 Presented by:  Dr.Cherry Steffen  Kennesaw State University

 Do not turn over your paper until instructed to do so.  Once you turn over your paper do not show it to any other participants.  Move around the room and work together to put the pages in order by describing your page to others in the group.

 The Surprising Truth About What Motivates Us 

 S cience  T echnology  E ngineering  M athematics  (To Be Continued…)

 S cience  T echnology  E ngineering  M athematics

 Adding 2 new subjects to the curricluum  A curriculum  Something that is only considered in Math and Science Classes  All 4 disciplines in every unit or every class

 A way of organizing and delivering instruction  Intentional  Intended to increase student engagement, to deepen their understanding, to raise achievement, and to help students see the relevance in what they are learning. (Hoachlander and Yanofsky, 2011)  Includes technology and engineering  Anything that makes  Allows students to develop and use 21 st century skills.

 Includes technology and engineering  Technology is anything that modifies the world to meet needs and reach goals.  Engineering –  Starts with a problem to solve  End product involves producing and communicating a final design

 Allows students to develop and use 21 st century skills.  Teamwork  Collaboration  Critical Thinking  Problem Solving  Creativity  Communication

 Focus on integration  Relevant  Emphasizes 21 st Century Skills  Grade-level appropriate challenges  Includes problem-based and project-based approaches

ScienceEngineeringTechnologyMathematics Ask questionsDefine problemsBecome aware of the technological systems upon 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 at Use appropriate tools strategically Analyze and interpret data they become available Attend to precision

ScienceEngineeringTechnologyMathematics Uses mathematics and computational thinking Recognize the role that technology plays in the Reason abstractly and qualitatively Construct explanations Design solutionsAdvancement of science and engineering Look for and make use of structure Engage in argument from evidence Make informed decisions about technology, given its relationship to Construct viable arguments and critique the reasoning of others Obtain, evaluate, and communicate information Obtain, evaluate and communicate information Society and the environment. Look for and express regularity in repeated reasoning

 Borrowed from Vasquez, Sneider, and Comer (2013).  Science and engineering (as well as technology) processes from A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (NRC 2012)  Mathematical practices from Common Core State Standards: Mathematical Practice (2011)

 Multidisciplinary (Thematic) Integration  Interdisciplinary Integration  Transdisciplinary Integration

 Organizing the curriculum around a common theme  Coherent series of lessons and activities  Only small changes by teachers  Connections tend to be peripheral – related but do not focus on a common understanidng  No obvious connections between the disciplines other than the common theme

 Choosing a key concept or skill that is important for all students  Key concepts are enriched by combining knowledge and skills from two or more disciplines  Can have a theme  Example – The solar system/size and ratios/telescope magnification/improvements in technology over time to improve understanding

 Curriculum is organized around student questions and concerns  Often follows more traditional learning activities  Grounded in constructivist theory  Brings together 21 st century skills with real world applications and problem-solving strategies

 From the student point of view – focus on project or problem  From teacher point of view – focus on embedding the learning objectives so that students gain knowledge and skills by completing the project/solving the problem

 Communication  Collaboration  Technology  Engineering  Problem-based/project-based opportunities  Design-challenges  Solving problems using the engineering design challenge

The Engineering Design Process

The Engineering Design Process

 Communication Activity  Build something  Collaboration Activity  Paper Airplanes

 Students team together to explore a significant question or create a meaningful product  Students discussing a reading/video/lecture  Shared assignment

 One type of collaborative learning  Students work together on a structured activity  Individually accountable for their own work  Work of the group as a whole is also assessed

 Benefits  Students learn from each other  Improve interpersonal relationships  Some studies have shown that low-achieveing students spend less time off task in cooperative small groups  Positive effect on achievement  Promoting conceptual and higher-level thinking

 Type of task  Conceptual tasks that require different abilities  Interesting, intellectually stimulating, challlenging and relevant tasks  Motivation  Competition?  Group Composition  Mixed groups  plan ahead***

 Accountability  Require each group member to produce a different product or complete an individual activity (quiz, text, worksheet  Each group member responsible for a specific part