Enhancing STEM/STEAM Learning in Your PK-8 Classroom

Transcription

1 Enhancing STEM/STEAM Learning in Your PK-8 Classroom

2 Alice A. Christie, Ph.D. Veteran Educator Arizona State University President s Professor Emeritus

3 Agenda Ø STEM/STEAM Overview Ø Challenge Ø STEAM Lesson Ø The 5E Instructional Model Ø Explore Mini Centers Ø Questioning Techniques Ø Create Mini Centers Ø Reflection and Exit Ticket

4 What is STEM Education? Ø Approach to teaching and lifelong learning Ø Collaboration among educators to create real and appropriate contexts in curriculum, instruction, and assessment

5 Hallmark Characteristics STEM Education: Ø cross-curriculum approach to learning Ø technology integration Ø project-based and problem-based learning Ø inquiry Ø rigorous and relevant curricula Ø innovative learning environments Ø high levels of student engagement

6 STEM Education Has the Potential to: Ø increase student engagement Ø transform the typical teachercentered classroom into a studentcentered classroom Ø emphasize a curriculum that is driven by problem solving, discovery, and exploratory learning

7 Rote Memorization is NOT a necessary 21 st century skill STEM Education Encourages a Deeper Understanding of Content PE and Health Math Language Arts Industrial Arts Science Content Mastery Foreign Language Social Studies The Arts

8 STEM Education: Ø Creates digital-age learning opportunities for all students Ø Creates skill development in science, technology, engineering, and math for all students Ø Asserts that boundaries between science, technology, engineering, and math are permeable Ø Asserts that its four disciplines are interdependent

9 STEM Education: Ø Emphasizes the natural interconnectedness of all STEM disciplines Ø Emphasizes problem solving, critical thinking, creativity, and innovation Ø Includes authentic experiences Ø Allows students to discover, explore, and apply critical thinking skills as they learn Ø Offers multiple pathways for learning Ø Integrates STEM disciplines

10 The Individual Pieces

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12 Interconnected STEM

13 Challenge Ø Form teams of 2-3 people Ø Appoint a scribe who will record your team s processes and graph your results Ø Inspect the elements in your challenge bag Ø Categorize and graph using the most salient characteristic of items in your bag Ø Categorize and graph using a second and third characteristic of items in your bag Ø Watch the clock: Challenge ends in TEN minutes Online Timer

14 STEAM Lesson GoogleTreks Famous Earthquakes Link:

15 The 5E Instructional Model Ø Origins: Ø Dewey s Instructional Model Ø Atkin-Karplus Learning Cycle Ø Developed by the Biological Sciences Curriculum Study (BSCS) Ø Adapted from work by the Southwest Educational Development Laboratory (SEDL)

16 Use this model to develop STEM lessons The 5E Model: Engage Ø Students: Ø explore, experiment, & ask questions Ø engage in observations Ø use science tools, materials, & manipulatives Ø collect and record data Ø Teachers: Ø access the learners prior knowledge Ø motivate them to become interested and engaged in new concepts Ø use short activities that promote curiosity and elicit prior knowledge Video

17 The 5E Model: Explore Ø Students: Ø explore or experiment Ø engage in observations Ø use science tools, materials, & manipulatives Ø collect and record data Ø Teachers: Ø set up the investigation Ø guide students in inquiry Ø ask probing questions to clarify understanding

18 The 5E Model: Explain Ø Students (in small and/or whole groups): Ø verbalize their understandings from the Explore phase Ø look for patterns in their data Ø describe what they observed Ø Teachers: Ø ask probing questions Ø encourage students to look for patterns in their data Ø encourage students to look for irregularities in their data

19 The 5E Model: Elaborate/Extend Ø Students: Ø expand their learning Ø practice skills and investigative behaviors Ø make connections to related concepts Ø make connections to the world around them Ø apply their learning to related concepts

20 The 5E Model: Elaborate/Extend Ø Teachers: Ø provide learning opportunities for students to: Ø apply their knowledge Ø gain a deeper understanding Ø plan activities that include: Ø reading articles and books Ø writing Ø designing other experiments Ø exploring related topics

21 The 5E Model: Evaluate Ø Students: Ø answer questions Ø pose questions Ø illustrate their knowledge (understandings) Ø illustrate their skill (abilities) Ø Teachers: Ø diagnose student understanding Ø use formative assessment (ongoing & dynamic) Ø use summative assessment (end-of-lesson final test or product)

22 Guide for Lesson Planning 5E Learning Model: Flow Engage Focus attention Stimulate thinking Access prior knowledge Explore Guide students to: think, plan, investigate information, collect and organize information Explain Analyze the learning and deepen conceptual understanding Elaborate/ Extend Expand Solidify Understand Apply to real-world situations Evaluate Informal and formal assessme nt

23 Exploring STEM/STEAM Mini Centers Form groups of two to three participants Review the object/s and question/s at your table Respond to the question/s with as many ideas as you can generate Write additional questions that could be posed about the object/s at your table Pass your question/s on to another group for their response

24 Questioning Ø Direct recall questions (what or when): Ø teacher-directed classroom Ø single correct answer is valued Ø Probing, divergent, and elaborating questions: Ø central to learning, growing, and making sense of our world Ø powerful tools for: Ø making decisions Ø solving problems Ø inventing Ø changing and improving our lives and others lives

25 Questioning Ø Developing probing questions is difficult Ø Teachers need to develop and hone this skill Ø Probing divergent, and elaborating questions: Ø engage and enable students to think deeply Ø promote student inquiry Ø increase student engagement and achievement

26 Questions Ø Types Ø Open Questions Ø Probing Questions Ø Divergent Questions Ø Elaborating Questions Ø Levels Ø Knowledge Ø Comprehension Ø Application Ø Analysis Ø Synthesis Ø Evaluation

27 Open and Closed Questions Closed Open

28 Probing Questions

29 Divergent Questions Ø One of the central elements of inquiry learning Ø Engage students in classroom discussions Ø Encourage students to think independently, creatively, and critically Ø begin with: Ø Imagine... Ø Suppose... Ø Predict... Ø If..., then... Ø How might... Ø Can you create... Ø What are some of the possible consequences... Ø What if...

30 Elaborative Questions Ø Extend and stretch our thinking Ø Make inferences about our learning Ø Begin with: Ø What does this mean? Ø What might it mean if certain conditions were different? Ø How could I take this farther? What is the logical next step? What is missing? What needs to be filled in? Ø What are the implied or suggested meanings?

31 Blooms Taxonomy Evaluation Synthesis STEM Education Analysis Application Understanding Knowledge

32 Level 1: Knowledge Ø who Ø what Ø why Ø when where Ø which Ø omit Ø choose Ø find Ø how Ø define Ø label Ø show Ø spell Ø list Ø match Ø name Ø relate Ø tell Ø recall Ø select

33 Level 2: Comprehension Ø compare Ø contrast Ø demonstrate Ø interpret Ø explain Ø rephrase Ø translate Ø summarize Ø show Ø illustrate Ø classify Ø What is the main idea of? Ø What facts show? Ø Explain what is happening? Ø What does mean? Ø How would you classify the type of? Ø Put in your own words Ø What statements support? Ø How would you summarize? Ø How would you rephrase the meaning of?

34 Level 3: Application

35 Level 4: Analysis

36 Level 5: Synthesis

37 Level 6: Evaluation

38 Page 53 Questions Aligned with the Scientific Process

39 Page 53 Questions Aligned with the Scientific Process

40 Encourage Students to Ask Questions Ø Ask as many questions as you can. Give students license to ask. Ø Do not stop to discuss, judge, or answer any question. Create a safe space and protection for all students. Ø Record every question exactly as It Is stated. Level the playing field So all questions and voices are respected. Ø Change any statement into a question. Source: Make Just One Change: Rothstein and Santana, co-directors of Right Question Institute

41 Creating STEM/STEAM Mini Centers Form groups of two to three participants Review the objects around the room Choose an object or objects Write a probing question that encourages divergent thinking Pass your question on to another group for their response

42 Page 44 Materials in STEM Classrooms Ø Attribute Blocks Ø Baggies Ø Balls of Many Sizes Ø Base Ten Blocks Ø Bathroom Scale Ø Beads: All Shapes & Sizes Ø Bells Ø Building Blocks Ø Buttons: All Shapes & Sizes Ø Calculators Ø Compass Ø Construction Paper Ø Cotton Balls Ø Crayons Ø Cuisenaire Rods Ø Dice Ø Dominoes Ø Dried Beans Ø Drinking Straws Ø Duct Tape Ø Fabric Ø Flashlights Ø Fraction Circles Ø GeoBoards Ø Geometric Solid Blocks

43 Page 44 Materials in STEM Classrooms Ø Glue and Glue Sticks Ø Graph Paper Ø Hand Tools Ø Kitchen Scale Ø Kitchen Timers Ø Lego Blocks Ø Linking or Snapping Cubes Ø Magic Markers Ø Magnetic Letters Ø Magnetic Numbers Ø Magnetic Words Ø Magnifying Glass Ø Marbles Ø Masking Tape Ø Measuring Cups Ø Measuring Spoons Ø Measuring Tapes Ø Mirrors & Hinged Mirrors Ø Money Ø Multicolored Stickies Ø Number Cubes Ø Number Lines Ø Paint and Paint Brushes Ø Paper Clips Ø Paper Cups

44 Page 44 Materials in STEM Classrooms Ø Pasta Ø Pattern Blocks Ø Pipe Cleaners Ø Playing Cards Ø Pocket Charts Ø Popsicle Sticks Ø Protractors Ø Puzzles Ø Rolling Pins Ø Rubber Bands Ø Rubber Stamps Ø Rulers Ø Scissors Ø Scrap Lumber Ø Spinners Ø Squirt Bottles Ø Stop Watches Ø String Ø Styrofoam Balls Ø Styrofoam Noodles Ø Tangrams Ø Thermometers Ø Toothpicks Ø Tweezers Ø Yarn

45 Reflection Exit Ticket How did your understanding of STEM education deepen? What instructional strategies did you see modeled today? What instructional strategies that you saw today can you incorporate into your classroom? Link: bit.ly/2ddvcmy

46 Contact Information Alice Christie, Ph.D.