MAKE • PLAY • SHARE • REFLECT
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By Victoria (Tori Sparks) Sylvestre
By Victoria (Tori Sparks) Sylvestre
In Fall 2022, during my time in Dr. Keith Sawyer’s Learning Sciences course at UNC Chapel Hill, I created a culminating project that synthesized research from Dewey, Vygotsky, Bertram & Bloch, and others. The resulting poster, “Make • Play • Share • Reflect,” became more than an academic artifact—it became a roadmap for SparkLab. The poster outlined a student-driven learning environment rooted in sociocultural theory, constructionism, and the Maker Movement. I focused on using engaging artifacts like historical animation toys (e.g., zoetropes) to explore the Persistence of Vision principle, while integrating peer facilitation roles, scaffolded kits, and iterative reflection cycles.
In Fall 2022, during my time in Dr. Keith Sawyer’s Learning Sciences course at UNC Chapel Hill, I created a culminating project that synthesized research from Dewey, Vygotsky, Bertram & Bloch, and others. The resulting poster, “Make • Play • Share • Reflect,” became more than an academic artifact—it became a roadmap for SparkLab. The poster outlined a student-driven learning environment rooted in sociocultural theory, constructionism, and the Maker Movement. I focused on using engaging artifacts like historical animation toys (e.g., zoetropes) to explore the Persistence of Vision principle, while integrating peer facilitation roles, scaffolded kits, and iterative reflection cycles.
At the time, I had no dedicated space, no equipment, and no students for this program—I only had a vision. This poster became my anchor, drawing from research by Ramey & Stevens (2020), DiGiacomo et al. (2020), and Bruce, Bertram & Bloch (2012), to name a few. It emphasized strategies like Boss Boards for MKOs, meaningful reflection prompts, and gradually released responsibility in a choice-based learning studio.
At the time, I had no dedicated space, no equipment, and no students for this program—I only had a vision. This poster became my anchor, drawing from research by Ramey & Stevens (2020), DiGiacomo et al. (2020), and Bruce, Bertram & Bloch (2012), to name a few. It emphasized strategies like Boss Boards for MKOs, meaningful reflection prompts, and gradually released responsibility in a choice-based learning studio.
Over the next year and more, I used this framework to build SparkLab from the ground up, using the incredible framework provided by SparkNC. I experimented with real students, creating systems that allowed them to lead, reflect, and reignite passion through collaborative making. The theoretical concepts from the poster came to life—messy, beautiful, and transformative. What began as a class project turned into a living, breathing space where learning was social, reflective, and empowering.
Over the next year and more, I used this framework to build SparkLab from the ground up, using the incredible framework provided by SparkNC. I experimented with real students, creating systems that allowed them to lead, reflect, and reignite passion through collaborative making. The theoretical concepts from the poster came to life—messy, beautiful, and transformative. What began as a class project turned into a living, breathing space where learning was social, reflective, and empowering.
Today, SparkLab mirrors the ideas first laid out in the poster—students engage in real-world problem solving, support one another as MKOs, and participate in creative reflection through vlogs, showcases, and feedback loops. This shift in practice aligns deeply with National Board’s Core Propositions, especially around reflective practice, student-centered learning, and leadership in building innovative learning communities.
Today, SparkLab mirrors the ideas first laid out in the poster—students engage in real-world problem solving, support one another as MKOs, and participate in creative reflection through vlogs, showcases, and feedback loops. This shift in practice aligns deeply with National Board’s Core Propositions, especially around reflective practice, student-centered learning, and leadership in building innovative learning communities.
Thank you, Dr. Keith Sawyer, and my students thank you as well ❤️.
Thank you, Dr. Keith Sawyer, and my students thank you as well ❤️.
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