I taught a class recently that was an introduction to our makerspace. Many of the tools have similar needs in terms of files and our projects often started off as playing around to achieve a simple objective. The objective for this project was simple - have students learn about SVGs from a conceptual as well as a practical standpoint. In order to accomplish this, students had to make a file for a bookmark that could be cut out on the Silhouette Cameo OR on the laser cutter.

(Sorry for the lack of photos. Between my own running around working with students and also trying to protect their privacy for my own Instructable here, I thought it best to just use screen shots of some process work in the meantime.)

Supplies

Software (Something that allows you to work in SVGs):

We used Silhouette Studio and Inkscape because the lab computers could download software, but if you are using Chromebooks to work on primarily, Canva is a great option.

Hardware:

Our makerspace is equipped with a few Silhouette Cameo 2 machines and a low power laser cutter. Use what you have and adjust accordingly!

Step 1: Set Expectations

The first thing we needed to do was to define our sandbox before letting the students play around in it. I described the deliverable as a bookmark, so it should be flat/made of cardstock, must have cutouts, and must be made by combining shapes and letters at minimum.

This ensured a few things. One, they would be using the text function. Since it is their bookmark, it encourages personalization by playing around with fonts as well. Two, the would be using the merge features to combine or split areas. I find this is best learned by playing around. And Three, since these are minimum requirements, other features would likely come up in exploration and be explored by individuals who would share with the group.

Step 2: Give It TIME

The toughest part of this activity for me as a teacher was having to reconcile that some students would be done in 10 minutes and some would spend several class periods working on it. Inquiry varies person to person and creativity doesn't always translate to skills immediately. This class was set up as a skills development course and sort of competency based, so it took as long as it took.

That being said, as time went on, I would check in and determine the reason for any delay. Was it because the student was unable to do the required skill or were they taking their time, doing intricate work, doing inefficient work, getting sidetracked, etc.

Step 3: Optional: Preview the Files

I had the luxury of a smaller class where we had plenty of machine time so we just let the students cut and recut if needed (and sometimes several versions were necessary). If you do not have that, you can always have them submit the files first and get a good look before approving them for machine cutting.

If this were primarily a laser cutting experience, I would absolutely get files first simply because materials can cost more, it takes more time, and this is just a way to get creative juices flowing. Save the bulk of the machine time for projects that are student designed!

Step 4: Cut the Bookmarks

I demo how to use the machine including figuring out depth settings, attaching cardstock to the mat, and running test cuts to dial it all in. I stress this as a time saver. There is always someone who does not heed my warnings and will spend a lot of time on unsuccessful cuts. This is part of the learning process and thankfully cardstock is cheap.

My favorite part was seeing what flexibility students found within the sandbox that we were playing in. Some figured out how to make cuts that would allow a bookmark to go over a page. Some discovered that by stacking two or three colors, the layered look would provide some contrast and intrigue. Every class had a person who wanted to bring in some imagery, so the trace feature got in the mix early on. One student was on YouTube looking up how to curve letters in order to achieve a desired result. All of these are great lessons to learn.

The mistakes were also intriguing. We learn that hanging pieces (like a counter inside a letter) will fall out if it isn't otherwise attached. We learn that bookmarks have a general size and there are built-in rulers for a reason. We learn that cutting complex shapes out with an X-Acto because they didn't go through the whole way is not fun or fast. And these are all great lessons to learn, too.

Step 5: Assess

Grading this project was pretty easy for me. Did you make a bookmark? Can it mark a page in a book? Did you include some letters or numbers? Did you merge some shapes? Great, you get the points. If not, you aren't done yet. Keep working on it. Turn it in when you are done and ask for help if you need it.

Step 6: Reflect

My favorite part of this project was seeing the students present their work and reflect on what they learned. What worked and what did not? How might they approach their next project differently?

I also take time to reflect on my own work. Did I give them a good sandbox to work in? Did they have the tools they needed to play with? How might I approach the next teaching opportunity differently?

I love PBL and think it is very effective at making meaningful learning experiences that will stick with students. If this is your jam or if you want to learn more, reach out! Let's chat.