Can you build a hand? 4th Grade Adventures in Building a 3D Prosthetic!

Can you build a hand?

Cumberland 4th graders wondered that exact question after reading a Scholastic News article about Jordan Reeves, a girl born with limb differences who designed her own 3D printed prosthetic that shoots glitter! Upon reading, the wonderings started a buzz of class discussion.

Can anyone build a prosthetic? How does the hand work? How does a 3D printer work? These inquiries led the class on a journey of research to find out more.

In the process, they learned about a nonprofit called e-NABLE, a global network of volunteers who design/print/ship 3D printed prosthetics for those in need. Since the organization is open source, the designs for the prosthetics are available for free online, and even could be printed from home 3D printers.

Realizing that the class was hooked on this topic, I decided to turn it into an authentic PBL (Project Based Learning) experience, guiding student's inquiries through research and ending with a product/projects for an audience. Since Cumberland has converted the former computer lab into the school's Makerspace, teachers have been adapting their curriculum and lessons to include opportunities for students to design and make. Riding on the motivation and curiosities about 3D printed prosthetics seemed like the perfect opportunity to foster design thinking skills.

But one problem... I don't know much about 3D printing! In former years, I may have resorted to simply showing some videos or having the students do some research. But with such high interest in the topic, I realized it was time to call in some community experts! In an effort to have simply a guest speaker or someone to share more expertise with the students, I put out an all call to our class community, staff, and PTA, as well as reaching out to educators on Twitter.

Email to the community:

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A Personalized Field Trip

It sure pays to ask for help! To my surprise, we not only settled for a guest speaker, but a few parents reached out to share that they could help us PRINT some 3D hand parts! We found out that one parent, Ron Li, even worked for a local company called Carbon, a leader in revolutionizing 3D printed solutions. He connected us with their education coordinator and they offered to design a personal field trip for our class to come to visit and see 3D printing live at their Redwood City headquarters!

We now had a few extra layers to add to our once small project. While students were working on sharing their research and low-tech 3D hands for the science fair, parents were also 3D printing the parts for hands that we could assemble at school, while also planning a field trip to Carbon!

When it was time for the field trip, Carbon was so accommodating to answer our students' questions while also taking their knowledge and wonderings to the next level. When we got to Carbon, students received printed guest badges with their names (How official!) and students got to hang out in the front lobby. We were taken to the board room first, where students received a presentation about Carbon's history and technology for 3D printing. Seeing the dangling feet in the large board room chairs just reminded me how "little" these 4th graders are, but that their curiosities at this age may spark a future career! Next, Carbon's education team split our class into three groups for some exploration and deeper learning. One group stayed in the board room and got to learn about all the textures that could be printed using Carbon's special technology. Students got to touch and feel the peculiar textures and even got to squish the lattice design that is used in Adidas's newest FutureCraft 4D footwear and Riddell's revolutionary football helmet liners. The next group got to tour the facilities and see Carbon's employees in action. Students learned that it was definitely a team effort with support from all aspects including the programmers to the chemists to the marketing team who promoted their products. A student's favorite experience was getting to see "The Vault." The Vault is a special room that housed all of Carbon's prototypes from the early years with little funding, to more recent designs with millions of dollars of investments. If you've had the privilege of stepping foot in a Silicon Valley workplace, the high presence of creative whiteboard art, snacks galore, and even dogs at work got these students excited to get a job! Finally, the highlight for most students was seeing a live 3D printing in action. Unlike most 3D printers that use additive technology (think layer by layer melted plastic, so to speak), Carbon uses Digital Light Synthesis in a process that utilizes UV rays to cure liquid resin into solid parts. We got to see a bone model go from digital design to 3D printed structure in about 5 minutes! WOW! The trip even ended with a special visit from Carbon's CEO, Joe DeSimone, who gave students some great advice about never giving up and always staying curious.

Was it worth it?

ABSOLUTELY.

As a teacher, I had to debate... do I stick with my original plans according to our curriculum map, or jump on this wonderful learning opportunity that was student driven? I chose the latter. Does it mean we totally stopped everything else? Not at all. Our typical routine of novel studies, book club discussions, and math investigations continued. But for those few months, our informational reading and writing were woven into research about 3D printed prosthetics. Our science and engineering practices came through the method of learning about the human hand and how tendons control our fingers' movements. Students designed low-tech prototypes of hands that could hold or grip an object in our school makerspace as we learned about the design thinking process. Our history learning expanded beyond typical 4th grade CA history and delved into a global history of prosthetics (Did you know that the first recorded prosthetic came in the form of an artificial toe found on a mummy from Ancient Egypt?!) and timelines of the history of 3D printers. Our technology integration came through the form of finding the right Google tools to share student research. Would it be a slideshow? A doc? A spreadsheet? Students have learned all of these Google apps attached to their SESD gmail accounts and now had the opportunity to apply their learning for the purpose of sharing information about their research and project. Selecting the right tool for the purpose and audience is key, and such an important skill to build in our growing technology age.

The entire process was a hit! Students who might not be engaged in typical academic reading/writing tasks were now asking if they could research during their choice time. Students who have struggled with perseverance and growth mindset now spent hours meticulously using tweezers to string elastic through 3D printed fingers. Students who have argued out on the playground at recess collaborated side-by-side on prototypes since there was a shared goal and product to create. This 3-month inquiry project touched on so many teachable moments ranging from academic skills to social-emotional learning.

Our 3D printing project has been the highlight of the year for students, and one of the most memorable experiences in my ten years of teaching. It all started with letting go of perceived expectations ("we're supposed to work _____ at this time" or "But it's not a topic covered in state testing") and instead opened up teaching and learning to be responsive to student curiosity and motivation. Students probably did more learning in these past few months based on discovery ("How do I...? What does it mean...? What happens if...?") than if I had tried to directly teach those same skills with standard 4th-grade content. Most importantly, they got to see an idea come to fruition, with hard work, patience, and asking for help. These are the skills of an innovator. These are the traits we want for the next generation.

Teachers- if you're debating whether to take the risk... just do it. Dive in! If you learn alongside your students and ask for help, you won't be going at it alone. Modeling the learning process is exactly the growth mindset we hope to foster in our students, so we have to give ourselves permission to do the same. You'll make mistakes. You'll adventure through uncharted territories. You'll stretch yourself as a teacher AND learner in ways you couldn't have imagined. But most importantly, you won't be disappointed.

Parents- If you're wondering, "What should I do to help my child be successful?" Start with an inquiry. Find a topic they're curious about. Help them research more about the topic (Newsela is a great resource for adapting news articles to children's reading levels). Simply let them explore and prototype. When they build/make and fail, they get to reflect on what worked and what didn't, and how they might re-iterate to improve on their design. Don't stop your child from experiencing the struggle. When we as adults jump in and rescue too soon, we deprive children of the learning opportunities of reflection and fixing their mistakes. And finally, give them an authentic audience. Let them design and share with someone. Let them reflect on their learning and teach about their new knowledge and skills to someone else. Being successful in school doesn't have to mean worksheets and test prep. It could (and should) be authentic tasks that require students to step outside their comfort zone, seek information, build skills, and share their learning.

Want to Learn More About 3D Printing/Prosthetics?

Jesus Huerta did this project with his class and created a website so YOU CAN TOO! Check out his work at --> mrhuertasclass.weebly.com
He's leading a workshop this Saturday, June 1st for FREE for Bay Area Educators. Check out the STEM Summit at KCI (Krause Center for Innovation) -->
Valerie Perez also did the same with her students. Check out her Twitter site. Both of these amazing educators are worth a follow!

Here's the sketchnote I created to document our experience!

Let the struggle happen. Getting comfortable with being uncomfortable.

Today was an eye-opening experience as a teacher. It’s the first Friday afternoon of the school year. For our 4th graders, this is the first time they haven’t had early dismissal after lunch like in their K-3 years. Being the only ones on campus when their siblings are done for the day can be hard to sell, but I try to reserve these afternoons for fun projects, teamwork challenges, and choice time.

As in typical first week tradition, I had my class put together our Room 14 Puzzle to display in our front window. Each person decorates a piece and they have to work together as a team to solve the puzzle. I don’t tell them what it will make (at the start) but some make a guess as it starts to form.

In activities like this, I can learn a lot about the culture of a class. Natural leaders step up to take charge. Natural followers listen to what they’re told by their peers. And some kids wait until all the work has been done by the majority of their group, and squeeze their puzzle piece in the 1 empty spot (not “initiative” but definitely a strategy for efficiency! Ha!)

Being my 10th year, I have made it an intention to respond to teachable moments as they arise, but also to let students “get comfortable with being uncomfortable.” This is a large factor of fostering a growth mindset, and an important component in building the traits of perseverance and grit.

And boy was it hard for them.

As they started the puzzle, I let them fully take the lead as I sat back and my desk and “appeared” to be distracted in my own work. Instead, I was observing, recording notes about personality traits, documenting the amount of time it took to get an idea started, and the approximate times that certain groups of students got frustrated and burned out. That window was quick. Within the first 4 minutes of the task. A few decided they didn’t like how others were taking lead, or they felt “bossed around” and quickly went to their seat. The difference this time was that they didn’t go to their seat disengaged because they had gotten bored. They were frustrated, and turned that frustration into gossip and complaining.

It took all my strength and willpower not to do the typical teacher move and come over and rescue those whose feelings were hurt and kindly suggest that the bossy leaders take a step back and let others have a turn. Instead, for 13 long minutes, I sat there observing how they handled their conflict. A few students came to me, asking for structure and suggesting that I have everyone rotate in for equal turns after 5 minutes. Others stuck it out, not knowing how to participate but also not wanting to give up. It got brutal as the train they’d hopped on was veering toward failure and frustration rather than success.

At the 13 minute mark, I stopped the clock, had them all go back to their seats, take a deep breath, and debrief. We talked about the difference between “Glows” (things that went well) and “Grows” (things that needed improvement), and their suggestions for how to solve the issue at hand. Then, each student got 5 minutes to reflect and share their opinion.

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After some deep discussion and reflection around the suggestions, they came up with the plan to divide and conquer. To start by finding a match to their puzzle (similar to the “find someone who…” activity I’d intentionally had them do earlier today) and only once they found a match, then try to add it to the larger puzzle, so there would be less conflict and crowding.

It was still tough, but in 6 minutes (less than half the time it took the first round) they were able to start fresh and complete the rest of their puzzle. Some smiles appeared, but no where near the cheers and excitement as in past years, because the struggle in the journey overpowered their excitement in seeing the end product.

My Takeaways:

Let the struggle happen. In my earlier years, I never would have had the chance to see how the students stepped up to handle the situation, because I would have handled it for them. Yes, there was some awkwardness. Yes, there were a few feelings hurt. And yes, some students were looking to me for guidance and I chose to sit back and observe. But what message am I sharing if every time a challenge or conflict arises, I jump in to be the problem solver because I don’t trust that they are capable of doing it themselves. They are capable. They have a voice. They just needed me to facilitate it so everyone could be heard. I never would have had the chance to do that if I had jumped in at the first sign of struggle.

Get comfortable with being uncomfortable. This goes twofold. The students needed the experience of being uncomfortable with the struggle and not letting themselves give up. About a third of the class literally handed someone their puzzle piece and sat at their seats when they didn’t like how it was going. I had to get comfortable with not being in the “rescuer” role. I’m not a mother yet, but the first example that comes to mind is the recommendation to new moms to let the baby cry, to let them learn to self-soothe. What we model as adults in the decisions we make, the cautions we share (“Oh Johnny, don’t climb on that! You might get hurt!”), and the timing in when we choose to step in to “fix” something shares a message with children. Whether intended or not, the message shows that there is a conflict the child can’t handle themselves, and that an adult is needed to fix it. I’ve been on both ends of that situation, both as a child/student, and as an adult/teacher. I think getting comfortable with being uncomfortable is more difficult the older we get, and ever more reason to try it with intention.

This year, we will focus a lot on building the soft skills students will need to be successful. As educators, we can talk all we want about building a “growth mindset” and valuing grit, perseverance, and problem solving. But if we don’t actually give students (and ourselves) authentic experiences to practice and build these skills, we’re just telling them these skills are important without the opportunities to actually grow.

So… that first week of school puzzle activity may just look like a “filler” to the teacher who is worried about not having enough time to “cover” all of their curriculum before testing, but how I define success in a year is not whether or not they can excel on that test. Yes, do I want them to do well and show what they know? Of course. But is that going to define who they are and prepare them for the world beyond fourth grade?

Not at all.

It is the attitude, the confidence, the communication skills, the ability to be comfortable with letting themselves struggle a bit in order to achieve a goal. That is what building a growth mindset means to me. Not watching a video here or there, singing a song, or reading one book on how the brain works. It is creating a learning culture where lessons are authentic, teaching is more like timely coaching and facilitation, and risks and reflection are experienced and modeled by both teacher and student.

Letting struggle happen alerts all the red flags in my former perfectionist nature. And it is all the reason more for me to push past what is uncomfortable, and simply give it a try.

For more reading on this topic, check out:

“The soft skills college students need to succeed now and in the future”- American Psychology Association

TED Talk- Angela Lee Duckworth- Grit: The Power of Passion and Perseverance

TED Talk- Luvvie Ajayi- Get comfortable with being uncomfortable

Forbes- Why Feeling Uncomfortable Is The Key To Success

What is something you can do for yourself or your class to get comfortable with being uncomfortable? Share your ideas in the comments below!

If you like what you’re reading, subscribe to keep posted for more on this topic and the soft skills of teaching and learning.

Let children play.

As I sit here on the beach holding on to the last moments of summer, off in the distance I see a group of kids playing in the sand. Have you watched kids play in the sand? They don’t need adult guidance. They don’t need ideas for how to be creative. Even the most tech addicted child doesn’t get bored.

They play.

They build sand castles with the highest work ethic, braving the waves and the distance to get that best scoop of wet sand. The child building the structure out of drift wood has a purpose. He sees a potential fort in his future. He doesn’t need a lesson on architecture to realize that there is a certain angle the wood needs to lay so it doesn’t fall. He discovered it through exploration.

In the start of the year, I challenge you- don’t overplan every second of the day. Build in some room to let students play- at all ages.

I always wait til the first rainy day recess to pull out the games, and each year I wonder- Why didn’t I do this sooner? When the games come out and students have choice and freedom, little micro cultures build in the classroom. You get the group that wants a challenge that will wait 15 minutes in line just for their turn at a round of Connect 4. You have the doodlers in the back discovering what they can make with form, shape, and color. You get the persistent student who will spend the whole break setting up Keva Planks or Dominoes only to knock them down 5 seconds before the bell rings. You may even get the students like I did last year, who built a fake town on our carpet solely out of privacy folders typically used for testing. When they honored new members to the town and offered them roles such as mayor, I was shocked when the next student came around collecting property taxes. I couldn’t come up with something this entertaining if I tried!

And remember, not everyone will be so willing. You may even find that student who is uncomfortable with unstructured time and instead asks for advice about what she should play, and when you encourage her to just give something a try and join a friend, she ends up bouncing around from activity to activity because she’s been trained to only do things with directions.

Watching rainy day recess is more informative to me than some of my best assessments. From those 20 minutes, I can gain insight on personality traits, strengths, motivators, and friendships.

So this year I make a challenge to all who will take it- let “rainy day recess” come early, with or without the rain. Let your students have choice time, but not in the sense of you being tired and wanting them to stay busy so you can get a break. Be intentional. Observe, play, and take note of the interactions and ways your students spend their time. That is more of a window into their natural motivations and tendencies than any beginning of the year survey you can give them. It gives you light into what students would want to do if they aren’t thinking they’re “playing school”.

Unstructured play is something lacking in today’s youth, that has been a pivotal part of childhood for generations. “Learning is what we do best. We learn through our lives by wondering and exploring, experiencing and playing,” says Wendy Ostroff, child development professor and author of Cultivating Curiosity in K-12 Classrooms and Understanding How Young Children Learn. When we over-standardize education during the school day, and students then go home to their structured tutoring sessions, sports practices, and after school classes, they can go a whole day with their only time to “play” at recess or lunch, should they actually get up and not just sit the whole time eating.

Some of my favorite childhood memories were from unstructured play. I remember finishing my homework quickly so all the neighbor kids could meet behind our houses in “the ditch”, or when my brother and I created our new favorite sport- roller blade basketball! Or the time a classmate and I went house to house advertising our “business” by selling marigold seeds to neighbors (sorry Mom, I didn’t realize I’d de-flowered your front garden!) I bet you have your own list of play memories that defined not only your childhood but helped positively develop you into the person you are today.

I am going to challenge myself this year to let kids play more.

Are you up to take the challenge?

Let children play.

They are only kids once.