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email - marcy.raymond@escco.org

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February 17, 2021 @ 2:00PM

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Please complete the Exit Ticket by 02-06-21

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Here is the saved chat from the beginning of the meeting!

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Here is the saved chat from the beginning of the meeting!

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14:04:16 From Marcy Raymond to Everyone : https://padlet.com/PASTFoundation/BuckeyeValley1
14:05:36 From Angela W. 3rd Grade to Everyone : Angela Westlake, 3rd grade (online this year), I LOVED math in 2nd grade. The teacher made it fun and hands-on!
14:05:42 From Sophie Stump to Everyone : Sophie HS Art Teacher.  I loved my high school AP Calc class.
14:05:45 From Kelly to Everyone : Kelly Zakrajsek, 4/5 BVDOO, Best math experience was in first grade when we got to fill out a numbers booklet as a reward. How high could we go?
14:05:50 From Amy Pochodylo (she/her) to Everyone : Amy Pochodylo, BV DOO HS science, my best math experience was my senior year AP calc class.
14:05:58 From Marcy Raymond to Everyone : Marcy Raymond, STEAM helper.  My best experience in math was in 5th grade when I realized that I understood and could “see” math.
14:06:09 From Brian Baker to Everyone : Geometry was my favorite class.
14:06:11 From Shannon Hall  to Everyone : Shannon Hall, BVDOO math , Learning about Pre-Calculus in high school
14:06:12 From Julie to Everyone : I really enjoyed third grade math teacher who made math more than worksheets.
14:06:13 From Cassie Holewinski to Everyone : Cassie Holewinski Director of Technology.  Fractions, we got to build our own Pizza in 3rd grade.
14:06:19 From Christine Anthony to Everyone : Christine Anthony, Instructional Coach - learning from Math Solutions - it really helped me understand the “why” the math worked!
14:06:21 From J Johnson to Everyone : Jill Johnson - Grade 8 Science - My geometry and Algebra 2 teacher was massively entertaining...loved those 2 years
14:06:22 From Sacha Standish to Everyone : Sacha Standish-5th Grade BVWE    I loved doing math art work with MC Escher in high school geometry
14:06:30 From Lisa picou to Everyone : Lisa Picou 5th Grade Math-My favorite math class was Algebra 1. It was the first time the instructor wad engaging for me.
14:06:35 From Sam to Everyone : Sam Johnson 3rd Grade East- I hated math as a kid. I thought I was never good at it. It wasn't until high school and that one teacher who cared that my love of math developed.
14:06:36 From Karen Kehoe to Everyone : I loved Business Calculus in college!
14:07:04 From Heather Nutter to Everyone : Heather Nutter: Intervention Specialist East Elementary. In my fifth grade we created a "marsville" where we built 12x12 plastic structures that connected together and was blown up by fans. It was an opportunity to work on math and science skills together.
14:07:10 From Katie Karacson to Everyone : Katie, East principal. I made solving problems a competition, competing with myself and others.
14:07:15 From Brian Orrenmaa to Everyone : Brian Orrenmaa- Principal at West.  I did best with teachers who used manipulatives and modeling.  I struggled with Saxon math and everything being taught using an overhead projector.
14:07:28 From Jenny to Everyone : Jennifer Lawrence Art West, 6th grade math-life math skills-checkbooks, budget
14:07:48 From Jennifer McCreary to Everyone : Hello!! Jennifer McCreary, Kindergarten/Gifted Liaison. I LOVED Math all through school and even into college but the experiences I have had the past few years with TLC have been incredible.
14:18:26 From Kim Halley to Everyone : Break out Groups: Identify a Note taker, Timer, Facilitator.
14:18:44 From matt sforza to Everyone : matt sforza 7th/9th grade science. favorite math experience was a fun math olympics week we did in my HS geometry class
15:32:01 From Cassie Holewinski to Everyone : Thanks

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The 4A protocol is a with inquiry thinking embedded in it!

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The 4A protocol is a with inquiry thinking embedded in it!

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Article:  How STEAM Education Benefits Students at a Young Age

Protocol:

In your breakout group pick a notetaker and a timer. (1 min)

Read the article silently (8 min)

Share out to the small group on each of the following 4 A’s (2-3 min per person). This should be in a round robin format where each person discusses their "4 As" then moving to the next person.

Assumption - each person should Identify one assumption in the text and discuss with the group

Agree - identify something that you agree with

Argue - identify something that you would argue with

Aspire - identify something that you want to aspire to

Small Group Discussion (5 min) - What are your connections and take-aways? Have the notetaker write down the groups overall article takeaways as a comment to this post.  Start the comment with "Group 1 thinks..."

Protocol: 4 A’s protocol

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Watch the following video.  After watching, share your thoughts about the concepts and ideas presented by clicking on the "comment" section. Here are some questions to assist you in your reflection?  What energized you? What do you think that they can do that you can't? Does this approach match your current pedagogy?

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STEAM + Project-Based Learning: Real Solutions From Driving Questions

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An article to read before the STEAM Task Force Kickoff Meeting 

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An article to read before the STEAM Task Force Kickoff Meeting 

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By: Katie Lopez
Children need to explore and to discover. This is how you innovate; you fail your way to your answer. "Scientists fail all the time; we just brand it differently. We call it 'data', said Ainissa Ramirez.

Students at every age should be encouraged to think deeply so that they have the chance to become the innovators, educators, and leaders who can solve the most pressing challenges facing our future. STEAM (Science, Technology, Engineering, Art & Math) inspires students to think more broadly and to solve problems with a hands-on approach. By introducing students to STEAM at a young age, it cultivates progress from project-based learning through collaborative exploration, to problem-based learning which focuses on real-world problems, and ultimately to place-based learning where students learn by doing.

I (and my school) have developed some practices and partnerships that have been helpful for facilitating this growth through STEAM across age groups (including young learners), and they've taken some creative shapes.

Designing a Powerful STEAM Program

At the Village School, we believe our role as educators is to inspire students to actively discover and persevere. We work to build a curriculum that is forward-thinking and not resting on conventional tradition from the past. With STEAM integrated into everyday learning, students will be able to enter a variety of different fields with confidence and experience in nontraditional thinking. This starts as early as preschool-for example, like in typical preschool craft projects, where students are actively applying crucial innovation and engineering tactics all while introducing them to processes like questioning and intuitive creativity. This approach helps create a new type of educational culture where kids from the earliest ages are encouraged to take risks and try out their ideas.

STEAM is at its fullest teaching potential when departments collaborate and approach a lesson from multiple perspectives to develop the "bigger picture," like connecting individual puzzle pieces. Project-based learning plays a major role in the visual art classroom. Projects are a great way to involve students with hands-on learning and connect identity, style, and creativity within any topic.

One lesson, in particular, that I enjoy teaching is the study of an artist named Alexis Arnold. Arnold uses science to crystallize library books (and other ready-made materials), permanently immortalizing classic literature. Another collaboration I've developed is with the chemistry teacher to teach proper safety procedures with the chemicals, and the study of the chemical change through super saturated solutions. I also join with the English Department to align with their literature unit on the Holocaust (the study of the Nazis and how books were burned to erase history). In this way, students explore how art, science, and literature can all interconnect with one another to form a bigger, broader understanding of how what they learn separately in all of their classes come together to form the whole student learning experience.

Furthermore, in visual art, critique is a very important tool, which can also be a great way to develop communication and collaboration skills. Students must first observe a work of art and know how to recognize important context clues and technical mistakes and come to a conclusion after analyzing. Students at any grade level have the ability to ask questions of each other, about the artwork they "read", the features they observe, and the conclusions they draw from their artwork or art history research, and in doing so they can learn how to accept criticism from peers, collaborate with others, and more importantly to give credit to others when credit is due. They also learn to negotiate and explain their own needs, to discern what others need and view things from others' perspectives, reaching mutually beneficial resolutions.

Ways to Enhance STEAM Programs

Our school has developed several programs for encouraging cross-curricular STEAM learning. A few of those include our open house for STEAM Day, our collaboration with MIT, and our Creative Tech Club.

Every year on National STEAM Day, Village hosts an open house for the community to come participate in activities and see our Pre-K2 through high school-level student's STEAM-inspired projects. This year our kindergartners created the "Vehicles of the Future" and our elementary students created 3D story maps and then coded a bot to travel through their stories. The goal of this interactive day is to invite the community to partake in our hands-on program and showcase our student's diligence and innovative ideas at all ages.

Additionally, we enhance our STEAM program in ways that grant our globally-minded students the opportunities to collaborate not only in the community, but throughout the world. Our program offers a unique collaboration with The Massachusetts Institute of Technology (MIT) which includes a series of in-school challenges that focus on the juncture between the five STEAM disciplines, including bioengineering, robotics, and computer coding. This provides our students with opportunities to learn directly from researchers at one of the world's leading STEAM institutions.

Students also have the opportunity to further collaborate with MIT in the Creative Tech Club. In this club, students turn everyday objects into touch pads and combine them with Internet technologies to create art and solve engineering challenges. The club encourages students to think of themselves as makers and agents of change, and reaffirms the "Maker's Mindset," that everyone is creative, inventive, and imaginative.

Given the importance of creativity and innovation for the future, it's important to ensure that the arts provide students opportunities to use their knowledge and skills in ways that are practical and applicable to the real world, at all ages. Every child isn't inclined to grow up to become a scientist, engineer, or designer, but it's important every child grows up knowing how to think like one. With STEAM education, schools need to make sure students are ready for many of the challenges they will face, and to create an environment where "Every Student Succeeds" is not just an aspiration.

For more, see:

Katie Lopez is the Visual Art Coordinator at The Village School in Houston, TX, where STEAM has been the center of their curriculum since opening in 1966.
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How STEAM Education Benefits Students At a Young Age

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Every child isn't inclined to grow up to become a scientist, engineer, or designer, but it's important every child grows up knowing how to think like one. With STEAM education, schools need to make sure students are ready for many of the challenges they will face, and to create an environment where "Every Student Succeeds" is not just an aspiration.

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Additional information for  middle and high school if you are interested.

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Additional information for  middle and high school if you are interested.

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Feel free to comment on what you have read.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Additional information for primary school if you are interested.

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Additional information for primary school if you are interested.

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Feel free to comment on what you've read.

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An educator argues for keeping the creative spark of primary school STEAM education as students move into middle school.

©Shutterstock/Paolo De Gasperis

STEAM education (science, technology, engineering, the arts, and math) encourages investigation, hands-on learning, and creativity and incorporates interdisciplinary learning.

I often say that STEAM education happens the most in early childhood, and has been for decades: Young students often gather for circle time and begin their day with songs that focus on academic content. Walls are covered with art that students have produced to learn about shapes, colors, or sight words.

Then students are sent off to centers to explore, through hands-on work and self-exploration- they build models and learn by trial and error. The teacher serves sometimes as the facilitator and other times as the instructor, helping students make connections and understand the standards associated with their tasks.

Changes in STEAM Education in Middle School

Fast-forward to middle school. While there are some schools that have circle time and morning meetings and incorporate interdisciplinary learning through the use of STEAM education, that's more of an exception than a norm.

I've taught in early childhood education and in elementary and middle schools, and I've witnessed the change. Why do we change our methods drastically, while asking for deeper understanding?

STEAM education is bigger than the subjects the letters represent-it's the practices, creative spark, and growth that can be gained from engaging in all of them simultaneously.

Several years ago my middle school teaching team decided to engage our students in the study of multiplication through music. The overall goal was to familiarize students with facts needed for immediate recall in higher-level mathematics. This was targeted instruction for students to bridge learning gaps-traditional models had not been successful for them. We told them to be creative, have fun, and most importantly show they understood the concepts. The kids were so engaged and excited to let their creative expression flow.

They practiced daily, and came up with introductions and choreography. They were out of their seats, on the floor or moving around, and they were engaged in math. It was wonderful! Our students who struggled to stay focused or were generally uninterested in multiplication, or math in general, were leading during this time-the incorporation of arts and interdisciplinary learning had set a spark in them.

Junior Film Directors

Imagine welcoming your class one day and telling them they won't be students that day-they'll be filmmakers. Tell them they're going to make short movies that display their understanding of ratio and proportion, as well as a few other math standards, and let them know the videos will become a part of an online math resource center for students. This project can be done over a few class periods, or if time permits you can commit an entire class to completing the films.

Sixth-grade math standards include students' ability to understand ratio and proportional relationship, as well as statistical questions. These concepts could be explored with a scene that involves preparing for a party-that would lead students to determine total costs when given the unit prices for snacks, and to figure out how much they'll have to pay the party entertainment, cleaning crew, etc., when given the hourly wage. Or students could explore ratios of ingredients in cake or pizza dough recipes-how would the numbers change with different numbers of guests?

Have students develop at least one statistical question to be used in their scene, and remind them that statistical questions are ones that can be answered through data collection. Helping students make a connection to how they can use ratio, data collection, and statistical questions to problem solve in their everyday lives makes for an engaging and meaningful learning experience.

As the teacher you are the director, providing guidance, facilitating, and instructing. Allow students to guide their own learning and utilize online resources. You'll probably need to remind them that their movie must exemplify the learning standard, and you'll need to guide them to make connections to their STEAM education throughout the process. Encourage them to self-reflect during the revision process and to focus on the mechanics of making a movie.

Have your students evaluate themselves using a rubric you create-include a scale for how well they engaged, exhibited mastery of the standard, and understood the process. For additional assessment, or to assess a different standard, students can do a teach back to show their level of understanding or create a written reflection or exam.

This project is interdisciplinary, promotes collaboration and creativity, and incorporates not only STEAM standards but English language arts ones as well. Finish strong by doing film previews, by grade level or the whole school-you can roll out the red carpet, invite families, and have students be prepared to make an introductory speech before their movies.

Engaging our students in STEAM education and its principles allows for a very enriching experience-students identify how they can apply course content and concepts in the real world.

When someone walks into a classroom in the 21st century, it should be unclear exactly what subject the students are engaged in-the lines between subjects should be blurry, or removed, and the only thing that should be clear is that students are engaged and learning.

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Preserving the Early Excitement of STEAM

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An educator argues for keeping the creative spark of primary school STEAM education as students move into middle school.

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Buckeye Valley - STEAM Task Force Meeting Agendas

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Topic: Buckeye Valley STEAM Task Force Meetings
Time: This is a recurring meeting Meet anytime

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