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Year 4 Day 2 Links
The UN has sustainable goals: no poverty, zero hunger, good health and well-being, quality education, gender equality, clean water and sanitation, affordable and clean energy, decent work and economic growth, industry/innovation / infrastructure, reduced inequalities, sustainable cities and communities, responsible consumption and production, climate action, life below water, life on land, peace and justice / strong institutions, partnerships for the goals
Revisit STEMbl

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Leadership
*What does it mean to be a leader? Essential Qualities That Define Great Leadership = sincere enthusiasm, integrity, great communication skills, loyalty, decisiveness, empowerment, charisma, managerial competence (Forbes Magazine, Feb, 2018)
*Why is STEM important? (6 words)
Amy 4M: Our students desperately need STEM skills
Anthony 5L: We need to rethink the education system
Jessica 5S: Future income, gender gap, career choices
STEM stats video
Year 3 Review
Year 4:
Reflections of Year 3 and Planning Forward
Revisiting Project-based learning with TD units
Developing Sustainability within STEM practices
Bringing depth from integrating theory of knowledge
Bringing visibility to student thinking
Using data to evaluate progress in STEM
Planning for the future with TD units in STEM
STEM Culture at my school: (Year 4 Day 1)
* STEM Career of the week
www.sciencebuddies.org
www.vocationaltraininghq.com
* Monthly STEM challenge
* STEM Family Night
* STEM Student day
* School PBL Goal
* Sharing STEM at my school

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Links

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Year 4 - Day 1 - STEM Leadership

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What makes research important?
*People care
*Builds on what is known
*You will always learn something
*Brings life to what you're learning
*Elementary students feel like they're helping to solve a problem
Definition
* Learning new things
*Clearing up misconceptions
*Building upon knowledge
*Collaboration
*Experimentation and investigation
Types of Research
1) Basic: understand and explain
2) Applied: provide solutions to a problem
3) Evaluate: determine if a program/project works
4) Action: research done to solve a problem within a program
Careers
*Any career that includes an element of research - whether poultry farmers, bakers, travel agents, construction workers, AGF agents - can be considered a STEM career
Steps of Research
1) Choose your topic: What is the problem / issue? What do we need to find out? What questions do you have about the topic?
2) Identify the issue: What do you already know about the topic? Gather prior knowledge. Identify prior conceptions.
3) Locating information using appropriate tools: Collect reliable sources for your students. Gather information about your problem / issue.
4) Research design: How will you test your problem / issue? (What methods will be used)? What evidence is present? Will the questions be answered?
5)Data collection:
6) Analysis: What can you infer from your information? What evidence is there to support your inferences? Making meaning, organizing data, inferring, asking questions
7) Share findings: How will students share their research?
Guided Inquiry Research Process

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www.tricider.com

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Brainstorming and Voting Amazingly Easy. Free Online Tool | tricider

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Collect ideas and vote. Free online tool for easy brainstorming and voting. For decision making, crowdsourcing and idea generation.

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STUDENT - CENTERED
4 C's
TECHNOLOGY & OTHER DISCIPLINE

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10/3/18

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Collaborative Planning: Transdisciplinary Units in STEM
Ideas for increasing STEM implementation
* Essential questions: Students create rubrics for CERs for essential questions in Science; students look at models and rubrics to create their own
* Investigations and experiments from beginning of year
* Mold terrarium (Mystery Science) or Test Like an Alchemist
Plan Ideas
* Implement one monthly STEM activity
* Staff breakout EDU over content from Discovery Ed
* Collaborate vertically to incorporate a breakout EDU in younger grade levels
* Staff understand STEM is a culture; introduce 4C's
* Show STEM across all subject areas
* Spotlight SOS strategies

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Exploring Engagement in Transdisciplinary Units
*Purpose: excitement, buy-in, novel but familiar, find the commonality, getting students to ask students, active involvement
*Use SOS strategies
What are learning experiences?
*A task or scenario used to discover, practice, and apply concepts learned
*Multiple methods used to gain knowledge
*Start and proceed in any order
*Multi-modal, using the 4 C's
*Teachers provide opportunities and oversee learning - not telling
*Multi-directional, no one set track
*"Learning experiences aren't a matter of classroom delivery..."
*Opportunities, conversations, problem-solving, real-life situations, debates, experiments, manipulatives, videos, readings, simulations, lecture with note-taking
* "We do not learn from experience...we learn from reflecting on experience." ~John Dewey
+Learning Experiences > Anywhere
+Activities > planned, meaningful, hands-on
+Lessons > standards-based, purposeful
PBL - Transdisciplinary
*STEM is the pedagogy ~ Technology is the connector ~ PBL is the process (NOT the product)
*Begins with the end in mind; decide what you want students to know and be able to do when finished, and plan accordingly
* "Project-based learning makes sense for today's learners because it gives them the opportunity to connect the work they do in school with the larger world around them." ~Chris Lehmann, Science Leadership Academy, Philadelphia
STEMbl - Transdisciplinary Connections
*Process: Step #1: Identify Subject Area Expectations  Step #2: Sequence the Expectations  Step #3: Create a Combined Unit Timeline
School Team Planning
What are our next steps for spreading STEM in our school?

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STEM 7/2/18: Building STEM Transdisciplinary Units

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STEM 7/2/18: Building STEM Transdisciplinary Units

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- Explain and align components, develop unit for my classroom, educate my colleagues about creating TUs
- How do we implement this into our schools? (administrative support, teacher buy-in, time constraints, available resources, working as LC team to help grade level)
- Develop an investigative question for your TU (characteristics: should broad, leads to reflection, ignites curiosity, addresses real-world problems)
- Review KUDO (Know, Understand Do)
- "...develop standards and assessments that don't simply measure whether students can fill in a bubble on a test, but whether they possess 21st century skills like problem-solving and critical thinking and entrepreneurship and creativity." President Barack Obama
- STEM Assessments: http://tinyurl.com/TransdisciplinaryAssessments
*What is important to assess for this unit?
* What do you want students to KNOW, UNDERSTAND, and BE ABLE TO DO by the end?
* How will you address the 5 essential elements of STEM?

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STEM 6/26/18: Building STEM Transdisciplinary Units

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STEM 6/26/18: Building STEM Transdisciplinary Units

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*What is concept-based learning?
-Traditional Curriculum "Topic Based"
1. Fail to engage and develop intellect on a deeper level
2. Inefficient - information is simply a keystroke away
SO, how can we use our class time with students to engage them in meaningful activities?
+A concept is an organizing idea; a mental construct that is timeless, universal, abstract, represented by 1 or 2 words, examples share common attributes (H. Lynn Erickson, EdD; Transitioning to a Concept-Based Curriculum and Instruction)
-AEIOU of Concept-Based Learning (Handout)
+Micro-Concepts -> Macro-Concepts
...MICRO: Subject/Discipline Specific (Adaptation (Science); Geometric Figures (Math); Teamwork (PE); Population (Social Studies)
...MACRO: Applicable to ALL disciplines/subjects (Change, Structure, Interdependence, Relationships)
-tinyurl.com/STEMCareerChallenges
*For planning: Last name in title, unit duration (estimate), standards, concepts, topics for subject area

*How does transdisciplinary teaching and learning fit within our STEM culture?
*Concept is broader
*The subjects do not have to fit the project, they should fit the concept
*If we need time for a skill, we can incorporate those into a concept instead of trying to force it into a project

*How can I BEGIN to create a STEM trandisciplinary unit of study within my clasroom?
*Google: Shared with me -> Transdisciplinary PBL Units Rogers 18-19 -> Sallis STEM Transdisciplinary Unit Planner

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Students used story boards on Discovery Education to research an animal of their choice.

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Students discovered facts about the Underground Railroad and completed a CER.

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Students created a digital freedom quilt connecting to our Civil War unit. They copied their design onto a 4x4 Grid to create a class freedom quilt.

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Analyze Primary & Secondary Resources- Critical Thinking & Collaboration

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Analyze Primary & Secondary Resources- Critical Thinking & Collaboration

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Project-based learning in a STEM culture
Project-Based Learning in a STEM Culture: Part III https://docs.google.com/document/d/1OryxFqGrnrxYgvo-7D6DLPUCYYJvqGhWJUKzP9XkVuI/edit
SAMR: Substitution, Augmentation, Modification, Redefinition
SAMR models: https://padlet.com/judithmcdonald57/45es4afgbir1
STEMbl incorporating the community

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Primary and Secondary Resources Stations-Critical Thinking & Collaboration

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Primary and Secondary Resources Stations-Critical Thinking & Collaboration

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This engaging and critical thinking station allowed students to analyze primary and secondary resources.

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ABCs of STEMbl
A: Authentic Learning  B: Blended In Technology C: Centered on Students D: Developmental Process  E: Endless Inquiry  F: Focus on Connections G: Grounded in Aligned Standards and Assessment
STEMbl Assessment Components
* Leadership * Technology Integration * Revision of STEMbl Ideas * Authenticity * Communication * Critical Thinking * Collaboration * Creativity * Creating a Challenging Problem / Issue * Critique of Others * Public Sharing of STEMbl Process *
Example Assessment Rubrics & Tools
STEMbl Goal Options
30 min. per day
1 hr per week
1 project per quarter
1 project per semester
*STEMbl tasks increase students' use of critical thinking skills, which help them with higher DOK levels for standardized tests
STEM LC Goals  (Beth)
* 4 C's * Essential Elements * STEM Careers * Start introducing to co-workers *

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Last represented: Critical thinking. Students had to use a comprehension strategy to understand what each question is asking.

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Here is creativity. Students had to create journal entries for each day of the trip using Board Builder.

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This covers collaboration and communication. This answer grid shows the team member names.

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*Project-Based Learning (PBL -> STEMbl)
*Breakout EDU: like escape rooms for students https://www.breakoutedu.com/welcome
*Connect-the-Dots strategy
*ABCs / Reflecting on STEMbl Symbols
*Analyzing Investigative Questions: What are the characteristics of a good investigative question? What's the difference between an IQ and a NTK (Need To Know) question?
8 Essentials of PBL  1) Driving Question  2) Significant Content  3) Revision and Reflection  4)  Public Audience  5) Voice and Choice  6) In-Depth Inquiry  7) Need to Knows  8) 21st Century Skills
5 Keys of PBL
1) Real World Connections  2) Core to Learning  3) Structured Collaboration  4) Student Driven  5) Multifaceted Assessment
6 A's of PBL
1) Authenticity  2) Academic Rigor  3) Applied Learning  4) Active Exploration  5) Adult Relationships  6) Assessments
5 STEM Essential Elements
1) Standards  2) The 4 Cs  3) Real-world connections 4) STEM career connections 5) Inter / Trans-disciplinary Inquiry
*Investigative Questions should be open-ended, tied to standards, inter-disciplinary, possibly leads to other questions, and real-world contexts
*STEMbl project ideas: http://stembl.weebly.com/

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*Make feedback concrete
*How do we use peer feedback to continuously improve instruction
*What does inquiry-based learning look like in a STEM classroom
TARGETS
*Use protocols to evaluate and provide feedback to colleagues that support their development of high-quality STEM lessons
*Use inquiry-based learning to continue building on the 5 essential elements in a STEM lesson
*IBL = Inquiry-based learning: Inquiry-based learning is more than asking a student what he or she wants to know. It's about triggering curiosity.
*"What the Heck is Inquiry-Based Learning?"
https://www.edutopia.org/blog/what-heck-inquiry-based-learning-heather-wolpert-gawron
*What does inquiry-based learning look like in a STEM classroom?

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A great resource for learning more about physical and chemical changes is Discovery Education.

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Surveys, reading goals, cooking.

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They fit in all areas of the lesson.  For 1st grade...communication seemed to come up most often.

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Web Designer
Computer Engineer
Civil Engineer
Statistician
Financial Advisor

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Due 10/18

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*Reviewed 4 C's (Communication, Collaboration, Critical thinking, Creativity)
*Warm & Cool Feedback https://docs.google.com/document/d/1XxmLkWLAOQDzo9KeQ5A6J8S7xU7jB0u9XQc96XtBQyM/edit
*STEM Handouts
https://docs.google.com/document/d/1_kZEpPUlPWXdMOi7IpeMkHFOwcb14yui_04hBdcQZ-c/edit
*Today's Meet
*KUDo Strategy:   *K*now: Facts, Definitions, Vocabulary  *U*nderstand: Principles, Generalizations, "Big Ideas" within the Discipline  *D*o: Processes, Skills
*Inquiry Questions (why, how, create, explain one side)
*Student-Centered Environment
*4 Influencing Factors: Prior Experiences, Interests, Readiness, Learning Styles
*STEM = Culture of teaching and learning that uses real-world problems connected to  required standards to engage students in rigorous learning
*Differentiation is not a set of strategies but a way of thinking about teaching & learning including environment, curriculum, assessment, instruction, and management to maximize possibilities for each learner
*Differentiation in STEM:   Content ~ What is taught;  Process ~ How it is taught;  Product ~ How learning is communicated and/or assessed;  Learning Environment ~ physical and psychological needs of the classroom
*Technology: Animoto, Powtoon, Prezi, Fakebook, Kahoot