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STEM learning should give all students an opportunity to apply the skills and knowledge they have learned.

STEM is a curriculum that helps merge the 4 disciplines together.

STEM learning allows students to see being an innovator as part of their future.

STEM learning is for all students Pre-K thru 12th grade.

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https://storybird.com/books/the-adventures-of-stem-possible/?token=5v563fgy66
Question 2:
The element I believe will have the greatest impact on developing a STEM culture in the classroom is the REAL WORLD CONNECTION.  All means all and when a group of teachers, school, and everyone can agree that all students should be participating in STEM learning that will begin to shift the culture. However, it can not be reserved for the elite, high flyers, or well-behaved.  There must be a real world connection for all students.
Question 3:
The hope will be that there are different level learners in the room with different experiences around STEM.  Through using the audience experiences with STEM is one way to let teachers share with teachers. I might ask, "Can someone share how you might begin to incorporate the 5 essential elements?"  There is already a lot of great work happening in this district, "Can someone share how you were able to connect STEM careers to your teaching, what process did you use and how long did it take?" The goal would be to get current classroom teachers to share out some of the great work they are already doing and bridge the connection for them as well as other teachers.  I can also share examples if needed.

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Which of the 5 essential elements are present in this portion of the lesson.
There are connections to specific careers (blogger, historian, and journalist) and students will be critically thinking about the task as they engage in explaining the importance of Morse Code to society. Students will need to know the difference between the career paths.  Students get to be creative as they create a blog, timeline or video news report.

Facilitation of Connections:
I would say something like:
"Can you tell us more about how you decided upon the choices for the STEM careers?" "What would you say made the lesson successful?"  "Can you share with us how some of the students worked through the project?"

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https://www.mindmeister.com/1117014654?t=Ov8BgziQO6
You have identified many of the possible challenges through a variety of lenses. Nice job.

You did not answer the rest of module 3A: Explain how this philosophy benefits the participants in your sessions. What lingering questions do you have? Represent your answers in your own way so that you can make your own connections to the process.

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STEM at the deepest level is about the seamless integration of subjects to connect to real world experiences.  Helping teachers to recognize STEM is everywhere and not just relegated to the core subjects is essential.  STEM is from the phone you are using to the pen you are writing with.  So take anything around you (pen, computer, book, phone, cup, apps, etc) and think about what it took to make it. Think about the careers involved.   It was not just a one person, one subject creation.  Think about a pen and the weight of a pen, how it is marketed, the change to the pen over time.  What careers are connected to the pen? It takes 21st century learning to fuse all of this together.  It is more than just reading and writing.  How does this relate back to art? How is PE incorporated in the creation? How is social studies involved? How was ELA involved in the creation?  Allowing specialist teachers to relate it to their own teaching and life..either as a learner or as a teacher the goal is for them to see the connectedness of teaching and learning.
Reflection is also needed so that teachers can process what they are hearing and learning.

For Clarity: The 4Cs are useful regardless of the discipline being taught.  PE teachers can have students collaborate, communicate, be creative and critically think.  An example would be students learning a game and making changes to the game as a team to make it better.  The Art teacher can use the 4Cs as well.  All disciplines can incorporate the 4Cs, make real word connections and relate the learning to a STEM career.

I'm really glad that you provided the clarity about the 4 Cs above. You're correct about STEM at its deepest level. However, it is really important to know that at the beginning of this process, these teachers are not necessarily going to care about anything their subject area and you will not be able to make them. The pen example you shared is 100% true. Just know that it will be a process to get there and if teachers are asked to think look through that lens without a STEM culture in their classrooms, the resistance will be escalated.

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Solid take aways. I'm not sure what you mean by "merge" the 4 disciplines together. That implies that other subject areas, like the arts, etc. don't have a place in STEM. Can you please clarify what you mean?

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Question 1: I really appreciate the practicality of your storybird because it will help teachers make a smoother transition but I am not sure it answers the actual question. You mentioned the standards. Is that your answer? If so, it can be actualized through the 4 Cs.

Question 2: Real world connections are important but adults often struggle to make connections to the real world of the kids. The actual power comes in those kids becoming engrossed in the 4Cs and the teacher becoming the facilitator. That is what develops the culture necessary for students to thrive. To some adults, real world connections are word problems in a book. Does that make sense?

Question 3: I like that you are asking for their input but at this stage you'll want to start small. They cannot integrate the 5 elements if they do not fully understand them. All 5 is too many to process at one time. Transdisciplinary is not something they will really dive into until year 3. They are going to assume it is interdisciplinary. Start with small chunks: 4 Cs and career connections. Keep it simple and focused. Does that make sense?

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What other essential elements are present in this lesson?

When you think about your connections? This is not something they did with their students. This is something you just did with the teachers during the PL. So, how will you facilitate connections through that lens?

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3 of the statements are true and 1 is a lie.  Stem is much more than just merging the 4 disciplines together. It is a reflection of real world problems and should not be broken down into subject areas but more so using all that students know to solve the problem. So that statement would be the one that is incorrect.

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The clarity around what you are teaching and why it is important (content standards) is the first step. Once the teacher is clear about that, it is easier to see how the 4Cs can be used to increase the depth of the lesson.

Got it!

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The feedback makes perfect sense. Whose real world are we speaking about...the teacher or the students? It should be the world of the child which might be different for different children.  This type of work requires student choice and input.

Great point! Even if a teacher has to take our real world and put it in kid language, it will help them connect.

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Simplicity is best. Thinking about the gradual progression of how teachers learn, as well as students, is important. Smaller progressional steps which allows teachers to see the connections and make sense for them.  Starting too big will create anxiety and confusion.

You're thinking about your principal days, I see. :)

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I took a different approach and revised my thought process.  Thanks for the feedback.

You're always welcome. It is interdisciplinary inquiry. I'm not sure if I would say transdisciplinary is closer to Buck's PBL. We'll see how you feel after modules 5 & 6.

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The visual I chose is a Venn Diagram. It represents the overlap and how every single element does not have to be included to progress. It is less of a checklist and more about the inquiry, engagement, student led instruction and teacher as facilitator. The sweet spot is in the middle when there is authentic trans disciplinary inquiry, the learning is student driven, there are many solutions and the teacher is there to support the learning.  This is very difficult and truly a process.

I appreciate your acknowledgement of the process and representing this in a venn diagram speaks to that. Solid thinking!

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A coggle is used to show how in my mind PBL works.

Makes perfect sense.

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A Coggle Diagram about Build Knowledge/Skills, Develop and Revise (Choice in how time is used, Give and receive feedback, choice in product and revision required), Launch Project (Entry Event, Ask a question and Real World Challenge) and Present Products (public audience, answers the driving question and )

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1. I love giving students choice and voice but it also requires handing over the "perceived power".  Classroom Management might be a concern for some teachers.  Is it appropriate to model management techniques or just share resources?
It will all be based on your working relationship with the teachers you are supporting. You can model strategies but be weary of doing too much modeling but not enough co-teaching. Does that make sense?
2. Time is always a major concern for teachers/administrators.  What has been the feedback from other teachers who are in year 2 and what tips might be helpful for a school/teachers entering year 2? Try one per semester to provide time to front-load the work. Start small. Trouble shoot and do better the second semester. Keep it simple.
3. There is always a new "it" thing in education every 3-5 years. Do you find that teachers who have not bought in during year 1 are more likely to try during year 2? There's no data to support that one way or another. You have to help them focus on developing the necessary skills for their students to be successful regardless of what the new "it" happens to be.
4. Has there been any issues with an increased failure rate given the learning is more complex? No data to support that. Students are more engaged because it's not lecture and regurgitate. Is the learning really more complex or are teachers giving the students more ownership?
5. Getting teachers to focus on process over product is extremely hard. It goes against how we were trained. Don't overthink or go too far down the "what if" road. This is year 2 and if the culture is established, the teachers will be more ready for this. It will not look like PBL all the time. A teacher has to make the decision if they want to go in that direction.
6. Getting teachers to be more student centered is hard but getting teachers to allow learning to be student driven is more difficult.  This will be interesting. I'm trusting the process. You have to remember that you'll be away more than you'll be there. Remove your school leader hat for this and put on your consulting hat. You'll be with these folks 10-20 days a year between facilitating and coaching. Each of your teachers will have their own journey and process. What they do when you're away will be more important than what they do when you are there. Does that makes sense?

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The ABCs of STEM gave me a fresh look at ideas of PBL and STEM outside of the 4Cs.  I think teachers will find the document useful as a way to gauge the depth of their STEM experiences they create for the students.

This article usually does provide a different perspective. It is a part of the PL session in year 2.

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Popplet is the best app for sharing visual ideas.

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I missed the 3 truths and a lie altogether! My apologies if I did not read carefully enough.

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I think this transferred correctly.  It should answer Task A and B.  The thing that I think teachers will really appreciate is having descriptors for the different stages: trans, inter, multidisciplinary. It is very easy to feel like you already do a great deal of this.  The descriptors help.

Those are really solid take-aways about the work and the process. Love the practicality in your thinking!!!

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lino is an online web sticky note service that can be used to post memos, to-do lists, ideas, and photos anywhere on an online web canvas. lino is a completely free service that runs on all popular web browsers.

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Task A and

STEM LC is 3 years. There is a typo on the website. Thank you! You did not include STEMformation in your descriptions. Please go back and add that.

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I have enjoyed this journey. It made me stop and think a few days to take a few steps back. I appreciate how it started quite simple with the reading of an article and viewing of a video to start the foundational work.  Module 2 shared the lesson plan template and the essential elements which were more concrete. Then I had to think about my facilitation just as teachers will have to think about their classrooms and students. The introduction of the coaching really helped me to think about my mindset and how to better connect with the teachers. The fire was turned up with the STEMbl and PBL but I think the videos and information from Buck Institute is intstrumental in the learning. Seeing the different forms of STEM learning was helpful because they have their own components and that awareness is crucial for me to know. I appreciated getting that information so I can digest the differences. Overall, I felt this learning was comprehensive and once applied will be a cornerstone to success.  It has been challenging yet enjoyable!

Thank you for sharing your thoughts!

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Oh no, a collaborative task...just when I thought I was finished
Just one more! You got this!

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Agree. I am thinking too far ahead. Gradual release....

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Yes, I need my facilitator hat...not the principal hat. I am taking it off. Good for you!!! You can still be a Boss Lady! :)