Monthly Archives

setembro 2014

O que é o movimento do fazer?

By | Português | No Comments


Quando me casei com um “maker”, um cara que conserta as coisas (não se conforma que algo esta quebrado e passa HOOOORas tentando consertar), cozinha, e inventa, eu não tinha a menor ideia do que era o ‘maker movement’. Alias, o movimento provavelmente ainda não existia, mas pessoas criativas e dispostas a colocar a mão na massa já estavam espalhadas por todos os lugares. O termo Do-It-Yourself é o prelúdio do que hoje é conhecido como Movimento Maker, e aqui no Brasil, apesar de ainda termos mão de obra barata, mais e mais pessoas arriscam e colocam a mão na massa. Sites que estimulam a curiosidade e a experimentação como Manual domundo, Criança na cozinhaInstructables e Pinterest estão atraindo mais e mais pessoas.

Mas o que é o movimento maker?

Para entender melhor o conceito, pare de ler um pouco e responda as seguintes perguntas:
Se você pudesse inventar qualquer coisa, o que você inventaria? 
Qual seria o processo, ou melhor, como você faria?


A maioria das pessoas provavelmente teria uma boa ideia. No entanto, tantos não saberiam como realizar o seu sonho, pois não foram motivadas a pensar no processo. Frequentemente, engenheiros e cientistas não pensam linearmente, mas exploram e experimentam até chegar a soluções criativas. As pessoas que participam do movimento acreditam que qualquer um pode ser um “maker” e inventar algo interessante. Acreditam também na importância  do experimentar, colaborar e de ser persistente, a fim de aprender com os erros e tentativas. O movimento maker é o aprender colaborativo e um estímulo à criatividade e à experimentação.


Na semana passada eu visitei a Maker faire em Nova Iorque e pude ver o entusiasmo de jovens, pais e educadores que acreditam no aprender fazendo. Foi muito bacana, por exemplo, conversar com o Mike e ouvi-lo falar cheio de entusiasmo sobre como aprendeu a imprimir em 3D um brinquedo para sua irmã.
Ver famílias construírem e programarem juntas, em um delicioso mergulho no conhecimento.


Conversar com um pai que feliz observava sua filha experimentar com conceitos de circuitos que ela só conhecia na teoria.


E conversar com designers que agora podem prototipar com custo baixo e criar em porcelana ou metal.


No jardim de infância, as crianças costumam aprender brincando, inventando e experimentando. Por que será que, no resto de sua vida escolar, os alunos devem aprender na teoria o que poderiam aprender na pratica? O movimento maker nas escolas, que está ganhando cada vez mais espaço nas escolas nos Estados Unidos,  resgata a experimentação na educação.  A Casa Thomas Jefferson traz esse importante aspecto da cultura americana para os nossos alunos e comunidade. Fique atento e siga o que esta acontecendo na nossa escola aqui.

We Learn by Making Stuff

By | Maker Movement | No Comments

The maker movement has been growing and everyone hears an anecdote being told, reads an article, or sees a photo. I became curious and started reading about the movement and how these hands-on type of activities would benefit students by enhancing involvement and motivation to learn. Whether we teach children, teens, or adults, we can easily achieve our pedagogical goals by tapping into students’ needs. So, we teachers bring realia, videos, IPads, and other resources to engage students. All of that enriches the learning experience, but a curious educator should keep exploring. What if learning became less theoretical and more experiential? What if we had more activities in class in which kids participated joyfully and stayed excited about them long after they walked away with something they created? Some of the promises of the maker movement resonated with me, and last weekend, Carla Arena and I  ran a maker workshop with eight kids to see for ourselves what would happen. We found a very interesting tutorial by Glauco Paiva in Tinkerlabbr, and put all the stuff we needed together (most of the things was in our tool box, and we opened up broken toys for the motors).

When kids arrived, we were organizing the place, but they did not seem curious at all. They just played a bit and turned on the TV. When Bernardo, a kid who is extremely curious and into robotics, but does not seem to enjoy school so much,  arrived, he went by the other ones and came straight to us. He started opening up old toys to see what was inside and playing around with all the items we had displayed on the desk. What happened next was a great experience for all of us. Kids started gathering around the table to check things out. One of the girls screamed, ‘this is not for girls!’. The others replied, “yes it is!” Reactions varied a lot since some of the kids jumped straight into tinkering, others observed, but they all tried. These are the things that I noticed:

  • My lesson plan was not needed at all
  • Learning by tinkering is extremely self-driven and fun.
  • The video tutorial I had on the table was not used much because the kids were learning together.

Today, many students sit quietly listening to a teacher lecturing about  topics they have never experienced or been interested in, and a curious teacher might find ways to enrich his/her practice by having students touch things, learn together and explore.



Daniela Lyra

maker Being there with Dani and watching those kids collaborate, helping each other with no tutorial, no one teaching them, made me realize that, we, teachers are, in general, preachers. That´s why kids turn off. When they have a goal, when they are into discovery and hands-on activities they are engaged, they are ready for trial and error, they are learning and ask for help only when needed. Kids are totally self-driven. During our informal session, they made mistakes, they worked together, they corrected those mistakes they initially encountered. Some were faster, some slower, but everybody, in their own rhythm, got to the end, successfully accomplishing their main goal of making their $1.99 robot walk. Even though we know that, we are still pouring information in the hope that they will “learn”. Learning is related to action, not to passively listening to the teacher. Watching those kids interact to learn about electronic circuits to make their robots work was a wake-up call to review my own practices. Though I´ve been reviewing them for years, there´s still I lot I can learn and improve in my teaching. Tony Wagner, an expert in residence at Harvard University’s new Innovation Lab, mentions the importance of developing our youngsters´ competencies towards innovation. More and more, we need to nurture our learners´ creativity, spark their imagination in an environment where failure is part of the process of learning and persistence leads to success. In fact, the intersection of curiosity, play, purpose and persistence can help our kids thrive, mastering new concepts that will help them deal with new situations, enhance their self-esteem, stimulate divergent and convergent thinking, and adhere to team work. In our wrap-up at the end of the day (we are teachers, after all!), after our kids had a “robot fight and race”, we asked them what they had learned. Bernardo, the junior robotics guru who helped the other kids, was considering possibilities to develop this kind of toy for kids in Africa. We had a lovely discussion with him about sources of energy which could be used to develop a robot. As for Caio, my 12-year old son, he said his main learning of the whole experience was design. Do I need to say anything else to convince you to consider a more experiential approach to your classroom?


Carla Arena

Making Personalized Games

By | Sala de Aula, Sem categoria | No Comments



Amazing new tools, apps, materials, and skills turn us all into makers. Making in the classroom promotes learning that originates from direct experience. Educators worldwide agree that cognitively engaged students learn faster and many times free of behavioral issues so common in the traditional school environment. To get people in the educational system to agree with educators like Piaget, Dewey, and Montesorri is easy, but the question that lingers is how to bring back experiential learning when we need to deal with standardized tests, teaching for the tests, and the decrease of play and time to do projects. The answers are out there, and the shift towards experiential leaning come back is easy to spot in social media and the news. Small steps, and effort to change what needs to be changed is our way out of brick and mortar dull classrooms. Mobile learning is an easy way to start, since there are great apps out there nowadays for teachers to take advantage and bring to their classrooms the kind of learning that involves engagement, design , and building.

From my experience, Tinytap, an app created by an Israeli startup, provides the path for educators to create engaging learning opportunities to help students not only develop content related knowledge but also get empowered to use their creativity to learn how to learn and share what they make online with a rich and growing community.

This platform is a pearl because learners can easily create and play fun, interactive games from their own pictures and videos for their peers. Students can also make quizzes and games for younger kids, and we all learn that there is no better way to learn something than by teaching it. There are hundreds of ways to play with TinyTap, here are a few ideas to get you started. If you are:

A librarian –  Convey your message, advertize your reading events, promote books in a fun and unique way through a game, a digital challenge, train staff, and more.

A Brand – Create a game to engage with your target audience, specially kids! Send trivia quizzes about interesting topics. Turn fun institutional videos intogames, etc.

An educator – Explore the app in class so that students use se their personal images and videos to learn content is a VERY meaningful way. Content producers (students) who make  personalized puzzles,  record a soundboard, tell interactive story.


  •  Create your content oriented learning object for yourself or share it with your learning community or a much wider  audience!
  • Teach a concept, for nothing helps us learn a content more than teaching it .


See some examples of what you can do for and with your students in an EFL language classroom below:

Body parts


Teens - Superlative trivia quizz

Zoo animals

Family members











Magnetism Mystery Bag Challenge

By | English, Maker Movement, Sala de Aula | No Comments


Kbrown bag 2Kids love challenges. They NEED to have space to tinker, play around and fail to become resilient and motivated to learn.  I was reading a blog post about how to unleash children’s creativity and the brown bag challenge, and I decided to adapt it to teach my English language learners.  In many course books, we have topics like the wilderness, hot and cold, or surviving as a springboard to teach second conditional sentences. What if we had a different lead in to arouse curiosity and gear our class into a dynamic environment using some principles of magnetism?


Tell students that they are lost, and challenge them to invent something using some of the items in the bag to help them out. But, tell them that they will have to do it in groups, it’s NOT a competition, and that they will have only six minutes to play around. Monitor students, and give them some tips when they get stuck.

e.g. What would you really need if you got lost?

What would happen if you hanged the magnet?

What would you need if you wanted to make a compass?

brown bag 2

What is in the bag?


Craft sticks and/or tongue depressors

compass rose

Small ring (donut) magnet


Masking or electrical tape



Paper clips