1. All young people should be able to decide their futures.
WE INTRODUCE OURSELVES
PHIL KICKS OFF
STEM Teaching Tools: Professional Learning Resources to Support the New Vision for K-12 Science Education

2. Professional Learning Resources to Support NGSS Implementation
Co-designed by practitioners & researchers
Tested & refined over time
Easily shareable—over social media, , paper
Practice Briefs
Links to Resources
Research Briefs
PD Units
Classroom Vignettes
Classroom Video
Instructional Materials
STEMteachingtools.org (web)
@STEMteachtools (twitter)
pinterest.com/stemeducation (pinterest)

3. Professional Learning Resources to Support NGSS Implementation
The practice briefs in this collection…
Focus on one specific problem of education practice that is broadly shared
Highlight what people in different roles can do to work to address the problem
Gathers together our best knowledge from research and practice to understand the issue and give practical, actionable advice or strategies to educators
Prompt reflection and discussion
Resource further learning by linking off to relevant resources
Highlight how communities have historically developed related practices to create knowledge about the natural and built world from the perspective of their value systems (Bang & Medin, 2010; NRC, 2009)
Practices should be viewed as sociohistorically developed across communities & the implications of practices being embedded in value systems need to be attended to (Bang & Medin, 2010)
For us, this meant
reflecting with community on at least three things: (1) understanding science as a set of
practices in which to study and make sense of the world, (2) seeing these practices as
sociohistorically defined and evolving, and (3) considering the implications of practices
embedded within value systems.
Phil: Generally… ((Read Slide))
SUB BULLET 3: Expanded view:
in terms of the topics being focused on (e.g. connecting to students design-related hobbies or to the local knowledge about the natural world from the community)
Also in terms of the media format being used (e.g., new digital genres like science journalism (SciJourner), there is an excellent science hip-hop example posted in the resource space we’ll share with you from Chris Emdin at Teacher’s College)
LAST BULLET: To the degree possible, allow the work associated with the practices to relate to real everyday activities and events of interest to the students and their communities

4. STEM Teaching Tools on the Web http://STEMteachingtools.org/
HANDOUT: Arg & Expl Practice Brief

5. PDF Collection in a Google Folder
Practice Briefs
Links to Resources
Research Briefs
PD Units
Classroom Vignettes
Classroom Video
Instructional Materials

6. STEM Teaching Tools on Twitter
HANDOUT: Arg & Expl Practice Brief

7. STEM Teaching Tools on Pinterest
Practice Briefs
Links to Resources
Research Briefs
PD Units
Classroom Vignettes
Classroom Video
Instructional Materials

8. To Access STEM Teaching Tools
Web Site
Twitter
@STEMTeachTools
Pinterest
Easy Access to PDFs of All Tools
—to suggest new tools or give feedback
Highlight how communities have historically developed related practices to create knowledge about the natural and built world from the perspective of their value systems (Bang & Medin, 2010; NRC, 2009)
Practices should be viewed as sociohistorically developed across communities & the implications of practices being embedded in value systems need to be attended to (Bang & Medin, 2010)
For us, this meant
reflecting with community on at least three things: (1) understanding science as a set of
practices in which to study and make sense of the world, (2) seeing these practices as
sociohistorically defined and evolving, and (3) considering the implications of practices
embedded within value systems.
Phil: Generally… ((Read Slide))
SUB BULLET 3: Expanded view:
in terms of the topics being focused on (e.g. connecting to students design-related hobbies or to the local knowledge about the natural world from the community)
Also in terms of the media format being used (e.g., new digital genres like science journalism (SciJourner), there is an excellent science hip-hop example posted in the resource space we’ll share with you from Chris Emdin at Teacher’s College)
LAST BULLET: To the degree possible, allow the work associated with the practices to relate to real everyday activities and events of interest to the students and their communities