MFL MarMac elementary students have been learning in new fun and creative ways this school year thanks to the addition of a makerspace.
Located in a room next to the cafeteria at the Monona Center, the makerspace was among the initiatives developed by educators during a week-long collaborative session last summer. The workshop was funded through a STEM BEST grant to help MFL MarMac take career connected learning to the next level.
Ahead of the school year, third grade teacher Jennifer Wilwert said, “The idea is purposeful play, problem solving, critical thinking. These are skills kids are going to need in the future. We can do it in a fun environment that allows them to be creative.”
It’s working out well, according to second grade teacher Lexy Johnson, who, with Wilwert, was one of the teachers who spearheaded the makerspace.
“Everybody has used it at some point,” she said. “There’s a lot of stuff here that the kids can not just play with, but make with.”
Shelves are loaded with containers of string, beads, buttons, shells, blocks, craft sticks, cotton balls, pom poms, pipe cleaners, bubble wrap, tissue paper, Knex pieces and more. There are glue and glue sticks, markers, crayons, colored pencils, tape, measuring tools and scissors. Cardboard is stored between shelves.
“We even have hot glue guns,” said Johnson, “so at least I’ve taught my second graders how to use hot glue guns. I feel like that makes their creations that much better because they have something that sticks the materials better.”
Teachers often tailor makerspace projects to classroom units.
In one science unit, Johnson’s students were challenged to create a new toy out of different materials. They sketched their toys first, then used the makerspace to bring them to life.
“They used cardboard, string, beads, pom poms, whatever they could think of, to make a new toy. Then they presented to the class what their new toy was,” Johnson said.
She planned something similar for a writing unit, where students developed new inventions to make their lives easier.
“So again, instead of having them just write about this new invention, now they get to sketch it and come in here and make it,” she said. “Even though there’s not metal or screws or power tools, they are still able to give a rough idea of what their item would look like or what it would do.”
In February, Amy Decker’s first grade class worked on Olympic projects, creating a luge, bobsled or skis for their “person” to successfully make it quickly down the hill.
Kindergarten teacher Allison Kuehl focused her class on valentine maker projects, creating hearts from different materials or designing their own Love Monster.
Teachers also have the option to try projects listed on a monthly “maker mat.”
“It’s a choice board with different things the kids can make,” Johnson explained. “A lot of it has been tailored to the maker mat because I think some people are a little nervous to get in here. But once they do get in here, they really like it because they see how many materials are in here for them to use.”
Johnson believes her students like the makerspace because they can be creative and make anything they put their minds to. It gets them—and her—out of the normal four walls of their classroom.
“It gives the opportunity to bring new energy and excitement to their learning. I also like that it’s a place to come and store all of these items. It’s one central place,” she said.
Kuehl has also seen firsthand how the makerspace has made a meaningful difference for the school’s youngest learners.
“At this age, children learn best through hands-on exploration, and the makerspace gives them the opportunity to build, create, problem-solve and think in new ways,” she shared. “In the makerspace, my students can explore materials freely, test their ideas and learn through trial and error. It allows them to strengthen fine motor skills, practice collaboration and build confidence in their thinking. Some of my quieter students truly shine in this environment because they can express their creativity.”
The makerspace provides opportunities for curiosity and imagination to lead the learning, Kuehl added. “It has become a space where students feel empowered to take risks, ask questions and discover what they are capable of creating.”
Johnson said the makerspace is available for high school use as well, but that’s so far been more limited.
“We’re still learning the needs and wants as they make their projects,” she noted.
Some items for the makerspace were purchased through a grant, but many came directly from classrooms. Community donations have come in too, and educators welcome more.
Hot items include toilet paper rolls and longer cardboard tubes, as well as pieces of cardboard. Pieces don’t have to be large; cereal boxes are good for smaller projects.
“PVC pipes and connectors would be really cool too, even if they are already cut down and just scraps. I think the kids could make a lot with that,” Johnson said. “Old CDs—the kids like to use that kind of stuff—and fabric scraps, beads, extra markers. We’ll take literally anything.”
For her, it feels good to turn what was once a workshop dream into a reality that will benefit students for years to come: “It feels really good to accomplish something this big with just a few of us.”
