Developing Students’ Creativity, Collaboration and

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Developing Students’ Creativity, Collaboration and

Problem Solving Skills through Creating the Makerspace in the Secondary English Language Classroom

Collaborative Research and Development (“Seed”) Project 2021/22

Native-speaking English Teacher Section, Education Bureau


“The world doesn’t need more graduates with good grades.

What the world needs is

voracious, self-directed learners with the creative capacity to see the problems of the world as

puzzles, and the tenacity to work on them, even in the face of


Gever TULLEY, founder of Brightworks School, a San Francisco school that focuses on hands- on education


What is a



Examples of the Maker in You and Me

Fashion and Makeup Interior Design

Personal Accessories


A Maker is Someone

who Engages in the Act of Making.


Makerspace is…



centred Inquiry-based Innovation- friendly

Transdiscipli- nary


Collaborative Empathetic


Meaningful changes

Tangible outcomes Radical ideas

Courageous Solution-



Project Focuses



Choose to do it


Want to do it


Do it


Design Thinking


Thinking Routines to Support Learning in a Makerspace


Parts People Interaction

Empathy: Think Feel Care Parts Purposes Complexities

Tinkering: Imagine if…


Students work together, with or without guidance, to identify problems, brainstorm solutions, evaluate them and action them

in their Makerspace journey.


How can the English Language

Classroom become a Makerspace?


Meaningful and purposeful communication in English

Applying language knowledge and skills to exercise one’s

creativity, collaborate with others and solve problems

Using language to facilitate the application of thinking routines


The Maker tools in the English language

classroom are made up of…




Thinking Routines

Parts Purposes Complexities

Parts People Interactions

Empathy: Think

Feel Care Tinkering:

Imagine if…




explore the place of maker-related skills in the English Language Education Key Learning Area;

cultivate the makerspace spirit / maker mindset;

design English language learning activities that support the development of design thinking;

identify effective maker-centred learning and teaching strategies that empower students; and

assess students’ English language learning and maker-related skills and attitude in the makerspace context.

This project aims to develop teachers’ capacity to:


Research Questions

• What are some of the key characteristics of the English language learning environment under which a makerspace spirit can thrive?

• What are the possible outcomes of an English language classroom steeped in a makerspace spirit?

• What kind of pedagogical designs can support the promotion of the makerspace spirit in the English Language classroom?


Makerspace in Action

What can you expect from this project?


1. Handbooks from Project Schools

Developed as a student and teacher reference and as a reminder of participation in the project


2. Professional Development


2. Professional Development


3. Value-adding


• Introducing elements of “making”

that give learning an experiential dimension

• Giving meaning and purpose to student learning

• Organising English language learning in a new way


• Using thinking routines to organise their thinking and make thinking visible

• Developing a deeper

understanding of an issue

• Using language in a meaningful and purposeful way and in authentic



Makerspace in Action (1)

A School at the Initial Stage


• Using Thinking Routines to identify parts of the story and understand

the relationship between characters

• Using pipe cleaners to create

scenes from the story to enhance understanding


Makerspace in Action (2)

A School at the Exploration Stage


What a Project Unit May Look Like

Theme: Games

Language Skills & Strategies + Text Grammar Core text: A text

about fun and games

Other texts: Written and visual texts about toys & board games, including instructions

Authentic Final Task: Students in groups survey the interests of P6 students of feeder schools and identify English vocabulary that they need to learn, then design a board game that

appeals to their interests and helps them learn target vocabulary.

Generic Skills: 3C + Problem Solving Thinking Routines

Unit 1: A New Start

Unit 2:

Strong, Fit

& Fast Unit 3:



• Infusing the teaching of Thinking Routines into each textbook unit of work and using different grammar structures to articulate thinking

• Exploring infusing “making” elements into some textbook unit of work, e.g. designing a poster promoting an invented sport

• Working towards the board game “making”



Makerspace in Action (3)

A School at the Advanced Stage


• Clear direction right from the start

• An environmental theme identified

“Making” elements infused into English language


Thinking Routines

embedded into the Design Thinking process

• Plentiful opportunities to use English, e.g.

interviewing, explaining

design, product pitching


What a Project Unit May Look Like

Theme: Environment

Language Skills & Strategies + Text Grammar Generic Skills: 3C + Problem Solving Thinking Routines

Core text: Single- use plastic bottles

Other texts: Written and visual texts about (1) food packaging, including design, environmental impact of food

packaging, real-life food packaging; and (2) Social Media campaign

Authentic Final Task: Students in groups create a Social Media campaign in response to a problem identified in their school.

Intermediate Task: Designing and making an environmentally friendly lunch box


Application Details & Procedures

Please refer to Appendix C of the EDB Circular Memorandum No.4/2021

Closing date for application:

10 March 2021

School Application Form to be completed in duplicate by School Heads and sent to:

EDB Human Resources Management Unit at 4/F,

East Wing,

Central Government Offices, 2 Tim Mei Avenue, Tamar

(Part IV 'Secondment of Teachers' is applicable to the Makerspace "Seed" Project)




Edward LAI (Life-wide Learning Section) 2892 5824


William CHENG (Native-speaking English Teacher Section) 3549 8339

Luana HASELL (Native-speaking English Teacher Section) 3549 8337


You don’t have to have a 3D printer to have an awesome





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