Crafting a Maker Space: A Guide for K-6 School Administrators and Parent Fundraisers
In our over 30+ years of combined teaching experience, we have found one thing to be true- investments in machines, devices, and things mean nothing without investing in the people who use them. We know first hand that spaces and people that foster innovation, creativity, and hands-on learning are critical. Maker spaces, with their focus on STEAM (Science, Technology, Engineering, Arts, and Mathematics) subjects and design, offer a unique opportunity for teachers to engage students in interactive learning experiences that build critical thinking, problem-solving skills, and a love for learning.
For K-6 school administrators and parent fundraisers looking to set up a maker space for the first time, the process can seem daunting. However, with careful planning, community outreach and involvement, and a commitment to professional development, the creation of a maker space can be a rewarding journey that significantly benefits students, teachers, and the broader school community.
Vision and Planning
Creating a maker space starts with establishing a clear vision. What do you hope to achieve with your maker space? In what ways will it enhance student learning and support the curriculum? Engage with your stakeholders— teachers, parents, students, and administrators—to form a comprehensive understanding of your community's needs and aspirations.
Start by asking yourself the following:
What is a maker space? Can I define it or picture it?
Why are we installing a maker space?
What specific goals do we want our students to achieve?
If the answers revolve around other schools having one, attracting students or funding, or because it’s trendy or sexy, then let’s pause and do some research. You don’t want this process to be a battle or a source of frustration because of an easily remedied misconception. You may have a very different understanding of what goes on in a maker space and what skills and curriculum are involved. Tour maker spaces and studios in your area, such as those in schools and those that are independently owned.
Design for Your Goals, then Budget and Purchase for Them
Don’t make purchases and plan the curriculum around them. The vision and the goals come first, then building a budget, then identify funding sources. Consider the upfront capital costs that go into converting your existing space (or building a new one), like painting, washing, and patching walls, installing proper electrical and stable internet, fixing any leaks or water damage, installing proper lighting, and examining the ceilings, windows, flooring, and doors to make sure they are safe, clean, and up to code. We’ve been asked to install state of the art maker spaces in dingy rooms with leaks, missing ceiling tiles, and weak internet. Making the proper investments in the foundation of the space will ensure a successful launch.
With your established student goals in mind, budget for the following:
Technology and tools: consider age appropriateness when purchasing, i.e. tools that fit small hands, laptops vs tablets, 1:1 vs 2:1 or more. Do auxiliary machines like 3D printers, laser cutters, sewing machines, and Cricut machines support your learning goals? Do you need multiples? How many students are you serving?
Materials: lo fi- lumber, hardware, fabrics, art and craft supplies, Lego, etc, and hi fi- small electronic components, circuit boards, wires, power tools, filament, etc.
Furniture and storage: Charging stations for devices, locked or open storage. Is there adequate storage for long term projects? Are other students, i.e. after school classes, Sunday school, continuing education, using the room outside of school hours? What supplies will they have access to and how will you protect student work? Consider the height and width of tables and number of chairs. Does seating need to be flexible? What grades are using the space? Consider that Kindergarten students have different furniture needs than fifth graders.
Ongoing supplies and maintenance: Maker spaces are not one and done purchases. They required consistent tech updates, maintenance, and replacements. Supplies will need to be refilled on a frequent basis. Your first year in operation may require a pivot in unit plans and lessons, meaning many unforeseen purchases. Be as generous as possible in your ongoing budgets- just because you spend money this year does not mean you will not spend money next year.
Professional Development: Training and outreach to teachers, parents, and community members is a MUST! You cannot implement a maker culture and a successful curriculum with resistance, fear, or misconceptions from faculty members and parents. Education is key for long term success.
Parent fundraisers, grants, and partnerships with local businesses and organizations can provide necessary financial support. Transparency and clear communication about the budget and fundraising goals can foster community support and engagement.
Maker spaces are meant to be flexible, accessible, and equipped with the right tools and materials. Spaces should accommodate a variety of activities and learning styles, with areas for individual and group work. Safety, storage, and ease of maintenance are of utmost important considerations. Involving faculty in the design process can ensure the space meets the needs of its primary users. Consult with experts or schools who have been through the process before making any design decisions or purchases.
Professional Development
The importance of frequent, quality professional development cannot be overstated. Your maker space facilitators are not the only ones who need training. Classroom teachers are the key to unlocking the full potential of the maker space, but they need the skills and confidence to support the maker education that’s happening and/or to integrate it into their curriculum effectively.
It’s essential for school staff and faculty to embrace and cultivate a maker mindset—both in themselves and their students. This mindset emphasizes creativity, resilience, and a willingness to experiment and learn from failure. Professional development can inspire teachers to model these qualities, showing students that challenges and mistakes are valuable steps in the learning process. PD should provide resources and strategies for aligning maker projects with learning objectives and standards across subjects. This includes learning how to assess student work in a maker context and recognizing the skills developed through hands-on, project-based activities. We have seen schools whose maker programs have been torpedoed by classroom teachers who were ignorant about maker education. They felt threatened by or excluded from the maker program because their school’s PD was not holistic or inclusive.
For your maker space facilitators, you must invest in workshops, training sessions, and ongoing support that focuses on an aligned school methodology, classroom management in a maker environment, and inspiring creativity and innovation in students.
Large equipment purchases do not equate with an investment in people. Things and items do not make a curriculum. If your facilitators are not inspired to develop a creative curriculum, are not confident in using the purchased technology or don’t see the value in it, or don’t know how to develop classroom systems or have classroom management skills, then your purchases are useless.
In the end, it all comes down to investing in people.
Community Outreach
Engaging parents and the school community is essential for the success of your maker space. Host open houses, workshops, and family maker nights to showcase the value of maker education and encourage community involvement. Transparent communication about the goals, successes, and challenges of the maker space can build strong support among school families.
Evaluation and Iteration
Finally, establish a process for evaluating the impact of the maker space on student learning and engagement. Collect feedback from students, teachers, and parents to understand what is working and what can be improved. Allow time for things to settle in and systems to set in place. If it’s your first time having a space like this in your school, then it will most likely be off to a rocky start. Progressive spaces like this in a traditional environment take time to gel with the community. Be prepared to iterate on your design, offerings, and approach based on this feedback, but don’t scrap everything at the first sign of a challenge or resistance. Look at the pain points and be honest and transparent about their source and their solutions.
Creating a maker space is a journey that requires vision, dedication, and collaboration. Keep in mind that even after the launch of the space, getting it to run smoothly and become a natural part of the school culture is about a 1-3 year process. Engagement and achievement in the areas supported by maker education is a long term goal. There are short term yays and early wins, but instilling a culture of making and seeing the results manifest in other areas is a long process. But by focusing on the power of quality professional development and community outreach, K-6 school administrators and parent associations can establish a vibrant maker space that inspires students to explore, create, and learn in new and exciting ways. Embrace the process, and watch as your students thrive in an environment that nurtures their curiosity and creativity.