Turn Your STEM Teaching Upside Down Christy Garvin & Annette Simpson

Question 1: What happens to the area of a rectangle when its dimensions are doubled?

C-E-R Claim – Statement that reflects your understanding Evidence – Data and/or observations that support the claim (can be qualitative or quantitative) Reasoning – Explains how and why the evidence supports the claim (using scientific principles).

Wonderings?

What happens to the volume of a cube as its dimensions grow? Question 2: What happens to the volume of a cube as its dimensions grow? Are there predictable patterns?

C-E-R Claim – Statement that reflects your understanding Evidence – Data and/or observations that support the claim (can be qualitative or quantitative) Reasoning – Explains how and why the evidence supports the claim (using scientific principles).

Wonderings?

Upside down teaching…. You ~ We ~ I OLD method…. I ~ We ~ You I show you We do it together You on your own do it independently Upside down teaching…. You ~ We ~ I You are going to explore and grapple with a problem We are going to talk about it I am going to make sure you now have a solid grasp of the concept

Goals Impact Double Dimension Your Lesson Engage Explore Explain Pique curiosity Raise questions See what students know Helps students be excited about learning & motivated to explore Explore Students: Observe Collaborate Experience good frustrations & struggles Students gain a deeper understanding because they begin to understand processes and patterns Explain Students explain concepts and definitions in their own words and provide justification ~Claim and Evidence The teacher provides the formal vocabulary and accepted conventional Reasoning (i.e. Newton’s Three Laws, Pythagorean Theorem) Develops articulation skills and proper vocabulary Teaches students to synthesize what they have observed and learned Elaborate Students use formal labels Skills should be applied and extended Wonderings Gives time for differentiation and more advanced learning Evaluate Make sure students understand the new concepts and can back up their understating with evidence Allows the teacher to know whether to continue working with the concept or to move on

Questions