Invent To Learn: Making, Tinkering, and Engineering in the Classroom

by Sylvia Libow Martinez, Gary S. Stager

Join the maker movement!
There’s a technological and creative revolution underway. Amazing new tools, materials and skills turn us all into makers. Using technology to make, repair or customize the things we need brings engineering, design and computer science to the masses. Fortunately for educators, this maker movement overlaps with the natural inclinations of children and the power of learning by doing. The active learner is at the center of the learning process, amplifying the best traditions of progressive education. This book helps educators bring the exciting opportunities of the maker movement to every classroom.

Children are natural tinkerers
Their seminal learning experiences come through direct experience with materials. Digital fabrication, such as 3D printing and physical computing, including Arduino, MaKey MaKey and Raspberry Pi, expands a child’s toy and toolboxes with new ways to make things and new things to make. For the first time ever, childhood inventions may be printed, programmed or imbued with interactivity. Recycled materials can be brought back to life.

While school traditionally separates art and science, theory and practice, such divisions are artificial. The real world just doesn’t work that way! Architects are artists. Craftsmen deal in aesthetics, tradition and mathematical precision. Video game developers rely on computer science. Engineering and industrial design are inseparable. The finest scientists are often accomplished musicians. The maker community brings children, hobbyists and professionals together in a glorious celebration of personal expression with a modern flare.

When 3-D printing, precision cutting, microcomputer control, robotics and computer programming become integral to the art studio, auto shop or physics lab, every student needs access to tools, knowledge and problem solving skills. The maker movement not only blurs the artificial boundaries between subject areas, it erases distinctions between art and science while most importantly obliterating the crippling practice of tracking students in academic pursuits or vocational training. There are now multiple pathways to learning what we have always taught and things to do that were unimaginable just a few years ago.

Making for every classroom budget
Even if you don’t have access to expensive (but increasingly affordable) hardware, every classroom can become a makerspace where kids and teachers learn together through direct experience with an assortment of high and low-tech materials. The potential range, breadth, power, complexity and beauty of projects has never been greater thanks to the amazing new tools, materials, ingenuity and playfulness you will encounter in this book.

In this practical guide, Sylvia Martinez and Gary Stager provide K-12 educators with the how, why, and cool stuff that supports classroom making.

Genres: Education, Nonfiction, Teaching, Technology, Science, Engineering, School

252 pages, Paperback

First published May 7, 2013

Reviews

[Kris Patrick · Rating 5 out of 5]

I changed my mind - 5 stars.
This isn't a review. It's notes for when I eventually get to talk to someone about this book.
- Classroom management
- Rubrics
- Explicit teaching/making mini-lessons even tinier
- Library Maker Specialists
- "There is no reason why student products cannot be both cute and good."
- "Great teachers know that their highest calling is to make memories."

[Mike Smart · Rating 3 out of 5]

I've mixed feelings about this book. Parts of it were helpful, thought-provoking, and well organized. Other sections were sloppy, generic, and disorganized.

I never felt like the author connected her views to finer aspects of actual classroom teaching. There are a lot of people outside education who'll say things like, "Get a 3D printer for your classroom! Kids can make all sorts of things." But the art of bringing something like a maker movement into your classroom is much more subtle, and hinges on classroom management, resource management, and class atmosphere. I never felt like the author connected to the more difficult parts of pulling something like this off in a real classroom. There is mention of it scattered throughout the book, but it's not deep enough to be more than obvious.

In the author's defense, I think she realized she needed to bridge this gap between her ideas and making them a reality in an actual classroom. To do this, she has a couple of dozen sections in the book that are written by teachers actually doing the types of things the book talks about. These sections are some of the better material in the book, but they end up being disjoint examples that never get tied together into a cohesive message.

Having said that, some of the programming and maker resources the book mentions were new to me, so I've got a nice list of sites and programs and tools to check out from reading this. So there definitely was quite a bit of value here from a learning perspective. I just think it could have been so much more.

[Janet Morrison-Lane · Rating 5 out of 5]

LOOOOOVED this book! Any educator who truly believes that children should be given the opportunity to explore, learn, and discover should read this! This book is not an instruction manual on how to manage kids or any classroom, but how to bring out the greatness that kids already have to offer if we would just let them explore their own interests and creativity.

The first 2/3 of the book was my absolute favorite. I felt like I simply needed to release myself and just start on this Maker movement with the kids...with cardboard, magazines, or whatever primitive supplies I might have. About 2/3-3/4 of the way in, though, the tone seemed to shift to a more technical view of things. I felt like they changed the tone and then began saying you needed to get the technical parts and needed to know more about what to do with technical, circuitry-type stuff. Since that isn't my forte...and since we don't have a bulk of funds to use to get started, I became very overwhelmed.

However, all-in-all, I absolutely loved the book and will probably go ahead and start without all of the technical stuff. I'm going to work toward creating an atmosphere where kids can explore and enjoy learning and let ours evolve...whether or not it's exactly as Martinez and Stager have in mind. Regardless, it was a wonderful read that provided plenty of ideas and absolutely amazing resources and websites! It took me forever to read simply because of all of the immense wealth of information!

[Maggie Pinnick · Rating 3 out of 5]

The Pros: This book has a lot of great ideas and suggestions for a beginner maker space. It also has a lot of great information if you are wanting to make your case to start a makerspace in your school/get funding for it. It also contains little anecdotal stories of success, how people use maker spaces, and some challenges.

The Cons: The books tends to read like a catalogue. It lists a lot of tools you can buy for a makerspace. This is nice and useful, but at the same time it makes you feel that it is overwhelmingly expensive and it doesn’t show multiple ways a tool could be used. I understand that the idea of making is to be creative - but that is not my strong suit. The book also makes a point to say that free software isn’t great and you should try to purchase software. It just makes me think the author is out of touch of what schools and libraries are like. It would be awesome to buy the software, but that is a huge expense. Plus if you wanted to encourage a kid to keep making at home, there is a high probability that they won’t be able to access purchased software again.
While I can appreciate that the purchased software is most likely better with better support, I would have liked to see more on things that are free. That way anyone could start with minimal investment and create cause for a school to invest more in the space.

[Diana · Rating 5 out of 5]

"Children should engage in tinkering and making because they are powerful ways to learn." - p 3

If you only have time to read one book on the Maker Education Movement, this should be the book. Martinez and Stager do an amazing job of covering everything from the history of making in the classroom to practical ways to incorporate making in everyday instruction. They help you to critically think about what types of projects kids will make and how to make them more effective and creative - no 24 birdhouses that look exactly the same here. There are ideas for how to help students with project design, prompts to get them thinking, creating a physical space conducive to making, etc. There are fabulous lists of resources to check out and supplies to consider. The section on advocacy and research is an excellent resource for grant-writing.

I ended up underlining or annotating something on every other page, and I'll probably end up re-reading everything again just to soak up all the information. This book is amazing, and is a must for any Maker's library.

[Pam · Rating 5 out of 5]

My thoughts are consumed with thinking about how to teach both teachers and young students about technology. This book is a great source for the big ideas, as well as the tactical when it comes to learning about tech. Steeped in the tradition that education is a world filled with books, words, play, and experimentation ("Children's seminal learning experiences come through direct experience with materials"), the book is a great resource and launching point for anyone trying to add 21st-century materials to the classroom. This book updates the manipulatives to be the tools of the 21st century around fabrication, physical computing, and programming. My only complaint is that the format and contents of the book are presented in a traditional 20th-century format. Dense and sometimes so dry that you forget it covers how play and experimentation are the touchstones of learning.

[Ekollon · Rating 4 out of 5]

As with many books that I read for class, I didn't read it all. I was hoping that I would feel moved to, but I'm too stressed and too busy to do so. However, I'm hoping that I'll come back to this book when I'm feeling less panicked and read more of it. What I did read of it alternated between somewhat helpful and "Oh, dear God, this is over my head." Which isn't necessarily a flaw in the book, but it does mean that the book isn't automatically for everyone and people should consider if they are the target audience. If you have a KU membership (and the book is still on KU when you are looking at it), I would absolutely browse it to see if it's something you're interested in or look at it at the library if you are able get it there. Otherwise, if you're more tech-savvy than I am, the book might work better.

[Martin Coopwood · Rating 5 out of 5]

In their reader-friendly, down-to-earth style Sylvia Libow Martinez and Gary Stager offer great practical suggestions for how to embrace making in the classroom. However, the book does an even better job at explaining constructionist pedagogy. I think this part of the book will still be relevant and useful in 20 years. I apprerciated that everything claimed in the book, the authors backed up with research.I would recommend this book for anyone who wants to focus on more student-centered pedagogy and give students opportunities for tinkering, making, and engineering as styles of learning.

[Tanya · Rating 5 out of 5]

"Invent to Learn: Making, Tinkering, and Engineering in the Classroom" by Sylvia Libow Martinez and Gary Stager, Ph.D. supports the claim that students learn by doing. They believe, “Children should engage in tinkering and making because they are powerful ways to learn.” (Martinez & Stager, 2019, p. 4).

This book is sure to inspire the maker in all of us. It contains many excellent ideas and recommendations regarding fabrication devices, hardware choices for computing, programming software, and projects. Discussed is the ease of learning programs and growth with skill level. While the book does not recommend one piece of technology or program over another, it provides valuable information regarding how to make those selections based on desired project outcomes, grade level, and what devices, hardware, and software work well together.

Covered is the who, what, when, where, why, and how of making and tinkering. The first few chapters are devoted to the history of making, tinkering, and engineering. This is something that can be skimmed over unless you are interested in the background. Why should teachers be doing this with their students? Because students learn best when they are encouraged to learn about what interests them, allowed creativity, give their input, and have hands-on learning experiences. “At the same time, too many schools are stifling individuality and personal expression.” (Martinez & Stager, 2019, p. 27). Starting from a young age, children have created things, such as forts, doll houses, model race cars, slime, etc. However, when they enter the classroom, that freedom of expression is removed.

The magic begins in chapter 3 and continues throughout. How do we combat the lack of creativity in the classroom? By following their teaching motto, “Less Us, More Them, ” while using their design model TMI, which stands for think, make, improve. (Martinez & Stager, 2019, p. 72). Always encourage students to improve their projects by asking them meaningful questions.
What makes a good project? “Work that is substantial, sharable, and personally meaningful.” (Martinez & Stager, 2019, p. 59). It must appeal to what interests the students as well as what they are curious to learn. Good projects must include these eight elements: purpose and relevance, time, complexity, intensity, connection, access, shareability, and novelty. “A powerful project inspires student memories because of the learning that takes place during its creation, not because a student successfully navigates the technical vagaries of the software or hardware used during its creation.” (Martinez & Stager, 2019, p. 68). Who can facilitate tinkering and making? Anyone who works with children. Where can this occur? “Every classroom can become a makerspace where kids and teachers learn together through direct experience with an assortment of high- and low-tech materials.” (Martinez & Stager, 2019, p. 4).

Having a makerspace in the classroom sounds very doable. A designated room, fancy hardware, or expensive tools are not needed to get started. Chances are you have some basic items in your classroom to get started. There is a chapter devoted to “stuff” in your makerspace. Think of the technology you already have, in addition to materials that can be recycled and repurposed. Students can bring in items from home, or ask for things to be donated. Acquire items that have multiple uses and last for the greatest amount of time. Increase the rigor by incorporating various devices, hardware, and software. How do you get started? Have your students make something. Allow them to explore and be creative at the same time. Remember, it is ok to fail because failure leads to growth and improvements in design. It is really about allowing the students to be creative in what they are doing and giving them the opportunity to experience and try different things as they are making and tinkering.

Silvia Libow Martinez is currently the principal advisor for the FabLearn Fellow as well as the president of Constructing Modern Knowledge Press. Her background includes programmer, aerospace engineer, educational software producer, video game designer, head of an educational non-profit, and book publisher. She speaks around the world regarding the maker movement in education, student leadership, digital citizenship, project-based and inquiry-based learning with technology, STEM, STEAM, and gender issues in STEM education.

Gary Stager, Ph.D. started as an elementary school teacher and has instructed students ranging from preschool to doctoral candidates. He had a large part at the beginning of online education, as well as instructed professional development in the world’s first laptop schools. His various careers include teacher, software developer, teacher educator, journalist, consultant, and school administrator. He is also the originator of the Constructing Modern Knowledge summer institute. Currently, he is a Senior STEM and Educational Consultant for Fielding Nair International. He speaks worldwide regarding learning-by-doing, computer programing, and robotics.

Work Cited:
Martinez, S. L., & Stager, G. (2019). "Invent to Learn: Making, Tinkering, and Engineering in the
Classroom." Torrance, CA: Constructing Modern Knowledge Press.

[Heidi Geiges · Rating 5 out of 5]

Invent To Learn: Making, Tinkering, and Engineering in the Classroom is a must-have book for any educator looking to get on board with the maker movement. It is touted as the “bible of the Maker Movement in schools.” The authors, Sylvia Libow Martinez and Gary Stager, do an exceptional job of bringing the needs of children and learning in the 21st century together with the art of making. After reading this book, if you don’t want to get out your soldering iron, explore 3D printers, make your own computer, tinker around with robotics, and participate in countless other making and doing activities, then you are still in the 20th century!

History of Making
If you are not familiar with the longstanding history of making, this book takes you on a whirlwind tour of its unsung heroes, Leonardo da Vinci, Jean-Jacques Rousseau, Johann Pestalozzi, Jean Piaget, John Dewey, and the ‘Father of the Maker Movement,’ Seymour Papert. If you are interested in knowing and understanding where making came from, this is a good overview. However, if you want to get to the nitty gritty or nuts and bolts of making, you can skip the first chapter and still glean all of what this book has to offer. To set the stage for modern-day making, Seymour Papert coined the term “constructionism,” and defined it as:
From constructivist theories of psychology, we take a view of learning as a reconstruction rather than as a transmission of knowledge. Then we extend the idea of manipulative materials to the idea that learning is most effective when part of an activity the learner experiences as constructing a meaningful product. (Papert, 1986)
Martinez and Stager reinforce Papert’s view by suggesting, “Although the learning happens inside the learner’s head, this happens most reliably when the learner is engaged in a personally meaningful activity outside their head that makes the learning real and shareable” (Martinez & Stager, 2013, p. 32). In other words, it is important for the learner to have the questions and want to seek the answers by doing rather than being taught how to do it.

Why Making?
Martinez and Stager do agree that making in the classrooms of today is challenging, but it is necessary to be successful in the real world. They reinforce the fact that we need to break the mold of learning by teaching. Learning happens by doing.
Education policy often confuses teaching and learning. Learning is not the direct result of having been taught. If you have spent any time working with learners, you know that you can’t simply talk at them, or do something to them, and expect that they have learned anything. A robot can deliver curriculum; great teachers provide much more. (Martinez & Stager, 2013, p. 69)
The underlying theme of this book is to get learning back in the hands of the learners, not the teachers. Students need to feel passionate about what they are learning; there needs to be inquiry initiated by the students, not by the teachers. The teachers are the facilitators in this not so new world of making.

A Maker in the Making
The strength of this book lies in the details. Martinez and Stager do an excellent job of giving practical and valuable step by step “how to’s” on creating your maker classroom, what makes a good project, where to get your “stuff,” creating your own maker day, and a very handy resource chapter at the end. There are examples of things students can make to where to get new and old materials to then maximizing the materials you don’t even know you already have. Encouraging students to use computers as a material and not just a vessel for output is also a key concept in making. A maker classroom is a mindset, a maker classroom is messy, a maker classroom is real, and a maker classroom is for everyone. The authors create a picture in your mind of a maker classroom:
Maker classrooms are active classrooms. In active classrooms one will find engaged students often working on multiple projects simultaneously, and teachers unafraid of relinquishing their authoritarian role. Collaboration between students is flexible and teachers experience a seamless metamorphosis between mentor, student, colleague, expert, and personal shopper, all in service of their learners. (Martinez & Stager, 2013, p. 83)
A maker classroom is the kind of classroom that fosters creativity, learning, and doing.

Honoring making with a Maker Day might seem to be the ultimate success in making. “When it comes time to celebrate student making or to build support for such efforts, your school needs a Maker Day” (Martinez & Stager, 2013, p. 179)! This sends a strong message that your students are learning by doing, they are creating and collaborating, and they solve problems with modern-day tools, techniques, and materials. Though challenging at first, Martinez and Stager break everything down into effective steps that are manageable.

Additionally, this book gives a superb education on many of the “hot topics” that are out there when it comes to making such as fabrication, physical computing, and programming. Lastly, there are numerous resources throughout the book; however, the authors go one step further by creating a chapter called “Resources to Explore.” Everything you need to know including books, websites, articles, videos, toys, starter projects, tutorials, equipment, and the list goes on, are available at your disposal. Creating an environment where student learning is the priority gives one hope for the future of the world. Students want to learn and be empowered. Making does all of that and more for students everywhere.

About the Authors
Sylvia Libow Martinez started her career as an electrical engineer with her degree from UCLA. She went on to Pepperdine University where she acquired her Master’s in Educational Technology. Sylvia is formerly the President of Generation YES, where she was an integral part of fostering leadership in tech-savvy students. Before her work there, she oversaw product development, design, and programming as Vice-President of Development for Encore Software. Sylvia also helped develop Math.com, a website that has helped millions of people worldwide. She spent seven years as executive producer of Davidson & Associates/Knowledge Adventure. Math Blaster: Algebra and Math Blaster: Geometry are two of many software titles that she designed, developed and launched. Sylvia currently speaks around the world advocating inquiry-based and project-based learning with technology. She is a popular keynote speaker at workshops and conferences worldwide. Sylvia recently co-authored another book, Meaningful Making: Projects and Inspirations for Fab Labs and Makerspaces, which was published in May 2016. Sylvia has made her mark in the world of making and EdTech and continues her quest in the maker movement.

Gary S. Stager, Ph.D. has been helping educators around the globe since 1982. He received his Ph.D. in Education from The University of Melbourne. He is considered one of the world’s leading authorities for computer programming, robotics, and learning by doing in classrooms everywhere! In 1990, Gary was a trailblazer in leading professional development in the world’s first laptop schools and was an integral part in developing online education. He is a popular keynote speaker at education conferences worldwide and wears many hats as journalist, teacher, educator, consultant, software developer, and director of STEM at The Oaks School in Hollywood, California. His credentials are extensive, and he was given the distinction of “20 Leaders to Watch” in 2007 by the National School Boards Association. Gary has worked closely with Seymour Papert in creating a high-tech alternative learning environment for at-risk teens. He has co-authored and authored numerous publications and has been a visiting professor at universities all over the nation. Gary’s commitment to creativity, computing, and children led to the creation of the Constructivist Consortium and the Constructing Modern Knowledge summer institute. He continues to be a leader for change in education who leads by doing.

References
Biography of Gary S. Stager. (n.d.). Retrieved June 27, 2016, from http://stager.org/bio.html

Martinez, S. L., & Stager, G. (n.d.). Invent to learn: Making, tinkering, and engineering in the classroom.

Papert, S. (1986). Constructionism: A new opportunity for elementary science education. Massachusetts: Massachusetts Institute of Technology, Media Laboratory, Epistemology and Learning Group.

Sylvia Libow Martinez. (n.d.). Retrieved June 27, 2016, from http://sylviamartinez.com/

[Corinne Treadaway · Rating 5 out of 5]

I would highly recommend this book to any educator who is interested in becoming a part of the maker movement. The book opens with a discussion on the theory and history behind the maker movement, as well as definitions of key concepts to help the reader develop a thorough understanding this type of pedagogy. Next, the authors, Martinez and Stager, delve into the process of how to create a makespace, offering concrete ideas on creating classroom environments, management practices, and endless resources for the “stuff” you’ll need! Lastly, the book ends with the authors’ advice for advocating why your school/district needs to incorporate making, tinkering, and engineering for both teachers and students. Whether you are a novice, an expert, or anything in between, Invent to Learn offers something to everyone!

Summary

History & Theory
Martinez and Stager introduce several theorists tied to how making, tinkering, and engineering in the classroom came to be. In particular, there is a large focus on Seymour Papert, known as the ‘Father of the Maker Movement’ and the inventor of Constructivism whose “life's work has been creating tools, theories, and coercion-free learning environments that inspire children to construct powerful ideas through firsthand experiences” (Martinez & Stager, 2013, Chapter 1 Section 3, para. 3). As you read, it becomes evident that these important ideas presented by Papert and many others years ago are still struggling to be implemented in classrooms around the world today. The authors also address that “when we allow children to experiment, take risks, and play with their own ideas, we give them permission to trust themselves. They begin to see themselves as learners who have good ideas and can transform their own ideas into reality. When we acknowledge that there may be many right answers to a question, it gives children permission to feel safe while thinking and problem solving, not just when they answer correctly. When we honor different kinds of learning styles it becomes acceptable to solve problems without fear” (Martinez & Stager, 2013, Chapter 2 Section 2, para. 24). In order for these constructivist theories to take hold, educators need a drastic shift in mindset when it comes to making, tinkering, and engineering in the classroom.

Do It Yourself
If you’ve been wondering where to begin with setting up your own makerspace, look no further! The bulk of this book is a comprehensive guide with everything you need to do it yourself. Martinez and Stager thoroughly cover setting up your makerspace environment with tips that range from big to small, such as, planning for extra outlets, setting up safety expectations for equiptment and routines, using flexible furniture, incorporating gender neutrality, and providing storage options.
Once your space is set up you’re going to need stuff to put in it! This book acts as a reuseable resource for you with information on everything from 3D Printers, to robotics project prompts, to more programming languages than I ever knew existed. This book also includes a whole list on non-electronic equipment or "junk" as the authors refer to it, that can be included to complete your makerspace. Not only do they provide lists of resources, but they also cover how these resources work, their processes, different file types, compatible programs, a variety budget options, and ideas for how you can acquire these items.
There is also a strong emphasis in this book of the best teaching practices for a successful makerspace. Teachers need to get comfortable with being uncomfortable, and should realize that “this "letting go" is not being a lazy teacher by making students do your job for you. Far from it. A teacher is highly engaged in the art of empowering young people, not getting work done” (Martinez & Stager, 2013, Chapter 10 Section 1, para. 5). This book will help revamp your classroom management to create a learning space where students are the leaders, and who work collaboratively in an unstructured manner to document their learning in a variety of ways.
This new dynamic shifts teachers away from lecturing, and allows time for getting to know students, generating meaningful projects and prompts, celebrating failures, realizing the power of well-timed questioning, and learning to get out of students’ way. One of the most powerful realizations for me was that “unlearning some of the habits of instructionism and resisting what seems to be a cultural imperative to lecture and test as the "right" way to teach may be the most difficult part of adopting a tinkering mindset for the classroom” (Martinez & Stager, 2013, Chapter 5 Section 2, para. 9).

Getting Started
Ready to take the leap and turn your makerspace into a reality? Sometimes it’s not that easy. Martinez and Stager have you covered as they share how to make your case, and provide a “say this, not that” talking point guide, as well as cold hard research to back it all up. Even if it might sound tempting to try to sell your pitch through boasting the potential for boosted test score, don’t! I learned that by doing this then you hold yourself accountable to be judged by test scores, and we all know those aren't always an accurate representation of real learning. If all else fails they fall back on one of my favorite adages: seek forgiveness, not permission.

Critique
This book should be an essential part of any 21st century educator’s library. In a 21st century way, I chose to read this book via the Kindle version, which I can not recommend enough! Every resource listed is automatically hyperlinked, and allowed me to explore certain topics of interest much deeper than I could’ve if I’d been reading the hard copy.
I also really valued the author’s sense of reality in this book. They wrote in a way that at times sounded too good to be true; an ideal classroom if you will. However, they almost always found a way to bring it back down to earth and address the concerns I had already been thinking. For example, discussing all the amazing things educators can do with 1:1 devices, well, those things are great if you have 1:1 access, but I (and many others) don't. The authors were able to recognize these constraints and restrictions and offer perspective for making the best of whatever is available to you!
There were a few times where I had difficulty seeing ideas play out in a less than ideal classroom though. The authors don’t mention special needs students much, and often addressed curriculum concerns with a "good teachers know how to figure it out" attitude. Sometimes easier said than done with administration and the larger powers that be! Lastly, as much as I can use the tools offered in this book in my current classroom, I predict that if I were to ever move out of the classroom and into a position of tech leadership, this would be the first thing I re-read as an AMAZING resource for getting started.

About the Authors
Sylvia Libow Martinez holds her Bachelors in Electrical Engineering and a M.A. in Education Technology. She started her career as a senior scientist in researching and developing GPS and satellite systems. She then worked managing product development in designing video games. She is the former President of Generation YES, a non-profit group that seeks to improve school communities with up to date technology. Now as an author, she advocates for gender equality in STEM, project-based learning, and computer programing.
Gary S. Stager (Ph.D.) started out as an elementary school teacher, and has taught pre-school through doctorate students. Starting in 1990, he played a huge role in the development of the first schools offering online learning. He also founded the Constructing Modern Knowledge summer institute for teachers. Today, Gary is a journalist, software developer, STEM director, professor, and popular keynote speaker.
Both authors are available to speak at conferences, lead workshops, or consult and collaborate in creating your makerspace! To learn more email education@inventtolearn.com.

References
About the Authors. (2016). Invent to Learn. Retrieved from
http://inventtolearn.com/about-the-au...
Martinez, S. L., & Stager, G. S. (2013). Invent to learn: Making, tinkering, and engineering in
the classroom [Kindle DX version]. Retrieved from www.amazon.com

[Nicole Schop · Rating 4 out of 5]

Invent to Learn: Making, Tinkering, and Engineering in the Classroom

In Invent to Learn: Making, Tinkering, and Engineering in the Classroom, Sylvia Libow Martinez and Dr. Gary Stager make a case for creating a “makerspace” in every classroom. A “makerspace” is an area where students are allowed to make a self-selected project, without time restraints or grades, in which learning is allowed to happen naturally as part of the process of creating a product. This type of learning, they argue, is the best way for students to remember important ideas and concepts, since the learning happens only because it is needed in order to complete the project.

About the Authors

Sylvia Martinez comes from a technology-rich background. She started her career designing software for GPS satellites and holds a Bachelor’s degree in Electrical Engineering from UCLA and a Master’s in Educational Technology from Pepperdine. She was president of Generation Yes, a non-profit that seeks student leadership through technology, and oversaw product development for educational games at several software publishing companies (Martinez, 2016). Dr. Gary Stager has an extensive background in educational technology. He has done everything, from teaching fourth grade in Ridgewood, New Jersey, to consulting at Logo Computer Systems in Canada, Stevens Institute of Technology Program in New Jersey and Victoria State Department of Education and Training in Australia. He has a B.A. in Elementary Education from William Paterson University and a Ph.D. in Education from the University of Melbourne (Stager, 2003-2007).

About the Book

This book covers a lot of ground, discussing a brief history of the Maker Movement, Constructivist and Constructionist theories of education, various models of learning, the best way to plan projects (spoiler alert: don’t overplan!), assessment, the basics of fabrication and programming, how to acquire resources, how to create and run the makerspace itself, and even tips on how to convince others of the educational value of makerspaces in the classroom. Martinez and Stager give us a veritable treasure trove of resources to use.

In the first few chapters, they make a strong argument for creating makerspaces in classrooms. They remind us that “play and experimentation were prized” when we were children (Martinez, 2013, p. 153), but that is now being replaced by overemphasized high-stakes standardized testing. They argue that the ‘maker movement’ overlaps with the “natural inclinations of children and the power of learning by doing” (Martinez, 2013, p. 173). They further argue that today’s technology has integrated itself into our lives to the point where children can use high-tech computers and software to build almost anything they can think of, and now is the time to use these easier-to-access resources for learning.

Later, they delve into theory. The “Constructivist and Constructionist” theories of education suggest that people construct new knowledge by combining experiences with what they already know. These theories argue for teachers to play a minimalist role, handing over the responsibility to the learner. In order for this to happen, there has to be a goal (the learner must have a product in mind they want to make), sufficient time set aside for experimentation, failure, reflection and discovery, and a host of resources, materials, and experts available that the learner can call on when needed. Through this natural process, young people learn skills and concepts they may need later in life, but they learn them in the context of doing.

As the book progresses, the authors assume that you are now convinced that makerspaces are the way to go and move on to how to use a makerspace in a classroom. Here is an example in one class:

“The teacher showed her students how a candle would gradually extinguish when covered with a bell jar. How, she asked, can we measure how long it will take for the candle to go out? This simple prompt created a wealth of challenges and learning opportunities for these students on their journey to solve this problem.” (Martinez, 2013, p. 890)

The goal of the project was not to build a timer or program a computer, but rather to empower children to trust themselves and use their brains to solve a problem. This approach honors different kids’ learning styles and allows students to see that they should learn science or math in order to solve real-world problems, not just for a grade.

The last few chapters of the book discuss project ideas, setting up your makerspace, the basics of robotics and computer programming, things to say to people who do not see the educational value of makerspaces, and a list of further resources. For people who are convinced that makerspaces are good places for authentic learning to take place, then this book is a great place to start! All of the basics are set out for you, and you can use the links at the back of the book for further research.

Critique

In general, I believe this book is a must-read for teachers. If nothing else, it gets you thinking about non-traditional ways of teaching and how they can be incorporated into your classroom. For example, I have an idea for a “fluency project” my Spanish students can create in order to help them to become fluent in the language through the use of tools. My main critique, however, is that the book does not do enough to address the fact that teachers are told to teach specific things. Students can learn a lot from self-directed projects, and the book makes a good case for creating a makerspace in your classroom to allow for that to take place. However, the reality for many teachers (especially teachers who teach subjects that are not math or science related) is that those types of “open-ended projects” do not allow for us to address the specific standards we are told to cover. At best, I can see myself incorporating one or two projects of this type into my curriculum in between traditional units that address specific things related to Spanish that students have to learn. However, if proper Professional Development on this topic is given and teachers are allowed to experiment, then who knows what we could come up with to address that problem!

References:

Martinez, S. & Stager, G. (2013). Invent to Learn: Making, Tinkering, and Engineering in the Classroom. Constructing Modern Knowledge Press. Torrance, CA

Martinez, S. (2016). About Sylvia: Bio. Retrieved from: http://sylviamartinez.com/about-sylvia/

Stager, G. (2003-2007). About Gary. Retrieved from: http://stager.org/bio.html

[Samantha · Rating 4 out of 5]

I read this book to give me more ideas on my Try-It Tuesday program. Boy, did it ever! Can't wait to get my hands on some stuff with the kids.

[Meg Williams- Librarian · Rating 4 out of 5]

I am not a classroom teacher. This is an honest review, but I want to state from the beginning that I am not sure I was exactly this book's intended audience. However, I am an elementary school librarian and many parts of this book were relevant to my after school programs with my students.
I really appreciated that this book took this stance. Kids need an environment in which they can make and design and create, and unfortunately a lot of them are not getting it in a traditional classroom setting. The whole maker movement in the classroom is so important, and I applaud the authors for proposing some ways teachers can integrate making into their curriculum.
However, a good portion of this book is products or resources for makerspaces, in list form. Generally, there is some blurb about the product or idea for how to use it, but after awhile a lot of the products seemed to blend together. They all were very relevant products though, so I can see why the authors chose to include them.
There are a lot of really cool ideas in this book. I was inspired when I was reading it and I am definitely going to bring some of the ideas back to my school library. For example, I am going to look into a coding club in the spring. There are a lot of resources listed for coding in this book, so I will reread that section when I go to plan, and choose the one that I think will be the best for my students.
Overall I enjoyed this book but I think it would be even more powerful in the hands of classroom teachers who are able to make change at their level. I would be quick to recommend this book to colleagues who are looking for a way to shake things up and inspire their students to love learning.

[Jake Kohlmeyer]

ITL is a quality book on the maker movement. I should say that I had a basic knowledge of the maker ideas before picking up this book. I had taught in schools that had worked to implement makerspaces and carry those concepts into basic instruction, but we didn't have the power of a staff that could carry it through. This book has a lot of good ideas for educators and staff who need to know how to follow through and implement ideas. The concept of seeing beta mode as an opportunity - and that each learning opportunity is a beta test is something that will stick with me.

I read the book for the purpose of understanding making for a public library as part of a MLIS course. Truth be told, I don't think it's all that appropriate for public libraries, but for classrooms and school libraries, this book will help a lot, and there are a plethora of tools and websites mentioned to move your projects forward and engage audiences.

The fact that programming and fabrication are becoming mainstays in making and something that young learners are engaged with means you should pick this book up. To shape the environment you need a good understanding of the options that exist. ITL will give you that knowledge and then some.

[Pam · Rating 4 out of 5]

Stager and Martinez do a wonderful job of delivering a brief history of constructivist and progressive thinking in education and then relates that thinking to the Maker movement. Whether children are making things with cardboard and duct tape or creating a computer code that lights up a circuit board, learning by hypothesizing, planning, problem solving, collaborating and tinkering is the best way for children to have "aha" moments. The authors give a lot of practical advice for teachers who want to move their practice into this student-centered, inquiry based place.

[Robert Spillman · Rating 5 out of 5]

A great book that I very much enjoyed. I can understand a few of the 4 star reviews in terms of what it may offer the general reader, but it struck me in a way that I found enlightening. It made sense, provided ample proof, and was convincing to believe that our society is missing an important element of our education. Everyone has an inner need to make things themselves, to experiment, to craft one's own ideas into reality with their own hands. It builds creativity and teaches skills. And it is a good motivational learning experience.

[Emily · Rating 4 out of 5]

The beginning was hard for me to get into. I found the tone to be condescending. But, by the end, I was cheering! And wishing for a summer trip to New Hampshire! I skimmed some of the chapters I just don't feel ready for yet, but it will be a great resource to refer to for the next few years as I try bringing more invention and making into my classroom.

[Katie · Rating 5 out of 5]

A well written historical perspective on the maker movement. It presents convincing arguments why tinkering should be a vital part of every educational program. Provides extensive resources for further exploration into maker resources. A great place to start you on your journey toward implementing a maker program.

[Brandon Zoras]

Amazing book! Such a great way of teaching and learning. You can apply the ideas and knowledge in this book to any age and any subject area. Gets you me mind racing with new cool ideas and lessons you can do with your classes. Can't wait to try more ideas in my classroom

[Savanna · Rating 4 out of 5]

digged it

[Heidi · Rating 4 out of 5]

Looking to ignite a fire for tinkering, making and creativity in a classroom makerspace setting? Invent to Learn will not disappoint. Gary Stager and Sylvia Libow Martinez lay out the historical elements of making and creativity in a STEM setting within education as well as go over the why for bringing this back into a classroom setting.

Historically, theories of Papert, Piaget and Dewey are discussed to have been the foundation for this theory of learning. Stager and Martinez draw connections between constructivist learning theories to the support theory of constructionist learning in the Invent to Learn pages.

Any educator looking to justify the implementation of a Makerspace or Tinkering within the classroom will want to use this book as a guide. Martinez and Stager discuss the need to engage and involve students in their own learning and to make design the focal point of learning. The books acknowledges the current educational system and the push towards explicit instruction and standards marking success. While not fully discrediting those elements, it clearly states the importance of reenergizing and reengaging our modern learning in the construction of their own learning.

Makerspace is a mindset not a space. This is one of the key understandings in the book and I fully agree and loved letting this shift happen in my mind. When first thinking of bringing these theories into my school, I was fixated on the space and this book helped me to shift from space to mindset. Creating a Maker Movement was allowing for mess, creativity and learning through constructing and doing.

Although it begins with history and theory, Invent to Learn also spends time going over projects and ideas for students to begin their making journey. Martinez and Stager also share a variety of supplies from low-tech cardboard to the implementation of some 21st Century technological advances that help to incorporate the maker mindset into a more tech savvy classroom and generation, educating creators of and with technology. They give educators ideas on how to begin their personal or school’s making journey.

The final chapter is essential for any teacher looking to establish their culture of making. It is called Resources to Explore and is a compilation of resources including websites, social networks for professional development, technology for the classroom and a great deal more of others sources to progress beyond Invent to Learn.

This book is a must read for all educators and school administrators to help understand what the Maker Movement is and why it is an essential aspect to bring into classrooms.

[Roberto Padilha · Rating 4 out of 5]

Um panorama muito interessante dos princípios educacionais e tecnológicos da aplicação da make culture como ferramenta de ensino. Apesar de ser voltado para a educação de crianças, os princípios são universais, aplicando-se desde o ensino das séries iniciais até a universidade.
A primeira parte do livro foca mais na parte teórica e dos princípios filosóficos e pedagógicos que apoiam o ensino baseado em projetos, com foco na experiência prática do aluno em aprender fazendo, construindo elementos concretos que possibilitem o estabelecimento dos conhecimentos a partir do seu interesse e curiosidade pessoal e sua conexão com o assunto. É impressionante ver o quanto a cultura de ensino para decoreba e para testes padronizados já nasceu retrógrada, e como a noção de que cada pessoa aprende de um jeito e em um tempo diferente está longe de ser uma noção disruptiva de educação. O que ocorre é que as ferramentas que temos à disposição hoje em dia torna possível uma educação muito mais poderosa e interessante, basta que haja O MÍNIMO de esforço por parte de educadores e instituições para tornar isto possível.
A segunda parte discute opções de aplicação prática destes conceitos, apresentando ferramentas como Arduino, impressoras 3D e linguagens de programação. O livro procurou apresentar estas idéias de forma a atingir mesmo professores que não sejam da área de tecnologia, o que tornou esta parte mais enrolada e menos interessante para mim.
Mesmo assim, valeu demais a pena para ver o quanto as idéias e angústias que tenho como professor quanto ao modelo ineficiente de ensino que está estabelecido hoje são apoiados por filósofos e teóricos da educação, e o quanto os esforços que fazemos para combater a idéia de aprender para fazer prova estão na direção correta.

[Roberts Christie · Rating 5 out of 5]

Invent To Learn: Making, Tinkering, and Engineering in the Classroom
“Too often, we teach as if all (scientific) problems are solved and the steps are fixed. It’s like teaching music theory without allowing children to hear or play actual music”. (pg. 45) This quote seems to describe the the problem with education; everything is done in abstract. Invent To Learn attempts to develop solutions to this abstract problem in education by highlighting the importance of doing. The most important theme found in this book is that learning by problem solving is not a linear progression. The authors provide evidence of this by beginning with the history of “making”. There are several examples of modern day advances that came about from years of trial and error. This anecdotal information is a great introduction for educators to begin thinking about allowing students to make “mistakes” so they can develop their own learning process. This is a very scary concept for many teachers because they were also trained to think in linear model of creation and that mistakes are wrong. The main idea of many of the early chapters is that we need to allow students to develop a process that gives them information and results that they can use to refine their own learning style. What is most off-putting to many educators is the fact that student based models tend to be very messy and definitely don’t end when the teacher wants them to.
Chapter 4- What Makes a Good Project? Is an outstanding resource for educators considering project based learning. In this chapter there is an outstanding list called “The Eight Elements of a Good Project”, this is a thorough list that should be considered before engaging PBL. I think the most important point on this list is element #7; Shareability. It points out that project based learning isn’t just to benefit the individual, it is meant to inspire other students. Also in this chapter, the authors make some important observations about the planning of these projects, in particular, is the problem actually solvable. They emphasize that in order for this type of learning to yield results, the goals have to be attainable and not just theoretical. The other important observation about PBL made in this chapter is that traditional lesson planning; using the same lessons over and over again, is impractical because of the dynamic nature of student needs. Which implies that teachers need to be more flexible and ready to change directions at any given moment in the process. This is a hard lesson for many teachers to handle because many have become so reliant on the predictable that the unpredictable flusters many teachers.
The latter chapters in “Think to Learn” give a really comprehensive list of tools and programs that will help educators get started with the “tinkering”or “fabrication” of learning. It is a really good list, however many of the resources tend to be cost restrictive. The main problem with this book is that it assumes a great deal about teacher autonomy. Depending on the subject being taught, many teachers are held accountable for preparing students for the progressive nature of subjects. It doesn’t really approach how PBL or “tinkering” can help prepare a student for district benchmarks or state assessments. The other problem it fails to address is how teachers would find the budget to purchase many of these technologies to create a “maker space” in their classrooms.
Overall, this is a good book to inspire teachers to reinvent their classrooms but I feel that the classroom would have to be a very specific classroom. Many of the technologies or systems described within are focused on STEM learning but particularly from a science perspective. Teachers may want to create or allow their students to create their own learning, however subjects like ELA and Social Studies have to cover specific material to prepare students for the next class they need to take. As an ELA teacher, I found the material compelling and motivating but mostly unattainable. Imagine if we were to allow students in ELA class to spend an entire semester developing their own ideas of grammar, literature, and structure? What might that look like? Overall the concepts and ideas in this book are outstanding but just out of reach for most educators. I think this book is a good starting point for “tinkering” in the classroom, but ultimately the teacher has to decide what will benefit their students.

[Rebecca · Rating 4 out of 5]

It is troublesome to realize how quickly we have lost sight of basic educational theories in a desperate attempt to fix education. We all studied the work of Piaget and Dewey while pursuing our credentials. We can assume that leaders in education would have as well. All of these people were makers in their own right as they did studies of how children and people learn. They discovered constructivism and behaviorism which shows we learn more from experiences, discovering, play, and community, and yet most of us received our education in an instructionist manner. This is the basis of the book Invent to Learn by Sylvia Martinez and Gary Stager Ph.D. who wrote it in hopes of helping other educators create maker spaces in their own schools. Sylvia Martinez has a masters in Educational Technology along with a bachelors in engineering. She was the President of Generation Yes, a non-profit created to help schools improve education through technology, and also lots of experience with educational software and video game development. Gary Stager is a professional development leader in education for STEM education and programming. He is also the founder of a summer institute for teachers called, Constructing Modern Knowledge. Both authors are active in promoting the project based maker movement and are guest speakers for many schools and conferences.





A Guide to Maker Spaces

Invent to Learn is a comprehensive, well-thought-out guide for any teacher ready to break away from traditional teaching methods and create an environment where students can play, tinker, invent, make, and engineer. The book covers both practical ways to create physical spaces, including the tools needed, as well as sound examples of teaching in this environment. Both teachers who are very new to the idea, as well as those who are more natural makers, will find this book useful. As an art educator, I am familiar with the creative process and am an advocate for project-based learning. I have been struggling to find the right words to present ideas that will push 21st-century ideas forward. The first chapters of the book give an excellent brief history of educational theories, types of learning, and thinking methods. It was very helpful for me to have concrete examples and ideas to share with other educators. I found myself saying, “Yes!” several times while reading this book in excitement for feeling like someone has finally been able to articulate my hopes for education in an eloquent way. For example, my school like many others has been trying to package education in an attractive sellable manner by coming up with various tracks for students to follow. Martinez and Stager point out that by creating maker spaces that are integrated into the entire curriculum of the school, all students will have access to tools, knowledge, and problem-solving skills. “When the same hardware and process skills are required in the physics lab as the art studio as the auto shop, schools need to no longer sort students into imaginary tracks for jobs that no longer follow those arbitrary rules”(Martinez & Stager, 2013, p. 3). This means that instead of schools trying to sell a class or two that is STEM-based, they should instead focus on ways to integrate that mentality amongst all classes. This is exactly the mistake I think my school is making, so I am excited to share these ideas with them. Another mistake commonly made in schools is pointed out by Seymour Papert, whom the authors coin as “the Father of the Maker Movement” a mathematician who was one of the first to develop computers and programming for children. He states, “‘technology and education’ usually means inventing new gadgets to teach the same old stuff in a thinly disguised version of the same old way”(Martinez & Stager, 2013, p.19). While many schools are rushing to get the latest technology for their students, they are still using them to teach in an instructionist way. This is a major theme weaved throughout the book. Despite the fact that the book covers many useful tools, they are careful to remind us that the tools themselves are not the driving force of the learning and that the teacher should not be the ones engaged with the tools.
Design and Thinking Process
In addition to learning theories, Invent to Learn covers several variations of design models. However, they warn against spending too much time focusing on teaching any specific design model that would take away from the act of making. They point out it is important to spend as little time possible giving instructions. One quick method to help guide students is TMI: Think, Make, Improve. This is an easy method for students to remember and requires the important components of any project which should be substantial, shareable, and personally meaningful (Martinez & Stager, 2013). They go on to point out that ambiguity is important and getting students more comfortable with abstract ideas. If your prompts are too specific and direct students all to the same exact answer, there will be no endurance to the learning. Making memories is another way the authors point out this importance. What are the best parts of your education you remember now? Chances are it had to do with a time you made a discovery, created a project, or solved a problem that was meaningful to you.
Three Major Factors in Education. Martinez and Stager go on to predict the three major game changers in education: Fabrication, Physical Computing, and Programming (2013, p. 91). Fabrication includes technology for creating customized products such as computer design, 3D printers, and laser cutters. Physical Computing is the ability to create mechanics that interact with an environment such as robotics and Arduino and Programming is the language and understanding of controlling a computer. For each of these three sections, the authors do an excellent job of explaining the key tools involved as well as how they work with resources for purchasing and troubleshooting. Despite the fact that the book was written in 2013, I feel that the information is still useful, and I have a wealth of resources to go to for more help and information.

[Cara · Rating 5 out of 5]

Invent to Learn by Sylvia Libow Martinez and Gary S. Stager, is an excellent resource for anyone interested in Makerspace. Martinez and Stager combine a balance of ideas for the classroom with the reasoning behind why those tools would be effective. Martinez works currently keynote speaker and does research within the field of education. Her background includes working for tech companies and on educational software. Stager is another powerful voice in the field of education. He has worked closely with Pepperdine University, working their as a professor and helping to create their Masters in Educational Technology Program. He was also a pioneer in getting laptops into the classroom. Both of the authors of this book bring high qualifications.

“Invent to Learn” begins with a brief history of the Makerspace movement and also goes into the difference between the terms making, tinkering and engineering. Martinez and Stager (2013) define making as “the active role construction plays in learning. The maker has a product in mind when working with tools and materials” (p. 37). Tinkering on the other hand is “playful way to approach and solve problems and engineering “builds a bridge between intuition and the formal aspects of science by being able to better explain, measure and predict the world around us” (p. 37). I think it is important to understand the difference between these three types of learning, and to understand when each one is appropriate. There is a time and a place for all three of these within any makerspace classroom.

The most useful part of this book is Chapter 4, in which the author describes criteria for what makes a good project in a Makerspace classroom. The 8 elements of a good project include “purpose/relevance, time, complexity, intensity, connection, access, shareability, and novelty” (p. 60). I found this checklist to be immensely important. While it is important to give students opportunities to play and explore, it is vital to make sure that the project we assign our students are valuable. If we are going to be spending time of these projects during an already busy school day, it is critical that we make sure that we are being mindful in making decisions. The process of making is more than just playing and tinkering, although those are both pieces of the learning process.

The later half of the book summarizes tools and resources that teachers can use to start their own makerspace class. Some of them were things I had heard of before, like 3D printers and Caine’s Cardboard Arcade, and some of them were new for me like MaKey Makeys. While there were many good ideas listed, I wonder if there have been new technologies posted in the few years since this book has been published. I would be interested to see an updated version of this book published with new technologies and ideas included.

This book has inspired me to create a Makerspace elective class at my school. I have taken the plethora of ideas presented in this book to get started with my class. My students are loving the project that we started with, which is building our own cardboard arcade games, inspired by Caine’s Arcade, which is mentioned in this book. So far students are engaged and love working on their projects. Some of them are working on them outside of our class time, because they feel passionately about what they are doing. I can’t wait to see where this class takes us and I look forward to learning more through the Makerspace movement.

[Chanda Ferguson · Rating 3 out of 5]

I like the concept of this book, which is Project-Based Learning, the importance of creating educational experiences for students, and the implementation of technology in a classroom, library, or other meaningful and educational environment. This is very relevant and important in that aspect. However, my hesitation with really enjoying this book is how practical it actually is. In a standard US classroom, our teachers are underpaid, under-appreciated, and overworked. Why are we applying these expectations on them? Where is the funding, support, or additional help for these things? They are great concepts, but I think instead of focusing so much time, intentionality, and progress on our teacher’s procedures, we should be changing a broken system that prevents teachers from being the best teachers they can be. I know this is a soapbox I’ll die on, as a modern teacher, but I just can’t not point it out.

There were moments that felt thought-provoking, compelling, and enlightening, and there were a lot of new ideas, applications, and strategies for the classroom that I think teachers could really find effective and useful. There were also moments that felt disjointed, unclear, and would’ve benefitted from a more practical explanation and approach.

[Gary McCallister · Rating 4 out of 5]

The only reason this doesn't get five stars is that it bogs down a little at the end with too much detail and references to sources. It is a fantastic review of education Constructionism and Constructivism from Piaget to Papert and on to the current maker movement. It is a shame that public schools do not understand this and utilize it. It is discouraging to me because I know it works, having done it personally and in my classes, but I don't think it will ever be widespread. The educational establishment has too much to lose and the politicians don't understand.

However, to the book, if you are interested in education, especially if you are hands-on with your own children, this is an excellent resource.

[Maria · Rating 5 out of 5]

This is a fantastic resource for educators looking to start their own Maker Space. The book covers the educational background behind the Maker Movement and gives examples of what you can do in the space in a variety of age levels. This book got me excited to see what I can do in my own classroom.

[Annie · Rating 4 out of 5]

More than a decade after publication, the particulars may be out of date, but the ways of thinking about learning through making, creating, and designing, are still extremely useful. Highly recommend for anyone teaching in the realm of makerspaces.