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The last three years has helped me be more conscientious of the way I deliver instruction. In turn, my students have become more engaged. I've been able to share strategies with people on our team.

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1.  As a teacher, the past three years have really helped me evaluate myself as an educator and the priorities that I have in mind when planning.  I have been able to look at what we want to do with our students and ask myself very important questions about what's really going to be happening in my classroom.  I think that I have better insight, now, into whether what we plan will really be effective and engaging for our students.  And, I've learned that if it doesn't work out as well as I thought, it's OK to tweak it and start over.  I've learned a lot about myself, too--it's OK to try something new with my students since I know it's OK if it's not perfect the first, second, or even eighth time.
2.  What I've learned in the last 3 years has affected my students because they are more engaged now.  Our lessons are more engaging, they have more of a choice in what they are doing, and they are learning how to apply their skills outside the school.  They are thinking more critically and creatively, and they are collaborating more and learning how to build those skills and be more successful.
3. Our school has been affected by what we've learned because we work in an environment where we are not only allowed but encouraged to share the things we are learning with our colleagues. When one teacher learns something awesome, they are able to share it, and we all get better at incorporating the things that a few of us are learning.

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To practice past tense

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NICHOLAS MILLER - Stop Motion - using Preterite Key Words

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1. As a teacher this was a breath of fresh air. You get bogged down so much with test this test that it sucks all the creativity and fun out of learning. I really think the last three years of training has helped me see there are more ways to test a student and that a multiple question test. It also challenged me as a teacher this might be the biggest impact it had. It very easy to be stuck in a routine and to do the same thing over and over these training's made me change a tweak things all the time to better engage our future students.
2. For the students this might be the biggest change. With being a history teach many students believe it going to be boring hearing about old dead guys. With me forcing STEAM into my class I was able to connect to so many more students and show them the importance of history. Students where challenged in different ways were they wanted to be successful.
3. The impact on the school is one that at first was slow with much resistance. I think that each year though when other teachers heard about or saw the immediate effect of these STEAM lessons they wanted to try it them selves. I believe if we can continue to branch out more to design cross curriculum assignments that we will inspire more students.

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This might be the best and easiest way to spark discussion and engagement into a short film. Student have to try and figure out what is happening in the film and at the conclusion see hoe close they were.

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Great way for students to remember key factors about a person through their own creativity.

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Great way to provide discussion when students are afraid to raise their hands. Students must talk to one anther in text message form and not use their voices.

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As a teacher:
This training has given me several tools to implement into my class and share with other teachers. While I feel ready to take the first steps into doing PBL lessons, I would feel more comfortable being able to see a school that has already succeeded in this in action.
Your students:
I feel like STEM lessons are impacting the same proportional number of students as traditional methods; some will do it and some won't. I suppose that, while the numbers may be the same, at least the ones that are doing it are getting a better learning experience and outcome than before.
My school:
The school is not in a position to be able to implement STEMBL . The reasons would be too much to write about here, but it boils down to the school's focus on accountability and number-data.

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As a teacher, it has given me new ideas and strategies for planning purposes.  It has pushed me outside of my comfort zone and be more intentional with my planning to incorporate the 4Cs.

For my students, it has tapped into a different learning style for them and re-engage them with learning.  It has challenged them at times, but it has also helped to connect their learning in better ways.

My school is on board with this style of learning. We have several teachers that have attended the training that are helpful in planning purposes to use the strategies taught in this training. In addition, several departments are working cross-curricular which has really had an impact on the learning environment.

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As a teacher:  It has taught me new strategies, sparked my creativity, and encouraged collaboration for using the 4Cs
Students:  It has gotten them engaged in learning and taught them real-world connections and how to work with others.
School: It has encouraged more forward-thinking, promoted transdisciplinary collaboration, and embraced connecting to the real world

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As a teacher, it's prompted me to take more risks, be more creative, plan better (with the 4 C's), look for transdisciplinary opportunities, and get better an open-ended questioning/no supplying students with all of the information.

My students have gotten more engaging, hands-on opportunities, mainly due to using the SOS strategies, and have had more critical thinking practice and problem solving opportunities.

My school has started to buy into the strategies (SOS) and has been receptive to working with the 4 C's. To make bigger steps, it will require additional support.

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As a teacher the training has equipped me with more tools for my tool-belt to help reach my students and to help prepare them for the real world and future opportunities.   The more tools you have at your disposal the greater chance when you really do need it, you have it.

For my students it has allowed me to be more creative with assignments and activities versus just standing there lecturing all of the time.  This allows the students to have to think for themselves and find answers and not just have things spoon fed to them through lecture all the time.

For the school, I truly believe if we can commit to it, great things can happen. The question will be can we commit to it. There are so may things that are currently happening in education that is becomes difficult sometimes to know where the focus will be or what is the new thing that is coming, or how are our lives changing now. If we will take a step back and truly remember that it is about our STUDENTS. Preparing them for their future lives. It is not about what the flavor of the month is, or checking this box because of this or because of that. It is truly about preparing our students, our children, my children (my kids have gone to school here, I am truly invested it is not just a job)for the next phase of their life. If we are doing that AWESOME! If this can help with that, AWESOME! Let's find a way to make it happen

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I am more aware of ensuring students collaborate and communicate effectively with each other.  I try to build in activities for them to collaborate just like in the "real world".  I also try to give "real world" writing experiences such as sending an email or filling out an application.

This training has helped me get my students to understand how important reading and writing are in all aspects of their lives and has improved their communication skills.

My team collaborates very well, and we are expanding to the science and social studies departments. I think there are several teachers on the campus, outside of the cohort, that are including SOS strategies into their lessons.  As our admin team gets more on board with STEM/PBL and has a vision for the campus, the initiative will continue to grow and spread.

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Empowering students to learn more ways to accomplish tasks, whether it is in a job or school has been the most rewarding.

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1.  The last two years have impacted me a teacher by allowing me to collaborate with other teachers.  I was able to integrate ELAR and social studies into our radio programs.  It helped me to collaborate with other people in the district.  As a new person, this was especially important for me to feel more comfortable here and meet like-minded people.  By being able to work with Melanie Little and Heather Russell (who were not at RCMS last year), we were able to start a video announcement program at the middle school.

2. The 6th grade announcement team at Cherry were especially concerned about the video announcements gap between the Intermediate and High Schools. As 6th graders last year, they came to the middle school and taught my students how to use the video equipment.  As a result, that was bought for the middle school to start its own program.  Using the NSEW strategy, the kids learned the various approaches and new strategies for working with people they don’t understand.  Because of the STEM trainings, they were able to do t-shirt designs and stop motion animations.  Last year, my stop motions were 8-10 seconds.  This year, we expanded them to 30+ seconds.

3. As a campus, the middle school has all of the pieces in place to move forward.  I hope that even with all of the changes, we will be able to put those pieces together.  I think overall collaboration and transdisciplinary planning has increased.

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RCISD STEMformation: Transforming Our Understanding of STEM

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STEMformation | Piktochart Visual Editor

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Students were given vocabulary words for a geometry lesson. Students were tasked to build a board with videos, artifacts, definitions, and any other pertinent information that would be helpful to them. Students collaborated from this information to build throughout the lesson and share what they learned.

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Students worked together to build a catapult to launch different items into the bucket. They used their trial and errors to fix their catapult to have better success. Students worked on Padlet to share their successes and what they learned. They also submitted a google form to discuss the career connections they found in this lesson.

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Students used cups to build the highest tower in a designated amount of time.  This challenge was used at the beginning of the year for team building.

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Students worked in teams with CBRs to track motion and distance. This was a discovery lesson that tied into algebraic concepts. Students collaborated at the conclusion of the unit to determine what information would be used to design these tools and what careers were involved.

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This kingdoms research unit was used as a pull-out activity with a few GT students who needed enrichment.  They worked on DE Board Builder and also had some hands-on activities.

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Ruth Cherry - State Fair Midway

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Rayson- Creating a Gallery Walk Blog. Students walk around and look at events or videos and go through their interpretation of what is going on and start a BLOG about what the see, and think about it. Those who rotate through looks at the image and then read the BLOG comments and then place their thoughts there as well

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Students create a song, example We Didn't Start the Fire, with historical events with a partner. They write the song, perform, and some even have gone to a studio to perform and use the machinery.

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We collected data on the number of interruptions students have when cell phones are allowed int he classroom.

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Used this to kick off a PBL on communicable disease, problem-solving, and robotics

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Modeling sedimentary, metamorphic and igneous rock formation with Starbursts

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probably 100 things on here

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"Don't limit a child to your own learning, for he was born in another time." -Rabindranath Tagore (1861-1941)

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"Snack Tectonics" Lab (convergent plate boundary-->mountains)

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After spinning the wheel, students, in teams, had to act out, draw, sculpt, or look up in a paper dictionary the words.  The first team to figure out the word and definition explained it to the rest of the class.

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Publishing Results of Statistical Investigation

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Publishing Results of Statistical Investigation

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The "Publish" part of the Research Cycle fits well into Creativity and Collaboration!

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Premade or make your own. Very cool.

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If you're having trouble accessing a Google product, there's a chance we're currently experiencing a temporary problem. You can check for outages and downtime on the G Suite Status Dashboard.

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If you're having trouble accessing a Google product, there's a chance we're currently experiencing a temporary problem. You can check for outages and downtime on the G Suite Status Dashboard.

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Global Food Truck PBL
Ruth Cherry 6th gr Math

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Global Food Truck PBL
Ruth Cherry 6th gr Math

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https://vimeo.com/20898216
https://youtu.be/7UxLmtAuVDw
Discovery: Global Cafe

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Quick debrief:
I teach AQR, which is quite literally a STEM class. So it has been easy to implement the 4 C's and STEM practices. For example, I would like to talk about our Carnival Game Project! Students worked in groups to, essentially, do 3 things: create a probability-inclusive Carnival game, calculate the probabilities, then give a presentations.
Will post pictures when I can!

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Ruth Cherry-Michelle Dusek 6th grade Math and GT

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Ruth Cherry-Michelle Dusek 6th grade Math and GT

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STEM Coding

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Chop Stick Challenge (trade chop sticks without the sticks falling or 2 people touching the same stick)

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Paper Chain Challenge (given 1 piece of paper, 1 pair of scissors, 12" of tape and 20 min.)

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PBL: Shark Tank Inventions

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Ruth Cherry - Michelle Dusek 6th grade MA

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Ruth Cherry - Michelle Dusek 6th grade MA

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PBL: Cupcake

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My team/campus has enjoyed the SOS strategies; great alternatives to standard worksheets

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My team/campus has enjoyed the SOS strate

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Ruth Cherry-Michelle Dusek 6th grade Math

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Ruth Cherry-Michelle Dusek 6th grade Math

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Pre-Algebra BINGO

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Students are collaborating to create character trait posters for characters from "The Outsiders".

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Collaboration, Creativity, Critical Thinking,

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Different ways to use Quizlet in your classroom

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Collaboration/TEAM-STEM building

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Students made stop motion videos of major Eras.

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Stop Motion Submission Post (Apr 30- 2018 at 8-02 PM).MOV

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Beauty in society: 20 seconds per slide

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PBL STEM for band "How To" Videos

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Flip grid Constitutional Convention Activity

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Flip grid Constitutional Convention Activity

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Students have to do brief research on representative of the constitution and do a brief summary on Flipgrid.com.

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Put examples of essay around the room. Group students and pass out form. Have students read each essay, discuss, and score (2-8). Students must proved two reasons for the score given.  https://drive.google.com/open?id=1wPrhoWVZo8b9wbU5oQ_3jvV8m5IRiNTkX3weqg8nYBM

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Pecha Kucha Assignment about different principals of government.

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Pecha Kucha Assignment about different principals of government.

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https://docs.google.com/presentation/d/e/2PACX-1vS5fywt5K9eNhQ9hM96CwpgnG_B8zwkZA_t0xGAyWsuci4VAax1z39CpCPvU5I5VY0KvSzfb7lGYDiW/pub?start=false&loop=false&delayms=15000

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Students made pennants of a college they were interested in and documented facts on the back.

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"STEAM"- Transdisciplinary Unit

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Represent the struggles and race to travel and explore the new world between England, Spain and France.

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https://padlet.com/walkers5/klms4s06i85t

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Building STEM Transdisciplinary Units, Part 1

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Building STEM Transdisciplinary Units, Part 1

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Session 13

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Building STEM Transdisciplinary Units, Part 2

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Building STEM Transdisciplinary Units, Part 2

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Session 14

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Building STEM Transdisciplinary Units, Part 3

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Building STEM Transdisciplinary Units, Part 3

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Session 15

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Session 16

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Developing Sustainability within STEM Practices

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Developing Sustainability within STEM Practices

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Session 17

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Session 18