The Shaker Bookmark

I usually have a hefty stock of bookmarks available for students; however, I am fresh out. I thought about buying a generic pack on Amazon, but then I started thinking about students designing their own. In addition, both my students and I are fidgeters. Many of my students access my fidget bin throughout the class period, so I began to think: what if we could blend the useful bookmark resource with a fidget? With this creation, we will have a useful reading tool and a fidget: a two-in-one combo!

1. What framework did you select as the lens for this assignment? Briefly summarize this framework and provide its main elements you referenced.

I selected the 4 Cs framework because I appreciate how the framework is not just a linear step or equation, but rather simultaneous working parts that lead to a better learning experience for all students. The terminology used for the 4Cs is also student-friendly: critical thinking, creativity, collaboration, and communication. By presenting it on a balanced circle, it emphasizes that each of the skills is equally important alone but also powerful together. Because of this format, I think this framework is the most accessible and adaptable for both teachers and students.

Through this framework, students will engage in the following skills:

1. Critical thinking: they will be challenged to view problems and situations through different lenses and apply their previous learning to these new situations.
2. Creatively thinking: they will have the freedom to explore diverse media and technology to be innovative
3. Collaborating: they will work together, blending their unique skills, to arrive to a solution or best practice
4. Communication: they will have the opportunity to communicate both in written and oral forms and adapting their language to different contexts

2. In what ways can you specifically relate the steps/process you worked through during this activity to the framework you selected? (Again, feel free to use images/video for the specifics here).

Critical thinking: To create my bookmark, I started by Googling examples. I noticed that a lot of people used some kind of fuse tool to seal their book, especially if they incorporated a liquid. I evaluated the various forms of bookmarks and realized I do not have a fuse tool, nor do I really want to use liquid, so I decided on just a confetti shaker bookmark. Ultimately, I think that will be a better solution, especially if I have students create their own.

Creatively thinking: This is the fun part! I started by brainstorming what materials I have around my house. Part of the creative thinking process involves being innovative. I have plenty of materials, and my roommate also has some, so I asked for her creative input as well.

Collaboration & communication: I asked my roommate if I could borrow some of her craft items to make a shaker bookmark. She has created resin bookmarks before, so she had some leftover tassles and blank bookmarks as design prototypes. We also collaborated to determine the best form of sealing the bookmark. I have washi tape that I can use as a border, but she suggested that I use mod podge on the inside so that none of the confetti falls out. When I first mentioned that I wanted to create a shaker bookmark, my roommate did not know what I was talking about. Through effective and concise communication, I explained the design and purpose of the bookmark. I also showed her some of the pictures I found on Google to provide a visual explanation.

From there, I started to construct the bookmark. I started by decorating the bookmark and then cutting the sheet protector to fit around it nicely. I tried to use the edges that were already sealed when I could to avoid having to mod podge every side.

After the mod podge, I added washi tape around the edges. During this process and after, I reflected and noted if I were to have students do this, I would communicate to them to put the washi tape on the bookmark itself (and avoid making a border like I did). This will help keep it sturdy.

After adding in the washi tape, I put some glitter that my roommate gave me in through the top. Unfortunately, when I went to test it and shake it, the static electricity in the sheet protector did not allow for the glitter to move a lot, so it defeated the point of making it a shaker bookmark. I returned to thinking critically and creatively again: what did I have that was heavier than glitter but not too thick so that the bookmark could still function in a book? Beads!

I added in some beads at the top that were able to shake easily. From there, I closed the top and assembled the final bookmark.

Here’s the final product:

3. 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 was when something I expected to work didn’t work. For example, the glitter not moving. I liked the idea of the glitter better because it (in theory) was a silent fidget. The beads make a bit more noise than I want them to, but they definitely act more as a fidget. Perhaps that’s one of the perks of using the liquid glue so students can fidget with the inside material. I also realized after adding the washi tape to the outside that if I had put the washi table on the bookmark itself rather than the edge, the washi tape would be more reinforced.

When thinking about my students, I can definitely explain what I learned through the process and share some tips that I learned along the way; however, I also recognize the value of assessing the problem on their own. Part of this framework is having to navigate critical thinking, collaboration, communication, and creativity at the same time; together with their peers, they can all have various perspectives and input on how to support themselves through the challenges.

4. Explain how Papert’s perspective on personal thinking and Courous’ work on growth mindset could be applied to your actions in this activity?

Even reflecting on my answers to the last question alone align with Papert’s and Couros’ work. Although I enjoyed the creation part the most because of the physical, kinesthetic aspect of the project, the learning occurred most during my personal thinking. Papert says “it is thinking about the problem that fosters learning” (p. 87). Throughout the entire making of the bookmark, I had to think, reflect, adjust, rethink, apply, and more to create. That constant thinking helped me move forward with the project.

Before I had the idea and started planning, I had a fixed mindset. I was worried I would not find an idea, frustrated that I didn’t have one, and constrained by the fact that I just wanted to take the easy way out and discuss something I had already used/created in my classroom. Then, I remembered that my creativity streak comes from new experiences and opportunities to showcase my learning. Even when things weren’t going perfectly, I sat with it for a moment and questioned, what can I do to improve this? How can I consult Google or my roommate for some advice? Now that I have a finished bookmark, how can I make it even better in the future?

5. 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).

I didn’t like being a maker until I had an idea and started making it. From that, I learned a few things:

1. It’s important to provide students with ample think time to come up with ideas.
2. Collaboration and brainstorming time is crucial as well. Talking with my roommate and her boyfriend allowed us to all share different ideas of things I could create.
3. Creativity can be dramatically increased through the actual making. If I had just planned on making the bookmark or even designed a prototype, I would have not been as creative. My intrinsic motivation piqued because of the freedom I had in choosing what I wanted to make and how.

In my classroom, I’ll be sure to consider how the four components of the 4 Cs framework can be implemented and used to enhance the makerspace activity. I also like how we can share our ideas through the blog posts. It would be cool to maybe have a Makerspace Museum event in the classroom in which students can show off their designs.

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