Hack your Curricula Making in Interdisciplinary Projects

Abstract

In order to be able to implement Making in subject lessons, which have a high curricular relevance, it is necessary for teachers to open up their lessons and gradually leave the ‹curricular comfort zone›. This opening can take place in different ways, such as Making in interdisciplinary teaching, Making in project-based learning (PBL), and ‹Making Vanilla›, each with a different distance to the ‹curricular comfort zone› and different consideration of given learning goals. It is advisable to think about the visibility of the learning objectives in Making activities in advance. Whether the learning objectives are hidden, open, or arbitrarily mounted, determines the co-determination of the students in Making already in the preparation of the project. To define a position on cross-curricular Making, different approaches to linking learning objectives from different subject area curricula are suitable. Obvious cross-references to learning objectives, same topics for learning objectives, similar operators in learning objectives, and random combinations of learning objectives offer differently creative, and for the teacher also differently ‹comfortable›, problem-oriented questions for Making activities. Design Thinking methods are well suited to find authentic, problem-oriented questions.