All young people should be able to decide their futures. WE INTRODUCE OURSELVES PHIL KICKS OFF STEM Teaching Tools: Professional Learning Resources to Support the New Vision for K-12 Science Education

Professional Learning Resources to Support NGSS Implementation Co-designed by practitioners & researchers Tested & refined over time Easily shareable—over social media, email, paper Practice Briefs Links to Resources Research Briefs PD Units Classroom Vignettes Classroom Video Instructional Materials STEMteachingtools.org (web) @STEMteachtools (twitter) pinterest.com/stemeducation (pinterest)

Professional Learning Resources to Support NGSS Implementation The practice briefs in this collection… Focus on one specific problem of education practice that is broadly shared Highlight what people in different roles can do to work to address the problem Gathers together our best knowledge from research and practice to understand the issue and give practical, actionable advice or strategies to educators Prompt reflection and discussion Resource further learning by linking off to relevant resources Highlight how communities have historically developed related practices to create knowledge about the natural and built world from the perspective of their value systems (Bang & Medin, 2010; NRC, 2009) Practices should be viewed as sociohistorically developed across communities & the implications of practices being embedded in value systems need to be attended to (Bang & Medin, 2010) For us, this meant reflecting with community on at least three things: (1) understanding science as a set of practices in which to study and make sense of the world, (2) seeing these practices as sociohistorically defined and evolving, and (3) considering the implications of practices embedded within value systems. Phil: Generally… ((Read Slide)) SUB BULLET 3: Expanded view: in terms of the topics being focused on (e.g. connecting to students design-related hobbies or to the local knowledge about the natural world from the community) Also in terms of the media format being used (e.g., new digital genres like science journalism (SciJourner), there is an excellent science hip-hop example posted in the resource space we’ll share with you from Chris Emdin at Teacher’s College) LAST BULLET: To the degree possible, allow the work associated with the practices to relate to real everyday activities and events of interest to the students and their communities

STEM Teaching Tools on the Web http://STEMteachingtools.org/ HANDOUT: Arg & Expl Practice Brief

PDF Collection in a Google Folder http://STEMteachingtools.org/link/PDFcollection Practice Briefs Links to Resources Research Briefs PD Units Classroom Vignettes Classroom Video Instructional Materials

STEM Teaching Tools on Twitter http://twitter.com/STEMTeachTools HANDOUT: Arg & Expl Practice Brief

STEM Teaching Tools on Pinterest http://www.pinterest.com/STEMeducation/ Practice Briefs Links to Resources Research Briefs PD Units Classroom Vignettes Classroom Video Instructional Materials

To Access STEM Teaching Tools Web Site http://STEMteachingtools.org Twitter @STEMTeachTools Pinterest http://www.pinterest.com/STEMeducation Easy Access to PDFs of All Tools http://STEMteachingtools.org/link/PDFcollection Email—to suggest new tools or give feedback STEMteachingtools@uw.edu Highlight how communities have historically developed related practices to create knowledge about the natural and built world from the perspective of their value systems (Bang & Medin, 2010; NRC, 2009) Practices should be viewed as sociohistorically developed across communities & the implications of practices being embedded in value systems need to be attended to (Bang & Medin, 2010) For us, this meant reflecting with community on at least three things: (1) understanding science as a set of practices in which to study and make sense of the world, (2) seeing these practices as sociohistorically defined and evolving, and (3) considering the implications of practices embedded within value systems. Phil: Generally… ((Read Slide)) SUB BULLET 3: Expanded view: in terms of the topics being focused on (e.g. connecting to students design-related hobbies or to the local knowledge about the natural world from the community) Also in terms of the media format being used (e.g., new digital genres like science journalism (SciJourner), there is an excellent science hip-hop example posted in the resource space we’ll share with you from Chris Emdin at Teacher’s College) LAST BULLET: To the degree possible, allow the work associated with the practices to relate to real everyday activities and events of interest to the students and their communities