5 Chair Challenge
The lesson plan is linked here: https://static1.squarespace.com/static/57c6b79629687fde090a0fdd/t/6312451083aeb3516e5b2a39/1662141713017/The+5+Chairs+Challenge_Lesson+Plan.pdf
1. Reflect on how you used the Design Thinking Process in the implementation of this project. Take time to talk about how the stages of the process guided your work. Feel free to use images/video for the specifics here.
Empathize: To begin, my student volunteered to complete the 5 chair challenge during lunch. This challenge expects the students to make a chair that is suitable for one of the available Simpson’s characters, while only using the assigned materials. He chose Neil Armstrong from the Simpson’s and started by researching the real person Neil Armstrong. Since Neil Armstrong is an astronaut, the student decided to base his research on a chair necessary for space travel.
Define: Next, the student thought about all of the needs and problems that may occur in space, such as zero gravity and temperature control. Plus, the sheet has information about Neil Armstrong that helped the student come up with ideas.
Ideate: The student brainstormed by using a permanent marker to create 3 sketches that would best suit Neil Armstrong’s needs. The student challenged assumptions about what the chair might look like by adding features to the sketches, such as a seatbelt, bolts to the ground, and a fan for temperature control. He even added a mini fridge to the bottom of a chair sketch, so that Neil Armstrong can keep his drinks there.
Prototype: The student then gathered the remaining materials, including cardboard, tape, straws, toothpicks, polymer clay, and scissors to create the chair. He created the pieces for the chair and built it. He problem solved along the way when challenges arose. For example, he did not have glue and the tape was difficult to work with, so he used the polymer clay as glue.
Test: Last, the student reflected on the chair and the uses in place. He ran out of time to add a mini fridge and fan. He felt that his creation was sturdy and ready to be bolted in a spaceship.
Materials:
Chosen Story:
3 Chair Sketches:
Final Chair
2. What was the most challenging part of the process and how did you work through those challenges (e.g. did you ask for help? Google? Youtube?) In what ways did these challenges prompt you to think about how you might support your own students’ challenges?
The most challenging part for the student was not having the material glue or superglue. This made it difficult to assemble and fuse the chair’s pieces together. Therefore, the student used polymer clay as glue. This showed powerful problem solving skills because he used the material that was the most sticky to fuse the materials together. He asked for advice and we agreed that the clay would do. Also, the amount of time was a challenge, so he was able to create the chair, but with less features as desired. This helped me, as the teacher, understand what types of challenges students will face, so that I can mentally prepare them. In the beginning, I can give them the advice to use the polymer clay as glue and I can also give them updates on the time.
3. Explain how Papert’s perspective on personal thinking and Courous’ work on growth mindset could be applied to your actions in this activity? (In lieu of the Couros book chapters, please read his response to criticism about the Growth Mindset: https://georgecouros.ca/blog/archives/8389)
Papert argued that learning is so often based on right or wrong answers, but students do not have a lot of room for creativity. Students are able to learn through hands on activities, such as cultivation like Papert mentioned (Papert, 1993). The makerspace provides students with opportunities to personal think and show their personal knowledge, as Papert claimed is possible. The Courous’ work on growth mindset also connects to the makerspace because students are able to explore their ideas without fearing failure. They are challenged and are able to grow from solving problems.
4. Overall, how did it feel to be a maker with this assignment? And please describe how you can offer your own students opportunities to be makers in your classroom (or perhaps even beyond your classroom).
Being a maker is fun and gives the power to the student to express their creative thinking skills and problem solving skills. My student had a lot of fun and provided good feedback. Makerspace activities give space for challenges, so both failures and successes are welcomed. There is not just one way to complete the activity, so I feel, as a maker, and as a teacher of makers that this is a great activity to help build growth mindsets. My school is actually starting to provide more makerspace activities. For example, in the library, students are able to create stairs using cardboard. I think the one downfall of makerspace activities may be the materials because some makerspaces may not be possible, due to the materials’ cost and the amount of students involved in the lesson. For example, I would be worried about the materials and the time it would take for each class of 30 8th grade students to complete a makerspace.