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K-12 setting to higher ed is that they provide
tools for learners to turn concepts into some-
thing physical.
At Roots Elementary school in Denver, we
designed a maker space as a section of a larger
room. Here, students as young as kindergarten-
ers begin to learn traditionally advanced con-
cepts like geometry and physics by building
things, be it a tower of blocks using different
shapes, or building a bridge from one student’s
desk to another. At younger ages, the tools they
use don’t need to be sophisticated: Legos, build-
ing blocks and even paper can all be used as
tools to solve problems and create physical
solutions.
As students grow, their tools become more
advanced. High school and even middle school
students may have access to 3-D printers and
laser cutters. Devices and machinery become
more advanced and specialized as they advance
to college. Whether students are building an actual device or
coding a computer program, the maker space will have the
flexibility for students to explore many different avenues of
“making.”
Maker spaces in educational settings help students learn
how to work together, support one another, and bridge dif-
ferent disciplines when it comes to solving problems. Student
makers may work on their own, but the opportunity to col-
laborate with new people, forge connections and develop new
ideas together are key pathways to producing creative, viable
solutions. At a younger age, the option to continue learning
in a dynamic, fun way outside the traditional classroom can
spur excitement and creativity. As time goes on, maker spac-
es have the power to help students customize their learning
processes and even their degrees, encouraging students to see
beyond their immediate major and take their education into
their own hands during college and beyond. \\
ELEMENTS Maker Spaces
James Ray Sphan
The Red Cloud Peak building on Front Range Community College’s Larimer
Campus includes a completely redesigned ceramics and metals lab.
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