1. STEM Standards of Practice!
Carroll County Public Schools, MD
Mike Eisenklam, Supervisor of Elementary Science
Bryan Shumaker, Coordinator of STEM

2. Stemtastic Today’s Adventures!
Explore problem-based learning and real-world application
Engage in inquiry-based learning
Identify best practices for engaging learners

3. STEM Education: A Model
Flipped
#2: We Do:
Teacher and students discuss the approaches that were taken
#3: I Do:
Teacher connects learning process
#1: You Do: Students explore a task/problem
Humanities: I do, we do, you do, flipped!

4. Design Challenge: Make it aMAZEing!
Layers for complexity??

6. Wait a second…I can tell you never taught young learners!
Could we…
Use this as a station? Pre-made by teacher
Change size of “puffies”…use other materials like a ping pong ball
Change straw size
Have two that are the same and race
Give students a 14”x14” paper to design in crayon (annotated by color)
Let them design but have adults build (or assist)
Follow design process (Ask, Imagine, Plan, Create, Improve)**
Other ideas?

7. One Engineering Design Process
not linear
not cyclical

8. How would you title this slide?
Learn and apply rigorous content
Integrate content
Interpret and communicate information
Engage in inquiry and logical reasoning
Collaborate as a team
Apply technology appropriately

9. STEM Standards of Practice
Learn and apply rigorous science, technology and content
Integrate science, technology, engineering and mathematics content
Interpret and communicate STEM information
Engage in inquiry and logical reasoning
Collaborate as a STEM team
Apply technology appropriately

10. Connecting the Dots: Standards of Practice
Build a STEM shoelace with the Science and Engineering Practices!
We have modeled how science when taught through the lens of NGSS provides engagement and inquiry that promotes language acquisition
Shu wants to show the enginering practices
Without teaching science you can use these practices for teaching ELL
Pam-brainstorming
NGSS practices

11. Connecting the Dots: Standards of Practice
We have modeled how science when taught through the lens of NGSS provides engagement and inquiry that promotes language acquisition
Shu wants to show the enginering practices
Without teaching science you can use these practices for teaching ELL
Pam-brainstorming
NGSS practices

12. Connecting the Dots: Standards of Practice

13. Why Inquiry-Based Learning?
Revolves around real world challenges and problems
Creates a student-centered environment with hands-on problem solving
Provides engagement and relevancy
Moves students towards college and career readiness (What? Keep them in the pipeline)

14. Why Inquiry-Based Learning?
Many of our young learners lack the context to engage them in the process of learning.
Inquiry based learning bridges gaps, creates engagement, and provides context for learning.

15. Exploring Additional Design Challenges

16. Components of Design Challenge
Scenario (situation):
Grounds reason for this challenge in real worlded-ness
Context at grade appropriate level
Challenge: Sets the context
Constraints:
Define the parameters that students are trying to achieve (can have one, two, or many)
Allow for scaffolding and differentiation (i.e. the maze activity could be made more complicated for middle school students by including constraints on cost, time, materials, etc.)

17. STEM on a Shoestring

18. Summary: The Practices Drive Instruction
Promotes a student-centered environment
Embodies an inquiry-based approach
Provides engagement and relevancy
Moves students towards college and career readiness
Revolves around real world challenges and problems
STEM is not a discipline, it is a way of doing things

19. So What, Now What?