Defining STEM STEM Continuum Shorthand S-T-E-M Foundational Knowledge Level Direct Instruction Content Level Top Down Highly Structured Lower Order Thinking.

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Presentation transcript:

Defining STEM STEM Continuum Shorthand S-T-E-M Foundational Knowledge Level Direct Instruction Content Level Top Down Highly Structured Lower Order Thinking Literacy Integrated STEM Synthesis Project Level Discovery Based Bottom Up Open End Ill Structured Higher Order Thinking Proficiency Mixed S-T-E-M Applications Problem Level Guided or Modeled Mix of Top Down and Bottom Up Some Structured Mixture of Order Thinking Competency

STEM Jobs Bureau of Labor Statistics

An Integrated STEM Challenge – small group HOLE IN ONE!  Design and modify your catapult to project the ball into the cup with repeated success…

Science Math Technology Engineering Integrated STEM CATAPULT – Hole in one Concept Based Activity Developed by Louis S. Nadelson and Anne Seifert © Forces Energy Simple machines Motion and force Torque Newtons laws Data Collection Measurement Methods of science Control Elasticity Optimization Continuous improvement Data Collection Criteria Constraints Problem it solves Iterative process Ball Spoon Rubber band Scissors Cup Force meters Angles Data Collection Probability Measurement Stem plot Ratios Variables

4 Years of STEM Professional Development Over 1500 Idaho K-12 educators served Place-Based STEM Focus on: Inquiry Engineering Design Integrated STEM Common Core State Standards - Math, Next Generation Science Standards Best Educational Practices Technology Integrated 6 sites 40 + hours of Professional Development Keynotes Short courses Planning Field trips T HE 6 i-STEM S UMMER I NSTITUTE L OCATIONS P ROGRAM H IGHLIGHTS

What Place-based Learning? Placed based learning: Involves leveraging the resources and emphasis in the location learning is taking place to provide relevance, and context to enhance student engagement, retention, and understanding of content while meeting the workforce development needs in the local area

Why STEM in context?  CONTENT  (Level of STEM Content Knowledge) CONTEXT (Level of Complexity) Zone of Optimal Learning Application of 21 st Century Practices Identify/Recognize/Classify Modeling /Simulation Design/Experimentation Repurposing/Restructuring Inventing/Creating Theorizing/Critiquing/Validating Innovation

21 st Century Skills

Contextualized Problem Based Lesson Creativity & Innovation Critical Thinking & Problem Solving Collaboration Computational Thinking Computing/ & Technology Communication Commitment Confidence Cross-Cultural Sense Capacity to Lead Key: No Utilization NO ARROW Low Utilization Moderate Utilization High Utilization

` Learning OutcomeMastery (Advanced) Competency (Proficient) Literacy (Basic) Exposure (Below Basic) Collaboration – work together Try all ideas All added something All ideas valued Listened and shared Included most ideas Acknowledge each other Expressed ideas Some contribution Sitting next to each other Other exisited No sharing Left out Communication Interpersonal Relationships Built a catapult Multiple Trial Cultural Responsiveness Creativity and design Evaluated and refined best design Tried multiple ideasRefined the one idea Attempted one idea and quit

 O UR R ESEARCH R ESULTS S HOWED I NCREASE I N T EACHER :  Confidence to teach STEM  STEM content knowledge  Knowledge of STEM initiatives  Leadership in STEM education  Engagement in STEM education  Awareness of local STEM resources  Knowledge of STEM workforce needs P ROJECT I MPACT

Integrating STEM provides chance to… Is more efficient - Is what Common Core is supposed to be Enhances student: Engagement/motivation Retention of learning Deeper understanding Makes learning STEM purposeful Fun to teach!

Some Publications:  Nadelson, L. S., Seifert, A. L. & Chang, C. (2013). The perceptions, engagement, and practices of teachers seeking professional development in place-based integrated STEM, Teacher Education and Practice, 26(2),  Nadelson, L. S. Seifert, A. L., Hettinger, J. K. & Coats, B. (2012). Where they go for help: Teachers’ pedagogical and content support seeking practices and preferences. Teacher Education and Practice, 26(1),  Nadelson, L. S., Seifert, A., Moll, A. & Coats, B. (2012). i-STEM summer institute: An integrated approach to teacher professional development in STEM. Journal of STEM Education: Innovation and Outreach. 13(2),  Nadelson, L. S., Moll, A. J., & Seifert, A. (2011). Living in a materials world: Materials science and engineering professional development for K-12 educators. Proceedings of the American Society of Engineering Education Annual Conference, Vancouver, BC

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