1. Innovating the Future of STEM Takes Practices Louis S. Nadelson, Utah State University Anne L. Seifert, Idaho National Lab

2. Title The potential for students to be performance oriented (focused on grades and getting the correct answer) rather than mastery oriented (focused on developing deep conceptual understanding) in their mathematics and science may hinder deep student engagement and enhanced learning through core STEM practices. Why the practices?

3. An Activity You are to create a holder for your tablet such that it: –Keeps your tablet 2 cm off the table –Holds the tablet in portrait mode –Is adjustable to three angle settings - 30°, 45° and 60° –Is free standing – will meet criteria without someone holding on to the device or holder Materials limited to 30cm of tape and one file folder Have 10 minutes Must work on groups – be all have their own holder

4. SCIENCE AND ENGINEERING MATH

5. How deeply did you engage in these practices? Practice Not at all Very Little Some Fair amount Lots 1. Problem Solving 1 2 3 4 5 2. Questioning 1 2 3 4 5 3. Interpreting Data 1 2 3 4 5 4. Modeling 1 2 3 4 5 5. Argumentation 1 2 3 4 5 6. Investigation with Tools 1 2 3 4 5 7. Computational & Quantitative Reasoning 1 2 3 4 5 8. Explaining & Reasoning 1 2 3 4 5 9. Attend to Precision 1 2 3 4 5 10. Look For and Use Structure 1 2 3 4 5

6. Title Given the potential for gains in student knowledge of the work of STEM professionals, particularly in engineering through engagement in the core STEM practices, there is justification for assuring that K-12 teachers are prepared to and are supported in teaching in ways that engage students in core STEM practices. Justification

7. Title Core STEM Rubric Can identify multiple problems that are not obvious and additional applications of the prototype Engaged in the process until the model worked effectively – meets criteria More than one iteration, more choice, met some of the criteria – but not all Copying others, following step, No modification

8. Activity Consider the Core STEM Practices –Develop the descriptions for: Exemplary Proficient Developing –You have 10 minutes

9. Title Core STEM Rubric

10. Education Content for more content Content driven Workplace Content for solving problems Context driven Society Content for understanding Issues driven The Context of STEM

11. Defining STEM STEM Continuum Shorthand S-T-E-M Foundational Knowledge Level Direct Instruction Content Level Top Down Highly Structured Lower Order Thinking Literacy Integrated STEM Synthesis Project Level Discovery Based Bottom Up Open End Ill Structured Higher Order Thinking Proficiency Mixed S-T-E-M Applications Problem Level Guided or Modeled Mix of Top Down and Bottom Up Some Structured Mixture of Order Thinking Competency

12. Contextualized Problem Based Lesson Creativity & Innovation Critical Thinking & Problem Solving Collaboration Computational Thinking Computing/ & Technology Communication Commitment Confidence Cross- Cultural Sense Capacity to Lead Key: No Utilization NO ARROW Low Utilization Moderate Utilization High Utilization 21 st Century Skills

13. Why STEM in context? CONTENT (Level of STEM Content Knowledge) CONTEXT (Level of Complexity) Zone of Optimal Learning Application of 21 st Century Practices Identify/Recognize/Classify Modeling /Simulation Design/Experimentation Repurposing/Restructuring Inventing/Creating Theorizing/Critiquing/Validating Innovation

14. Title The focus on core STEM practices in the NGSS and CCSS-Math shifts the goals in STEM education from getting the correct answer when given a problem, to developing an approach to problem solving applying the practices used by STEM professionals in the workplace. Why the practices?

15. Thank you! Louis Nadelson – –louis.Nadelson@usu.edulouis.Nadelson@usu.edu