Pathway: Pathways to a Technical Future

6 ways schools are making Makers

The shoebox makerspace provides opportunities for multi-disciplinary making. Each activity can have focused content such as learning the metric system or in the case of the newest challenge – Make anything that tells the story of the conflict in your current novel from the reading groups. This activity demonstrates the importance of making connections, applying skills in different areas, and that the engineering design process can bring fiction to life!

This course begins the development of math skills for success in specific vocational/technical fields.  Major emphasis is placed on problem solving and actual on-the-job applications

Here is the York Technical Math Syllabus

Over the course of two days, all staff and multiple community members teach 45+ different courses.  The courses range in length from a half day, to full day, and even some two-day courses.  Fun activities are also offered over the lunch periods. Students are given the opportunity to select the classes that spark an interest.  They are then placed in these classes based on availability.  

Here is the entire schedule for the Cozad Maker Fair

Culturing and growing connections between students, schools and area businesses is the ultimate vision of CAPABLE. By developing youth involvement in local economy, they will begin to experience the diversity of career pathways that exist in Custer County. This exposure will develop future-focused youth who, through their relationships with area industry can cultivate job skills that can create a lasting impact in retaining our talented youth to become our future leaders. Growth can only be continued by nurturing what we already have, and today’s youth are tomorrow’s future. 

Throughout the course of this unit, I watched student engagement increase dramatically! Many students did not know or care about wind energy when we started this unit. By the end of this unit, most students were passionately invested in one of the two sides of this debate. I believe student engagement increased as they were able to connect the broad idea of wind energy directly to their own lives and experiences by using a potential wind farm site so close to our community as a reference point. 

It was very exciting to see the "wheels turning" in the heads of those that would just dig in.  It was a great surprise with the two students I had that did just dig in.  These two students are not normally your top students, nor very outgoing students.  They usually have to have a big "push" in order to get things done.  One of the students sat down at the Raspberry Pi station and had it programmed in a half hour, without any help or direction.  This was absolutely amazing to me.  I didn't know this student was capable of that.  We finally found something that "lit a fire under his behind". 

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