Defined STEM Training of Trainers Jana Baxter Kevin Conner Michael Fierle

We would like to get to know you! What is your name? What do you do?

How do you define STEM? What is your vision for STEM education? –Science, Technology, Engineering, Mathematics What does the National Research Council say? Video: STEM Education-Tools to Change the WorldSTEM Education-Tools to Change the World

What are the 21 st Century Skills? –In small groups, brainstorm Large group share The Partnership for 21 st Century Skills Framework –

Connecting to 21 st Century Skills While viewing video look for connections to the 21 st Century Skills: 1.Content connections in relation to Academic Standards & Skill applications 2.Creativity & Innovation 3.Work Environment & Collaboration

Video: Using Virtual Technology to Assist in Rocket DesignUsing Virtual Technology to Assist in Rocket Design –Please take two minutes to independently document observations. –In groups, identify top 5 connections related to the area of focus. –Create a non-linguistic representation of your top 5 connections –Gallery walk of “expert groups”

Why is it important for students to have a strong background in STEM regardless of their lifelong aspirations?

On July 14, the U.S. Department of Commerce’s Economics and Statistics Administration (ESA) released a new report that profiles U.S. employment in the science, technology, engineering and mathematics (STEM) fields. The report, STEM: Good Jobs Now and for the Future, finds that:report –In 2010, there were 7.6 million STEM workers in the United States, representing about 1 in 18 workers. –STEM occupations are projected to grow by 17.0 percent from 2008 to 2018, compared to 9.8 percent growth for non-STEM occupations. –STEM workers command higher wages, earning 26 percent more than their non-STEM counterparts. –More than two-thirds of STEM workers have at least a college degree, compared to less than one-third of non-STEM workers. –STEM degree holders enjoy higher earnings, regardless of whether they work in STEM or non-STEM occupations.

Navigate Defined STEM – stem.cfmhttp:// stem.cfm

Search and share out –Search same thing the 3 different ways: Key word Curriculum/subject area Standards –Which way worked best for you? –Share one useful thing you found

Let’s Explore PDE SAS (Standards Aligned System)

Delving Deeper Into A Unit Working in Pairs: 1.Select a topic 2.Watch at least one video 3.Work through performance task 4.Work through literacy task 5.Complete “Unit Investigation” Worksheet

Delving Deeper Into A Unit Report out – whole group

Within STEM Education and the 21st Century Workplace forum, please respond to the following prompt: Based upon viewing and evaluating one Defined STEM video, Using Virtual Technology to Assist in Rocket Design, share: –one finding that aligns with your vision for STEM education; and –one finding that aligns with the 21st century workplace.

` Becoming Expert and Application Each group will research an assigned area of focus and will create a “Cheat Sheet” identifying critical components of one of the following: –Webb’s Depth of Knowledge –Differentiated Instruction –Multiple Intelligences –P21: Learning and Innovation Skills To assist you in becoming experts, please visit You will have 15 minutes to “become experts.” Please agree on essential elements of concept in preparation for a “jigsaw!” Each member of expert team should document the “essential elements” determined by the group to take to jigsaw groups.

Jigsaw! There is now one expert member in each new group. Performance task in Defined STEM & Video –Area of Focus: Technology/Art/Science Floral Designer While viewing resources, please jot down connections to your area of expertise: –Webb’s Depth of Knowledge –Differentiated Instruction –Multiple Intelligences –P21: Learning and Innovation Skills Please share in jigsaw groups key ideas and connections in the Defined STEM performance task and video.

Exit Ticket In PAIUnet: Defined Stem Learning Community, please select one of the following forums and respond! 21st Century Learning and Innovation Skills –How do Defined STEM resources provide opportunities for students to apply 21st century learning and innovation skills? Multiple Intelligences –How do resources in Defined STEM empower learners through the multiple intelligences? Webb's Depth of Knowledge –How do resources in Defined STEM connect with higher levels of Webb's Depth of Knowledge? Differentiated Instruction –How do Defined STEM resources support differentiation of content, assessment and instruction?

Navigation of Defined STEM, Exploration and Connecting the Dots We will now have experience of navigating Defined STEM Please see facilitation script for guidance. –You will be given time to explore site and areas of interest. –Please select one performance task and video. –Please download “connecting the dots” worksheet from “content manager” in learning community. –Analyze the resources you located in Defined STEN –Document your findings related to the elements contained in “Connect the Dot” worksheet!

Evaluation How can Defined STEM support student learning in your district/classroom? How can the Defined STEM resources be used in a traditional face to face classroom? How can Defined STEM resources be used beyond traditional classroom?

Questions, Evaluation and Next Steps Who will you share this training with? Which audiences will find relevance with Defined STEM?

Contacts for Support Kevin Conner (IET) Jana Baxter (IET) Mike Fierle (MSC) Gabriela Rose (MSC) Bonnie Dyer (CIPD)