Maker Minds Program





Building a successful Maker program in a school or institution can be a complex process. We have experience establishing programs from the ground up at International Schools and supporting hundreds of educators around the world to plan, integrate, build and sustain Maker Learning programs that are unique to their context and needs. 

The Maker Academy offers professional learning programs and micro-credentials for classroom teachers, learning specialists, and leaders that want to learn how to establish Making as a powerful philosophy, pedagogy, and practice in their classrooms, schools or institutions.

Project summary

The Maker Minds program was created to offer low-income public schools and affordable private schools access to creative learning constructionist projects at an equitable cost. The program consisted of 10 workshops at a cost of Rs. 10 (6 cents USD) each that exposed students to circuitry, electronics, robotics, and prototyping through creative projects based on their interests. 

Roles & Responsibilities

As Director of Maker Learning and lead on this project, my roles and responsibilities included:

  • Managed a team of 6 engineering teachers and one researcher to facilitate activities and document the program. 
  • Designed all marketing materials including the Maker Minds program brief with initial findings and a marketing video.
  • Oversaw the operation of in-person workshops, curriculum development, and assessment data.
  • Coached and developed the skills of engineering teachers as they delivered the program. 

Personal Takeaways

One of the things that stuck with me the most from this experience is seeing the students develop confidence in using materials. I remember the first class with each new group consisted of students looking around at one another with a face that said, “Can I do this? Am I doing this right?” As students saw success in using paper circuits, they began showing off what they”d made and collaborating with others to help them succeed too. Some students even brought in electronic components that they had found to inquire more about what they do. Students began taking ownership of their projects, experimenting with designs, and surprising their teachers with what they were capable of.