1. Turn Your STEM Teaching Upside Down
Christy Garvin
& Annette Simpson

2. Question 1: What happens to the area of a rectangle when its dimensions are doubled?

3. C-E-R Claim – Statement that reflects your understanding
Evidence – Data and/or observations that support the
claim (can be qualitative or quantitative)
Reasoning – Explains how and why the evidence supports
the claim (using scientific principles).

4. Wonderings?

5. What happens to the volume of a cube as its dimensions grow?
Question 2:
What happens to the volume of a cube as its dimensions grow?
Are there predictable patterns?

6. C-E-R Claim – Statement that reflects your understanding
Evidence – Data and/or observations that support the
claim (can be qualitative or quantitative)
Reasoning – Explains how and why the evidence supports
the claim (using scientific principles).

7. Wonderings?

8. Upside down teaching…. You ~ We ~ I
OLD method…. I ~ We ~ You
I show you
We do it together
You on your own do it independently
Upside down teaching…. You ~ We ~ I
You are going to explore and grapple with a problem
We are going to talk about it
I am going to make sure you now have a solid grasp of the concept

10. Goals Impact Double Dimension Your Lesson Engage Explore Explain
Pique curiosity
Raise questions
See what students know
Helps students be excited about learning & motivated to explore
Explore
Students:
Observe
Collaborate
Experience good frustrations & struggles
Students gain a deeper understanding because they begin to understand processes and patterns
Explain
Students explain concepts and definitions in their own words and provide justification ~Claim and Evidence
The teacher provides the formal vocabulary and accepted conventional Reasoning (i.e. Newton’s Three Laws, Pythagorean Theorem)
Develops articulation skills and proper vocabulary
Teaches students to synthesize what they have observed and learned
Elaborate
Students use formal labels
Skills should be applied and extended
Wonderings
Gives time for differentiation and more advanced learning
Evaluate
Make sure students understand the new concepts and can back up their understating with evidence
Allows the teacher to know whether to continue working with the concept or to move on

11. Questions