1. “The” 9 Defining Features OF INTEGRATIVE STEM © 2013 ITEEA-STEM CENTER FOR TEACHING AND LEARNING 1

2. The 9 “Defying” Features? OF INTEGRATIVE STEM © 2013 ITEEA-STEM CENTER FOR TEACHING AND LEARNING 2

3. S + T + E + M Community InvolvementProfessional DevelopmentStaffing InfrastructureFacilitative Learning EnvironmentStandards-based Assessments21 st Century Skills (& WBL)Articulated K-16Research-Based Instructional Strategies © 2013 ITEEA-STEM CENTER FOR TEACHING AND LEARNING 3

4. Each Feature has Defining Elements Core Subjects Life and Career Skills Core Subjects IT Skills © 2013 ITEEA-STEM CENTER FOR TEACHING AND LEARNING 4

5. Integrates ALL Four STEM Content Areas ++ Curriculum is based on: 1.Standards for Technological Literacy, The Common Core, Mathematics and Science standards (including English-Language Arts). 2.The program is integrated and applies the connections between technology, engineering and other fields of study. 3.Content is delivered through action-based activities that involve the use of technology tools to design and develop solutions to authentic tasks (problem/project-based learning). 4.The Grand Challenges for Engineering, the work of Hacker/Devries or Custer/Daugherty are used as the context by which content is delivered. © 2013 ITEEA-STEM CENTER FOR TEACHING AND LEARNING 5 No M S M TE STM S T E YES!STEM

6. © 2012 International Technology and Engineering Educators Association, STEM  Center for Teaching and Learning™

7. © 2012 International Technology and Engineering Educators Association, STEM  Center for Teaching and Learning™ S.T.L. – Standards and Benchmarks K-2 3-5 ET I&I TS FoT TSoc TDes ADA ATA EngD Science Math 5 Understanding the effects of technology on the environment 1414 1818 1818 1414 1919 1414 1616 1919 1313 13131 ASome materials can be reused and/or recycled.4 B Waste must be appropriately recycled or disposed of to prevent unnecessary harm to the environment. 4 F Decisions to develop and use technologies often put environmental and economic concerns in direct competition with one another. 432 G Humans can devise technologies to conserve water, soil, and energy through such techniques as reusing, reducing and recycling. 4 3223 H When new technologies are developed to reduce the use of resources, considerations of trade-offs are important. 34234 I With the aid of technology, various aspects of the environment can be monitored to provide information for decision-making. 42 9/S 21/ L 33/ J L Decisions regarding the implementation of technologies involve the weighing of trade-offs between predicted positive and negative effects on the environment. 4443 9/S 21/ L 33/ J, 62/ H Responsibility Matrix – It all begins HERE!

8. © 2012 International Technology and Engineering Educators Association, STEM  Center for Teaching and Learning™

9. © 2012 International Technology and Engineering Educators Association, STEM  Center for Teaching and Learning™ Putting the Grand Challenges for Engineering in an EbD Context 9

10. © 2012 International Technology and Engineering Educators Association, STEM  Center for Teaching and Learning™ Alignment with

11. © 2012 International Technology and Engineering Educators Association, STEM  Center for Teaching and Learning™ K-12 Standards-Based Integrative-STEM Model – The CORE Endorsed by

12. © 2012 International Technology and Engineering Educators Association, STEM  Center for Teaching and Learning™ Preparing for the NAEP 2014 Technology & Engineering Literacy Assessment National Assessment of Educational Progress Grades 4, 8 and 12 – Random Assessments © 2011 International Technology and Engineering Educators Association, STEM  Center for Teaching and Learning™

13. © 2012 International Technology and Engineering Educators Association, STEM  Center for Teaching and Learning™ Foundations of Technology 1.Technological Innovations & Inventions 2.History of Technology 3.Systems 4.Design 5.The Designed World 6.Integrated Transportation Systems Technological Design 1.Systems & Optimization 2.Technology/Society & Ethics 3.Concurrent Engineering 4.Modeling & Problem-solving 5.Design Technology and Society 1.Skills for Analyzing Technology & Science Issues 2.The Human Technical Paradox 3.Change by Design 4.Contemporary Issues in Science & Technology 5.Transportation & Space: Reuse and Recycle Grade 9 High School Core Program Grades 10-12

14. © 2012 International Technology and Engineering Educators Association, STEM  Center for Teaching and Learning™ Advanced Design Applications 1.Manufacturing 2.Construction 3.Power & Energy 4.Transportation Engineering Design 1.Principles of Design 2.Engineering Resources 3.Engineering Design Process 4.Project Management 5.Project Management – NASA Style Advanced Technological Applications 1.Information & Communication 2.Agricultural & Related Biotechnologies 3.Entertainment & Recreation 4.Medical Technologies Grades 10-12 High School Advanced Technology & Engineering Program Grades 10-12 Capstone Grade 12

15. Community Involvement 1.Parents, teachers, employers, school-based staff and school administrators are involved in the evaluation of data to improve programs. 2.A program advisory committee is formed that includes all aspects of the school community, and provides reports to the principal and central office supervisor. 3.The community annually reviews and provides feedback for curricula to ensure appropriateness and validity. © 2013 ITEEA-STEM CENTER FOR TEACHING AND LEARNING 15

16. © 2011 International Technology and Engineering Educators Association, STEM  Center for Teaching and Learning™

17. © 2011 International Technology and Engineering Educators Association, STEM  Center for Teaching and Learning™ Become A Network School Creating a Community of Learners Become A Network School Creating a Community of Learners What is a Network School and Why Do I Want to Be One? Requires Advisory Committee Exclusive and dynamic access to the curriculum through the EbDPortal. Online learning community with over 500 teachers nationwide. Exclusive access to ebDonline. Resources for Classrooms that are not in the Guides. Classroom sets of assessments Online facilitators. Opportunities to field test the latest ITEEA standards-based materials. Online pre/post- tests for each class. What Should I Do NEXT? Download the Form from www.engineeringbydesign.org www.engineeringbydesign.org Complete the Form & Get Signatures Receive EbDPortal™ access Give Pre-Post Tests Pre-tests Review data Modify instruction Give end of course tests and the design challenge

18. Sustained Professional Development 1.Funds and training are dedicated to collaboration among teachers/advisors, guidance and administration. 2.Teachers are involved in professional learning communities at the school, local, and possibly at the State and National levels. 3.School issues, current research, grant writing, and data analysis are addressed as staff continues the process of developing and implementing STEM programs. © 2013 ITEEA-STEM CENTER FOR TEACHING AND LEARNING 18

19. © 2012 International Technology and Engineering Educators Association, STEM  Center for Teaching and Learning™ A National Standards-based Model For Teaching and Learning Professional Development Stage 1 Engagement Stage 1 Engagement Stage 2 Exploration / Explanation Stage 2 Exploration / Explanation Stage 3 Extension Stage 3 Extension Stage 4 Evaluation Stage 4 Evaluation Develop Learning Community ebDonline enrollment Training @ Conference or Summer Professional Development (weeklong) Pilot Units and Lessons - Sharing ebDonline participation Implement Units/Lessons Develop exemplars of student work Share resources Adapting & Extending Units Conference collaboration Resource development Sharing Improving Instruction and Student Achievement EbD™ Student Assessment & Design Challenge Use data to improve instruction Use data to improve student achievement Validate instruction

20. © 2011 International Technology and Engineering Educators Association, STEM  Center for Teaching and Learning™ EbD portal ™ - Cloud-based Solution Curriculum – Assessment – Professional Development Network Schools Get Access 20

21. © 2011 International Technology and Engineering Educators Association, STEM  Center for Teaching and Learning™ EbD-TECS™ Now available to do workshops in YOUR State! BIG IDEA: Develop a highly qualified community of learners that understands, communicates, shares resources and implements Engineering byDesign™ professional development opportunities consistent with EbD’s™ standards-based program model. “Teacher Effectiveness Coaches”

22. © 2011 International Technology and Engineering Educators Association, STEM  Center for Teaching and Learning™ EbD™ Summer Institutes Pick Up a PD Planner & Schedule! REGISTER at www.iteea.org/EbD/PD Registration Opens 3/15/13

23. Staffing Organized for STEM Infrastructure 1.Teams of teachers are organized across departments so that teachers share the same students rather than the same subject. 2.Teams share a common planning time, and the responsibility for the curriculum, instruction and assessment, scheduling and the advisement and mentoring of a small group of students. © 2013 ITEEA-STEM CENTER FOR TEACHING AND LEARNING 23

24. © 2011 International Technology and Engineering Educators Association, STEM  Center for Teaching and Learning™

25. © 2011 International Technology and Engineering Educators Association, STEM  Center for Teaching and Learning™ Engineering byDesign™ Program Planning Engineering byDesign™ Program Planning Year 1 - Planning / PD Year 2 - Implementation Reporting

26. Facilitative Learning Environment 1.The safe learning environment is conducive to a variety of activities that enable students to use study the content through hands-on, minds-on learning (project/problem-based learning). 2.These environments are up-to-date and adaptable and support student interactions and abilities to question, inquire, design, invent and innovate. (Inquiry AND Design) 3.The teachers utilize input from a diverse community in assessing student solutions to technological design problems, as well as evaluation of facilities and resources. © 2013 ITEEA-STEM CENTER FOR TEACHING AND LEARNING 26

27. © 2012 International Technology and Engineering Educators Association, STEM  Center for Teaching and Learning™ Facilitative Learning Environment Project-Based Learning InteractiveAuthentic

28. Standards-Based Assessments 1.Formative and summative assessments are valid and reliable and based on standards and benchmarks and are used to measure progress toward standards and ultimately inform instruction. 2.Assessments are a combination of strategies that assess progress and constructed solutions that measure student’s knowledge and skills of the STEM concepts. © 2013 ITEEA-STEM CENTER FOR TEACHING AND LEARNING 28

29. © 2011 International Technology and Engineering Educators Association, STEM  Center for Teaching and Learning™ EbD portal ™ - Cloud-based Solution Curriculum – Assessment – Professional Development Network Schools Get Access 29

30. © 2011 International Technology and Engineering Educators Association, STEM  Center for Teaching and Learning™ EbD™ Model Implementation Growth 30

31. Program Articulated K-16 1.The content builds upon the knowledge and abilities encountered in previous learning experiences or grade levels (vertical articulation), and enables all students of a given grade level to develop consistent knowledge and abilities. 2.The program is a sequence of rigorous courses that integrates with other fields of study and prepares students for post-secondary study and careers. 3.College courses are offered at the high school, that receive college credit, and high school outcomes may be offered at the middle school providing that students meet the appropriate standards. 4. The program is aligned with the Program Standards, and with state/provincial/regional accreditation systems. © 2013 ITEEA-STEM CENTER FOR TEACHING AND LEARNING 31

32. © 2011 International Technology and Engineering Educators Association, STEM  Center for Teaching and Learning™

33. © 2011 International Technology and Engineering Educators Association, STEM  Center for Teaching and Learning™ NEW!EbDPathwayExtensions™

34. © 2011 International Technology and Engineering Educators Association, STEM  Center for Teaching and Learning™NEW!EbDPathwayExtensions™ 4 credit articulated sequence Technical extensions to enhance core knowledge & skills Aligns with Cluster Pathway Plans Network Agreements & benefits for registering w/ITEEA

35. © 2011 International Technology and Engineering Educators Association, STEM  Center for Teaching and Learning™ Partnerships Collaborating to put the T & E in STEM

36. 21 st Century Skills thru WBL 1.Student experiences include those that extend beyond the school-house walls. In the elementary, this includes career days, at the middle school it includes mentoring opportunities, and at the high school, work-based experiences, internships, mentoring and capstone experiences that bring students into contact with authentic experiences in technological careers. 2.The 21 st Century Skill elements are the critical systems necessary to ensure 21st century readiness for every student. Twenty-first century standards, assessments, curriculum, instruction, professional development and learning environments are aligned to produce a support system that produces 21st century outcomes for today’s students. a)Core Subjects b)Learning & Innovation Skills c)Information, Media & Technology Skills d)Life & Career Skills © 2013 ITEEA-STEM CENTER FOR TEACHING AND LEARNING 36

37. © STEM  Center for Teaching and Learning™ K-2 Design Process 3-5 Design Process 6-12 Design Process

38. 38

39. Research-Based Instructional Strategies 1.Teachers use instructional strategies that provide students with clarity, include research-based principles of learning and successful models of teaching. 2.Teachers challenge students of all ability levels and are engaged in structured technological problem solving activities that are open and close-ended. © 2013 ITEEA-STEM CENTER FOR TEACHING AND LEARNING 39

40. © 2011 International Technology and Engineering Educators Association, STEM  Center for Teaching and Learning™ Project/Problem-Based Learning Authentic Problem-Solving Design & Inquiry In Context ! DesignDesign ModelingModeling SystemsSystems AnalysisAnalysis Food Energy Health & Safety/Security Mobility Shelter Water K–2:What are different ways to solve problems and meet challenges? 3–5:How can people work together to create better designs? 6–8:How can different solutions to problems be compared, tested, and refined to arrive at the best design? 9–12: How are quantitative investigations, analyses, and simulations used to define problems, and develop and refine solutions? K–2:What are different ways to solve problems and meet challenges? 3–5:How can people work together to create better designs? 6–8:How can different solutions to problems be compared, tested, and refined to arrive at the best design? 9–12: How are quantitative investigations, analyses, and simulations used to define problems, and develop and refine solutions?

41. What Exists? Using SWOT PositiveNegative S S trengths W W eaknesses O O pportunities T T hreats Internal External --- © 2013 ITEEA-STEM CENTER FOR TEACHING AND LEARNING 41

42. S + T + E + M Community InvolvementProfessional DevelopmentStaffing InfrastructureFacilitative Learning EnvironmentStandards-based Assessments21 st Century Skills (& WBL)Articulated K-16Research-Based Instructional Strategies © 2013 ITEEA-STEM CENTER FOR TEACHING AND LEARNING 42

43. S + T + E + M Community InvolvementProfessional DevelopmentStaffing InfrastructureFacilitative Learning EnvironmentStandards-based Assessments21 st Century Skills (& WBL)Articulated K-16Research-Based Instructional Strategies StrongWeak © 2013 ITEEA-STEM CENTER FOR TEACHING AND LEARNING 43

44. S + T + E + M Community InvolvementProfessional DevelopmentStaffing InfrastructureFacilitative Learning EnvironmentStandards-based Assessments21 st Century Skills (& WBL)Articulated K-16Research-Based Instructional Strategies © 2013 ITEEA-STEM CENTER FOR TEACHING AND LEARNING 44

45. Baseline Activity Complete SWOT Analysis – The CURRENT STATE Create a Graphic Organizer – Highest to Lowest Share Divide into groups by Defining Feature Action Plan © 2013 ITEEA-STEM CENTER FOR TEACHING AND LEARNING 45