STEM Standards of Practice! Carroll County Public Schools, MD Mike Eisenklam, Supervisor of Elementary Science Bryan Shumaker, Coordinator of STEM

Stemtastic Today’s Adventures! Explore problem-based learning and real-world application Engage in inquiry-based learning Identify best practices for engaging learners

STEM Education: A Model Flipped #2: We Do: Teacher and students discuss the approaches that were taken #3: I Do: Teacher connects learning process #1: You Do: Students explore a task/problem Humanities: I do, we do, you do, flipped!

Design Challenge: Make it aMAZEing! Layers for complexity??

Wait a second…I can tell you never taught young learners! Could we… Use this as a station? Pre-made by teacher Change size of “puffies”…use other materials like a ping pong ball Change straw size Have two that are the same and race Give students a 14”x14” paper to design in crayon (annotated by color) Let them design but have adults build (or assist) Follow design process (Ask, Imagine, Plan, Create, Improve)** Other ideas?

One Engineering Design Process not linear not cyclical

How would you title this slide? Learn and apply rigorous content Integrate content Interpret and communicate information Engage in inquiry and logical reasoning Collaborate as a team Apply technology appropriately

STEM Standards of Practice Learn and apply rigorous science, technology and content Integrate science, technology, engineering and mathematics content Interpret and communicate STEM information Engage in inquiry and logical reasoning Collaborate as a STEM team Apply technology appropriately

Connecting the Dots: Standards of Practice Build a STEM shoelace with the Science and Engineering Practices! We have modeled how science when taught through the lens of NGSS provides engagement and inquiry that promotes language acquisition Shu wants to show the enginering practices Without teaching science you can use these practices for teaching ELL Pam-brainstorming NGSS practices

Connecting the Dots: Standards of Practice We have modeled how science when taught through the lens of NGSS provides engagement and inquiry that promotes language acquisition Shu wants to show the enginering practices Without teaching science you can use these practices for teaching ELL Pam-brainstorming NGSS practices

Connecting the Dots: Standards of Practice

Why Inquiry-Based Learning? Revolves around real world challenges and problems Creates a student-centered environment with hands-on problem solving Provides engagement and relevancy Moves students towards college and career readiness (What? Keep them in the pipeline)

Why Inquiry-Based Learning? Many of our young learners lack the context to engage them in the process of learning. Inquiry based learning bridges gaps, creates engagement, and provides context for learning.

Exploring Additional Design Challenges

Components of Design Challenge Scenario (situation): Grounds reason for this challenge in real worlded-ness Context at grade appropriate level Challenge: Sets the context Constraints: Define the parameters that students are trying to achieve (can have one, two, or many) Allow for scaffolding and differentiation (i.e. the maze activity could be made more complicated for middle school students by including constraints on cost, time, materials, etc.)

STEM on a Shoestring

Summary: The Practices Drive Instruction Promotes a student-centered environment Embodies an inquiry-based approach Provides engagement and relevancy Moves students towards college and career readiness Revolves around real world challenges and problems STEM is not a discipline, it is a way of doing things

So What, Now What?