DIY can be an online or offline tool to engage kids in creative problem-solving and skills-building through activities that let them make and build things, and the site encourages accountability for creative work. For example, the site asks them to share things they make and not to share other stuff like personal photos or things they didn't make. Commenting tools also keep kids accountable when, for example, they're asked, "How did you do that?" Other social tools include a portfolio page to upload and display projects and patches (the more, the better, of course) and the ability to follow other kids on the site.
A dashboard allows teachers to track several kids' activities at once.Continue reading Read less
In DIY, kids use everyday materials to complete challenges in various skill areas. After an adult approves their membership, kids create a unique login and design an avatar. They start exploring more than 50 skills on the homepage, where popular topics are listed along with a featured challenge and news about who's earned a new badge. Some skills involve the outdoors (Gardener, Entomologist, Forager), and others focus on the indoors (Baker, Front End Developer, Stitcher). Some encourage problem-solving (Industrial Designer, Mechanical Engineer), and some are just for fun (Dancer, Prankster, Sound Effects Wizard).
At the top of each skill page is a short list of materials to have on hand, but it doesn't specify when to use them. In most cases, an adult will need to help secure materials and space for projects and supervise their progress. For example, kids can probably build an indoor fort (Fort Builder) on their own, but most won't know how to repair a bicycle tube (Bike Mechanic). Also, though DIY encourages a creative approach to solving problems, certain tasks really do require specific steps for safety reasons. Would you want your students harvesting honey (Beekeeper) or using a soldering iron (Circuit Bender) on their own? For help with challenges, kids can check out the posts by other DIY-ers who have solved challenges, or some of the third-party videos that have more "how to" info.Continue reading Read less
Kids must practice resourcefulness and utilize their knowledge to complete the skills. It's easy to find something that interests them when there are even Minecraft challenges. They can start small or go big, and step out of their comfort zone with unfamiliar tasks. Either way, they're building skills and confidence, and the challenges are deliberately brief, as kids are meant to figure them out themselves.
Work is rewarded. Kids must post a picture or video of a completed challenge, and, when they complete three challenges under one skill, they earn an online patch (real patches are coming soon). All submitted projects fall under terms of Creative Commons, allowing other users (and DIY) to copy, distribute, and transmit the work and adapt it for commercial uses as long as it's attributed.Continue reading Read less
Key Standards Supported
|RI.2: Key Ideas and Details|
|RI.2.3||Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.|
|Integration of Knowledge and Ideas|
|RI.2.7||Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.|
|RI.3: Key Ideas and Details|
|RI.3.3||Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.|
|Integration of Knowledge and Ideas|
|RI.3.7||Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).|
|W.2: Text Types and Purposes|
|W.2.2||Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.|
|W.3: Production and Distribution of Writing|
|W.3.6||With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.|
|W.4: Production and Distribution of Writing|
|W.4.6||With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.|
|W.5: Production and Distribution of Writing|
|W.5.6||With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.|