Paper Circuit

Make a paper circuit:

Norman Brosterman (1997) writes about tenants of early schooling under the Pestalozza tradition during the late 1700’s and early 1800’s.  These tenants included the idea children learn through active engagement, and that objects were more important in the early stages of learning, than books. Later, these ideas were taken up and embraced by Froebel as he designed and created the first kindergarten in 1837. During this time most schools taught by rote memorization and recall.  Alternately, Froebel, (informed with theory from Pestalozza and Rousseau along with his own intuition), created a design for children that focused on self-activity. (Brosterman) This self activity originated within the child himself and expression became self expression instead of recitation. The role of the teacher was thus transformed from lecturer to guide.

Today’s paper circuit project demonstrated some of these early tenants of kindergarten expressed by Froebel and others.  We were given materials and guided through some very basic information, then were left to design, create, explore and reflect.  During our time in the MILL, the students of Y631 were actively engaged in self-activity and creative exploration as we discovered what makes the circuit work and what doesn’t.  This “play time” was instrumental in my understanding of what makes a circuit work.  Had I simply read about circuits in a book, I honestly may have fallen asleep, or not really engaged in the reading.  But, when charged with making my own circuit I found it very interesting.  Afterwards, I was so inspired I went on to research more about paper circuits on my own.  Never would I have done that without the play phase happening first.

As teachers it is critical to think about how to move students from mere consumers to designers.  We need to increase student engagement, creativity and their ability to design, create and learn in the 21^st century. I agree with Froebel’s approach to teaching and learning through “hands on doing and self-activity” and with Mitchel Resnick (n.d.) as he argues that the “kindergarten approach to learning” –characterized by a spiraling cycle of Imagine, Create, Play, Share, Reflect, and back to Imagine – is ideally suited to the needs of the 21st century, helping learners develop the creative-thinking skills that are critical to success and satisfaction in today’s society.” (Abstract, pg. 1)

Resnick continues:

“As I see it, the traditional kindergarten approach to learning is ideally suited to the needs of the 21st century. In a society characterized by uncertainty and rapid change, the ability to think creatively is becoming the key to success and

satisfaction, both professionally and personally. For today’s children, nothing is more important than learning to think creatively – learning to come up with innovative solutions to the unexpected situations that will continually

arise in their lives .”(Introduction, pg. 1)

The design of the paper circuit activity was a wonderful example of the kindergarten approach to learning suggested by Resnick.  As Froebel suggested, our teacher was not a lecturer, rather, he was a guide who provided just a little bit of support through a drawing that left us with many questions that could only be answered through our explorations with the materials. Thus, providing time for play and exploration with a variety of materials seemed to make this project engaging for all.  Aside from exploration and freedom to design,  I found the collaborative nature of the table group in critical to my success in creating my circuit.  Our group talked and shared ideas freely, in this supportive environment we were able to troubleshoot problems and help expand on our initial ideas.  After I participated in this kindergarten approach to learning circuitry, I found the topic quite interesting.

Here is my paper circuit light up snowman!