Identity Building through Fabrication

Post-Lesson Reflection

 – Compare the lesson plan with a similar activity that does not include the physical teaching aid. 

In the past I have engaged students in similar purposes of sharing about themselves, self-identification, or branding, and it was mostly through discursive modes or accompanied by pictorial drawings. While I think the draws and discussions are worthwhile, I noticed that adding the purpose of integrating the technology of the laser cutter helped keep the original purpose in tact while adding on layers of student collaboration, excitement and motivation to use a new tool, and students even had a lot more interest in each others’ work – whereas in the drawings, students were not asking detailed questions like ” how did you make that”, “what else are you going to include on your plaque”. 

– Identify challenges and opportunities in integrating digital fabrication technologies in the lesson plan.

Some of the challenges for integrating DFT into lesson planning is considering the extent to which students are already familiar with the technology or will be able to pick it up or considering classroom management issues – when beginning new technologies often require heavier dedication of the teacher to helping facilitate the technology. Some of the opportunities include expanding the lesson purpose to include or address additional standards and learning objectives to aim for more of a ‘project-based’ approach. 

– Reflection on the personal learning experience.

 I notice that I get so many ideas from how my students re-interpret the directions as they are going through the activity. I’m always weary about giving too many verse too few (open-ended) directions. I tend to lean towards more open-ended directions to allow students to take the base activity in their own directions and add their level of creativity. Then, if/when some other stduents who need more guidance, I can assist those individually.   

-Additional Thoughts about integrating physical objects, desiging using software, and fabricating using tools:

Designing and fabricating student name plates became a powerful exercise in both identity expression and instructional design. I began to see the name plate not just as a label, but as a meaningful object—one that could support language development, foster classroom community, and prompt thoughtful conversation. It served a dual purpose: for each student, it became a personal “object” to express themselves, and an “object to think with,” inviting others to ask questions, make connections, and build relationships.

As I imagined what this could look like in practice, I realized how important it would be to start with student input. Before making the name plates, I would first interview each student with simple but personal questions: What’s your name? What’s a fun activity you enjoy? Do you have pets or a favorite animal? These questions offer just enough insight to create a design that feels unique and reflective of who they are.

Using Inkscape, I could then begin the design process—setting a consistent size for each name plate, placing holes for threading yarn so students could wear them, and importing clip art or images based on their responses. The software makes it easy to arrange and edit these features, and it’s especially helpful for batch production. For fabrication, I’d use the Glowforge laser cutter, which allows for precise and efficient production. I could lay out six 4”x6” name plates on a 12”x12” board and complete a full class set in just four rounds—much more practical than cutting each one individually.

Reflecting on this process, I realize how this kind of project blurs the lines between making, teaching, and relationship-building. It’s technical, but it’s also deeply human. The name plates become tools for practicing speaking and listening, building confidence, and nurturing curiosity. I’m excited by the possibility of integrating more of this kind of fabrication work into the classroom—not just for engagement, but for deeper connection and learning.