STEM INSTRUCTION WHAT’S THE DIFFERENCE?

WHO ARE OUR STUDENTS? Click on the image above for a video. Let’s chat: How are we preparing our students for the jobs of the future?

WHAT IS THEIR FUTURE? Click on the image above for a video. Let’s chat: How are we preparing our students for the jobs of the future?

WELCOME! Welcome to our virtual STEM PD! In this session, you will be exploring the following:  Learning in multidisciplinary, interdisciplinary, and transdisciplinary formats  Connections across STEM content areas  How we adjust our teaching  The importance of NGSS  STEM Resources  STEM and MI connection

MULTIDISCIPLINARY Aka thematic integration Curriculum is organized around a common theme (which would require rewriting it) Comer, M., Sneider, C., & Vasquez, J. A. (2013). STEM lesson essentials, grades 3-8: integrating science, technology, engineering, and mathematics. Portsmouth, NH: Heinemann.

INTERDISCIPLINARY Disciplines are linked by a key concept or skill that is important for students to learn The goal is to provide a coherent viewpoint for the learner Image source: Comer, M., Sneider, C., & Vasquez, J. A. (2013). STEM lesson essentials, grades 3-8: integrating science, technology, engineering, and mathematics. Portsmouth, NH: Heinemann.

TRANSDISCIPLINARY Curriculum is organized around student questions and concerns The goal is for students to “apply their knowledge and skills in a real-world context” ? Let’s chat! How would you illustrate transdisciplinary integration? Comer, M., Sneider, C., & Vasquez, J. A. (2013). STEM lesson essentials, grades 3-8: integrating science, technology, engineering, and mathematics. Portsmouth, NH: Heinemann.

WHAT’S THE BIG DEAL? “None of these approaches are ‘wrong,’ and the difference among them is a matter of degree, rather than a difference in kind.” So there is no right or wrong type of STEM integration…..”in fact a mixture of methods is probably best.” Comer, M., Sneider, C., & Vasquez, J. A. (2013). STEM lesson essentials, grades 3-8: integrating science, technology, engineering, and mathematics. Portsmouth, NH: Heinemann.

WHO AM I? Image source: Let’s chat! Which of these 3 approaches do you think would be most helpful for your purposes?

DO NOT FEAR “We have for so long been focused on a silo approach to meet the standards and pass the test that moving along this continuum may take considerable effort.” –Vasquez, et. Al. PATIENCE is the key!

SCIENCEENGINEERINGTECHNOLOGYMATHEMATICS Ask questionsDefine problemsBecome aware of the web of technological systems on which society depends Make sense of problems and persevere in solving them Develop and use models Model with mathematics Plan and carry out investigations Learn how to use new technologies as they become available Use appropriate tools strategically Analyze and interpret data Attend to precision Use mathematics and computational thinking Recognize the role that technology plays in the advancement of science and engineering Reason abstractly and quantitatively Construct explanations Design solutionsLook for and make use of structure Engage in argument from evidence Make informed decisions about technology given its relationship to society and the environment Construct viable arguments and critique the reasoning of others Obtain, evaluate, and communicate information Look for and express regularity in repeated reasoning CONNECTIONS

Let’s chat: Do you see connections by looking across the rows? Is this helpful to you in any way?

HOW DO WE ADJUST OUR TEACHING? One model that provides students autonomy over their learning and emphasizes a real world approach is a Fed Ex planning day. This is adapted from the idea of providing employees freedom to create and explore a project of their interest in the workplace. It is named a Fed Ex day because Fed Ex delivers and the student is expected to deliver upon their idea after a given time period.

HOW DO WE ADJUST OUR TEACHING? Click on the image below for a copy of the Fed Ex Planning Day to use in your classroom.

It has been 15 years since science standards were revised. Since that time, many advances have occurred in the fields of science and science education, as well as in the innovation- driven economy. The U.S. has a leaky K–12 STEM talent pipeline, with too few students entering STEM majors and careers at every level—from those with relevant postsecondary certificates to PhD’s. We need new science standards that stimulate and build interest in STEM. Citation: NGSS Lead States Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. WHY NGSS? (NEXT GENERATION SCIENCE STANDARDS)

Click on the image above for a video. Let’s chat How do the NGSS standards apply to your teaching?

NGSS-WHAT’S IT ALL ABOUT? “Scientific discoveries and technological decisions affect human society and the natural environment. People make decisions for social and environmental reasons that ultimately guide the work of scientists and engineers. Together, advances in science, engineering, and technology can have—and indeed have had—profound effects on human society, in such areas as agriculture, transportation, health care, and communication, and on the natural environment.” Citation: NGSS Lead States Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.

NGSS-WHAT’S IT ALL ABOUT? These are the “assessable statements of what students should know and be able to do.” Citation: NGSS Lead States Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. Concepts that have broad importance within and across disciplines as well as a real world relevance. Activities that scientists engage in to either understand the world or solve a problem. Ideas that are not specific to any one discipline but cut across all of them.

WHERE CAN I LEARN MORE ABOUT NGSS? t-generation-science-standards- introductionhttp:// t-generation-science-standards- introduction ecord_id=18290&page=445http:// ecord_id=18290&page=445

RESOURCES Click on the images above for links to resources.

SUMMARIZER….WHAT KIND OF LEARNER ARE YOU? Take the quiz here: learning-styles-quizhttp:// learning-styles-quiz Teachers often teach the way they themselves learn. Many STEM teachers lean towards the math and science aspects of stem. Consider how you would teach STEM to non-logical/mathematical students. Image source:

HOW TO TEACH STEM VIA MI Discussing a children's picture book (Here's a lesson idea for The Lorax by Dr. Seuss) By having students use manipulatives (Yes, even in high school!) Using music (mp3) or YouTube videos (mp4) (Check out Having students use their bodies to model abstract concepts and act out how it functions. That address the "why?" or importance of subjects as you teach them (for the existential individuals) Using Think-Pair-Share before opening up a classroom discussion. Consider Allowing Students to Share What They've Learned by: Journal writing (blog); to help them apply what they are learning to themselves and the world around them. Digital Storytelling (YouTube Videos) Teaching a simplified version of the topic to a younger grade Designing a game to teach a concept (video, athletic or otherwise) Writing a song about the topic (new lyrics to well known melody) Constructing a scrapbook or writing poetry Acting out a skit or song, in front of a live audience Leading an online discussion on the topic

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