Educational observations have long served as a tool for administrators to assess teachers’ effectiveness, ensure accountability, and offer constructive feedback for growth.
While these evaluations focus on many aspects of teaching, they also provide a valuable opportunity to observe student engagement.
During one of my early teaching observations, an administrator used an unexpected method: tally marks to track the moments when students disengaged during my science lesson.
Although the number of marks wasn’t high, it had a profound impact on me. I began reflecting on when and why my students were most engaged.
The answer became clear—they were captivated when involved in hands-on activities. Whether it was conducting science experiments, collaborating on creative projects, or crafting stop-motion videos, their excitement and focus were unmistakable.
This realization became the turning point in my teaching. I decided to lean into designing lessons driven by interactive pedagogical practices, teaching my students to make connections to learning through their hands and experiences.
I quickly found this type of learning had different classroom requirements—students need the room and the tools that allow them the ability and freedom to explore, tinker, innovate, fail and try again; they need space to make learning their own. They need a makerspace.
Makerspaces have many names—Ideation Labs, Innovation Centers, Creation Hubs. The name isn’t as important as what happens inside of that space. These makerspace environments empower students and teachers by fostering creativity, critical thinking, and collaboration.
Most makerspaces have specific furniture that is designed for making. This furniture should be able to support a variety of projects that require everything from glue guns to wood working tools.
The furniture in a makerspace should also be mobile. This allows for a reconfiguration of the room based on how it is being used.
A makerspace should have ample amounts of storage. Projects take up space, and space can be hard to come by. Mobile storage offers a solution to that problem.
These spaces should have tools and equipment available for student use. 3D printers, tools, laser cutters, vinyl cutting machines, and many other options provide students with the opportunity to create in exciting ways.
Finally, makerspaces need ideas—this is where students thrive!
For students, makerspaces open the door to hands-on learning opportunities that bring all curricular concepts to life, promote technical skill development, and encourage teamwork.
A colleague of mine used to introduce weekly challenges based on everyday problems within the classroom environment. One week, his students tackled the issue of a broken pencil sharpener handle. Another week, they designed a solution for a wobbly desk leg. Yet another week, they devised a system to water classroom plants during winter vacation. These challenges sparked animated discussions, creative brainstorming, and focused effort, culminating in innovative solutions that the students were proud to share.
By solving these real-world problems, students not only learned practical applications of their personal knowledge but also developed essential skills like collaboration, resilience, and confidence.
The beauty of a makerspace lies in its ability to provide students with agency over their learning. It encourages them to take ownership of their projects, engage in productive collaboration with peers, and experience the iterative process of design—testing, failing, adjusting, and trying again.
These experiences foster deeper understanding, critical problem-solving skills, and a sense of accomplishment that extends beyond the classroom. This approach not only deepens understanding but also builds confidence, resilience, and skills for the future workforce.
For teachers, makerspaces offer innovative tools and resources that can transform traditional lesson delivery. They cater to diverse learning styles and foster experiential teaching methods that engage even the most reluctant learners.
In a makerspace, educators can seamlessly incorporate science, technology, engineering, arts, and mathematics (STEAM) into cross-disciplinary projects. The tactile, visual, and interactive nature of makerspace activities makes lessons more memorable and impactful, inspiring both teachers and students alike.
One particular year, my teammate and I were introducing our safety procedures to our fifth-grade classes. This sparked a conversation about how we would keep ourselves safe in our portable classrooms if there was ever a violent intruder. This one conversation led us on a months-long project of exploring safety options for portables.
We had a class-wide video chat with our manufacturers of our portable building to learn how their structures were built. We engaged our school’s safety resource officer to discuss how police protect children during intrusions. We wrote letters to our congresswoman on the importance of protecting our schools. We hosted an event where our state’s Homeland Security team sat down with our students to have very important and honest discussions about school safety. In our STEM class, we designed and built, out of recyclable materials, examples of doors, latches and other mechanical prototypes to keep classrooms safe.
This “lesson” became the most memorable teaching of my entire career, and I would say it’s safe to say those students will remember that fifth grade year for the rest of their lives.
Could this have happened without a makerspace in my classroom? Possibly…but having access to innovative, thought-provoking materials opened the door for student creativity in a fail-safe environment. Makerspaces transform traditional teaching into a dynamic, student-centered experience.
Beyond individual lessons, makerspaces enable teachers to meet and engage the unique needs of their students. They encourage personalized learning approaches, allowing students to leverage their individual strengths and experiences.
Teachers can differentiate instruction, create projects that resonate with students’ interests and abilities, and offer resources that both appeal to and offer visual, tactile, and kinesthetic solutions.
For example, a student passionate about art might use a vinyl cutting machine to create intricate designs, while a tech-savvy peer might use coding software to control a robot.
The flexibility and creativity inherent in makerspaces make them an invaluable resource for educators striving to create meaningful and engaging learning experiences.
Makerspaces also promote a culture of curiosity and lifelong learning among teachers. By experimenting with new tools and techniques, educators expand their own skill sets and develop innovative ways to present content. This sense of exploration and discovery is contagious, inspiring students to adopt a similar mindset.
Reflecting on my own journey, adding a makerspace to my classroom was one of the best decisions I ever made. It transformed disengaged moments into opportunities for inspiration, discovery, and growth. Observations became less about tallying disengagement and more about celebrating the creativity of my students.
Amber Hudson is the vice president of educational services for 1st Maker Space, overseeing all professional development and curriculum design. 1st Maker Space designs, builds and sustains makerspaces, www.1stmakerspace.com.
