not
collaborate with others in generating ideas.
Student generates new ideas based on research and
empathy gathering. Collaborates with peers to increase
volume of ideas.
Generates “Critical Mass” of ideas that cover a wide
array of perspectives, approaches, and insights.
Utilizes applied constraints to increase idea volume.
Collaborates with peers and stakeholders.
Prototype
Limited or no development of physical, experiential, or
other prototypes.
Student generates at least one physical or experiential
prototype to assist in exploring the challenge and
proposed solution.
Generates a variety of divergent and distinctly unique
prototypes, each informed by various ideas and
insights gathered through ideation, research, and
empathy gathering.
Test Does not test ideas before identifying potential solution.
Student tests at least one prototype or idea and
documents findings and impact on proposed solution.
Student conducts multiple tests and engages
stakeholders in exploring and learning more about the
proposed solution.
Iterate
Limited or no iteration generating multiple potential
solutions.
Student revises or improves proposed solution based
on results of at least one test.
Student iterates and improves the proposed solution
through multiple generations.

12. try it!
an example
Defined Process
Defined Results
project for your
classroom
[ ]
make an Altoids flashlight

13. altoids flashlight
Introduce your students to the act of discovery and hands-on learning through this simple electronics project. Students
can work in pairs, or as individuals to convert a small tin of Altoids mints into an LED flashlight. The following pages
cover all of the parts, tools, and step by step instructions necessary to complete your project.
Altoids Flashlight Project
Inspired by Instructables.com
http://www.instructables.com/id/Make-an-Altoids-Flashlight/
Parts:
1x Clear 5mm LEDs - Color of your choice.
1x 5mm LED Holder - Chrome or plastic.
1x CR2032 Lithium watch battery.
1x CR2032 Coin cell battery holder.
1x Button or toggle switch.
1x Altoids tin - Flavor of your choice.
Tools / Materials:
Soldering Iron
Solder
Drill
Hot Glue Gun
Wire Strippers
Electrical Tape
22 Gauge Stranded Electrical Wire
an example project to introduce your students to a maker mindset

16. Step1:
• Empty Altoids Can
• Clamp Altoids Can to table with a
piece of scrap wood placed inside
of the can.
• Use the scrap wood to provide a
backstop for your drill bit.
• Drill a hole to match the size of
the LED Holder in the side of the
Altoids Can.
• Drill a hole to match the size
of your switch in the top or an
alternate side of the Altoids can.
(Note: drill hole smaller than the
flange or shoulder lip around your
switch.
• If your switch has a rectilinear
profile you can use a Dremel tool
to square up the corners.
Drill Hole
LED Holder
Use electrical tape or hot glue to
hold switch and LED holder in place.
Scrap Wood

17. Step 2:
• Pick up your LED.
You will see two legs. The short
leg is Negative and the long leg is
Positive.
• Bend the short Negative leg
upwards on your LED.
• This helps us remember that the
short leg is negative.
• Be careful not to break the leg off
from the LED lamp.
Positive Leg
Negative Leg
Bending the short leg will remind us
that this is the negative terminal.

18. Step 3:
• Cut several lengths of wire and
strip the ends.
• Typically a black wire is used
for negative and red is used for
positive.
• Feel free to use other colors, but
remember what colors you use for
each polarity.
• Using the soldering iron, attach
your wires to the positive and
negative terminals on the battery
holder.
Positive Wire
Negative Wire
Negative and Positive poles are typically
found on the back of the battery holder.

19. Step 4:
• Using the soldering iron, attach
the positive wire to the long leg of
the LED.
• You’ve nearly made a completely
circuit.
• To test your LED Insert your
battery into the holder and then
touch the black wire to the short
LED leg. If the connections are
correct the LED should light up.
• Remove the battery before
proceeding.
It is always a good idea to test your
connections along the way.
Solder
Connection

20. Step 5:
• Insert your LED into the LED
holders.
• Locate your battery holder, and
wiring within the case.
• Make sure there are no bare wires
that might make contact with the
metal case and cause a short.
Use electrical tape to cover any bare
wires.

21. Step 6:
• Using the soldering iron, attach
the negative wire to one pole on
the switch.
• Using the same process, attach
another piece of the same color
wire (negative) between the switch
and the short leg of your LED.
Feel free to use a little hot glue or
electrical tape to keep things in place.
Connect Switch
(Note: Some Switch Models Must Be
Inserted From The Inside Of The Tin

22. Step 7:
• If everything is working properly,
the LED should illuminate when
the switch is turned to the ON
position.
• If not, retrace your steps and try
again.
How might we make this flashlight better
next time?

23. • What happens if you add a larger battery
(Perhaps AA or AAA)?
• What are resistors and what purpose might
they serve?
• How might we make the LED flashlight
brighter?
• How might we make the LED flashlight last
longer?
further exploration

24. makerspacea how-to starter guide for your own makerspace
From Play-Doh to 3D printers:
Create a space that can grow
with your students and your
curriculum. Start small and
add features and tools as your
program evolves.

25. Display Wall
Provide a combination
of large format digital
display as well as
analog whiteboard and
tack surfaces
Mobile Storage
Mobile Whiteboard
Storage Wall
Future Expansion
Locate near exterior
wall for access to
ventilation
makeyour makerspace
Providing
ample storage for all
of the materials, tools, and projects
found within your makerspace will be a key
challenge. These items tend to multiply and become unruly.
Providing multiple storage solutions, both mobile and fixed, will allow you
flexibility and access while also providing security and teacher control.

26. 4’x4’ Maker Table
This size table is ideal for groups of four
or more students and can accommodate
an easily interchangeable plywood top.
(One sheet covers two tables).
Every space can be a
Makerspace. Classrooms,
libraries, student centers, and
hallways can all be amazing
places for students to engage
and collaborate through
tactile learning. Sometimes
however the needs of maker
education make the case for
a dedicated space to house
and store tools and materials,
to provide durability and easy
maintenance, and to inspire the
students within.
When building a dedicated
space remember that each
and every makerspace is
unique and should be distinctly
tuned to the needs of your
own program. These spaces
can support activities ranging
from extremely low tech
“Light” making - with scissors,
glue and construction paper
- to full fledged wood and
machine shops, electrical and
video production labs, and
3D printing and laser cutting
facilities. Regardless of where
your space falls on the maker
spectrum, take care to provide
solutions for visual display,
storage, collaboration and
flexibility.

27. 7 considerations:
- Staff
- Safety
- Sightlines
- Storage
- Ventilation
- Flexibility
- Durability
for your makerspace

28. what?
The following guide is a short list of tools, materials, and resources you can use in setting up you own maker space.
One of our best recommendations however is to never discount the value of simply taking something apart. While
almost all of the resources listed on the next several pages are intended for students to manipulate in creating or
prototyping NEW solutions - there is tremendous value in the exploratory process of deconstruction. Old electronics,
tools, kitchen appliances, or home improvement materials are a great place to start and can often be acquired for free
at yard sales or estate auctions. Inevitably when these items fail to go back together - they also make a great potential
pool of materials for your next constructive maker project!
maker resource guide
tools
materials
resources

29. maker tools
BLOCKS
• Lego Architecture Open-Ended Construction Kit
• Lego Mindstorms Construction & Programming Kit
• Lego Wall Plates You’ve Always Wanted a Lego Wall
• K’NEX Creative Construction Kits
ELECTRONICS/TOOLS
• 3D Doodler 3D Printing Pen
• Arduino Open-Source Electronics Platform
• Bare Conductive Turn any Surface Into a Sensor
Touch Board
Conductive Paint
• Cordless Drill Includes Various Size Bits
• Dremel Tool Hand Held Rotary Tool
• Hot Glue Gun Low Heat Models
• Little Bits Electronic Building Blocks
• Makey-Makey Electronic Invention Kit
• Molecule-R Molecular Gastronomy Kit
• Papertronics Paper and Electronic Construction
• Raspberry Pi Miniaturized Computing
• Soldering Station Temperature Controlled Soldering
• Sphero App Enabled Robotics
some of our favorite (low-cost) tools for makers, explorers, designers, and learners
SOFTWARE
• Autodesk Tinkercad 3D CAD Tool
• Autodesk 123D Circuits Online Circuit Creation
• Krita Painting Software
• Minecraft Build Anything
• Scratch Programming Language
• SketchUp 3D Drawing Tool

30. maker materials
• Alligator Clips
• Art Supplies (Miscellaneous)
• Batteries & Battery Holders (Various)
• Beads & Jewelery Making Supplies
• Conductive Thread (2 Ply)
• Copper Tape (Adhesive Backed)
• Copper Wire (Various Gauges - Stranded & Unstranded)
• Craft Supplies (Miscellaneous)
• Duct Tape
• Fabric (Misc. Patterns & Colors)
• Felt (Wool or Acrylic)
• Knitting Materials
• LED’s (5 MM - Various Colors)
• Magnets (Various Sizes and Strengths)
• Painters Tape
• Pipe Cleaners
• Play Doh
• Scrap Cardboard, Paper Tubes, Misc.
great stuff for every makerspace - that won’t break the bank

31. maker resources
Instructables
www.Instructables.com
Mount Vernon Institute for Innovation
www.mvifi.org
Sonoma County Office Of Education
http://www.scoe.org/pub/htdocs/21c-maker.html
The Teachers Guild
www.teachersguild.org
One Workplace
www.oneworkplace.com
Mirus Labs
www.miruslabs.co
great people and resources who can help you get your makerspace off the ground

32. who?
When the Learning Environments team at One Workplace was approached by The Teachers Guild (a design thinking
collaboration founded by the global design firm IDEO) to help create a “Maker Starter Kit”, we were incredibly honored.
Maker education is one of our most favorite topics. After helping numerous schools across Northern California
introduce maker education into their curriculum we were excited to have the chance to share some of what we have
learned. The challenge for us however was to find a way to give deeper meaning to the maker movement - and make
this kit about more than just a collection of cool stuff. To help us pull this project together we partnered with our good
friend Parker Thomas at Mirus Labs to bring an educator’s (and a maker’s) perspective to our Inspiration Manual.
We hope you find this workbook thought provoking, inspiring and helpful as you look to bring maker education to your
classroom.
If you have any questions or just want to pick our brains, please feel free to reach out anytime.
You can find us at:
Christopher M. Good
cgood@oneworkplace.com
Parker Thomas
me@parkerthomas.com
our team is here to help

33. Christopher M. Good, NCIDQ, ASID, LEED AP
Chris is Creative Director for One Workplace in Santa Clara, California.
His work is dedicated to re-imagining learning environments and future
workspaces. His work as a design thinker has led to partnerships with
IDEO’s Teachers Guild, and work with the Office of the First Lady supporting
Michelle Obama’s “Reach Higher” initiative.
Parker Thomas
Parker is a managing partner at Mirus Labs, and a founding member of
Urban Montessori in Oakland, California. Mirus is a design studio that lives
at the intersection of innovation, the maker movement and education. Mirus
partners with schools and other learning organizations to create spaces and
experiences that encourage creativity, wonder and learning.

34. www.oneworkplace.com
@OWPLearn
Santa Clara | San Francisco | Oakland