WHAT’S THE
DIFFERENCE?
WHO ARE OUR
STUDENTS?
Click on the image above for a video.
Let’s chat:
How are we preparing our students for the jobs of the future?
WHAT IS THEIR FUTURE?
Click on the image above for a video.
Let’s chat:
How are we preparing our students for the jobs of the future?
WELCOME!
• Welcome to our virtual STEM PD! In this session, you will
be exploring the following:
 Learning in multidisciplinary, interdisciplinary, and
transdisciplinary formats
 Connections across STEM content areas
 How we adjust our teaching
 The importance of NGSS
 STEM Resources
 STEM and MI connection
MULTIDISCIPLINARY
• Aka thematic
integration
• Curriculum is
organized around
a common theme
(which would
require rewriting
it)
Comer, M., Sneider, C., & Vasquez, J. A. (2013). STEM
lesson essentials, grades 3-8: integrating science,
technology, engineering, and mathematics. Portsmouth,
NH: Heinemann.
INTERDISCIPLINARY
• Disciplines are
linked by a key
concept or skill
that is important
for students to
learn
• The goal is to
provide a coherent
viewpoint for the
learner
Image source: Comer, M., Sneider, C., & Vasquez, J. A.
(2013). STEM lesson essentials, grades 3-8: integrating
science, technology, engineering, and mathematics.
Portsmouth, NH: Heinemann.
TRANSDISCIPLINARY
Let’s chat!
• Curriculum is
How would you illustrate
organized around transdisciplinary integration?
student questions
and concerns
• The goal is for
students to “apply
their knowledge
and skills in a
real-world
Comer, M., Sneider, C., & Vasquez, J. A. (2013). STEM lesson essentials,
context”
grades
3-8: integrating science, technology, engineering, and mathematics.
Portsmouth, NH: Heinemann.
WHAT’S THE BIG DEAL?
• “None of these approaches are
‘wrong,’ and the difference among
them is a matter of degree, rather
than a difference in kind.”
• So there is no right or wrong type of
STEM integration…..”in fact a mixture
of methods is probably best.”
Comer, M., Sneider, C., & Vasquez, J. A. (2013). STEM lesson essentials,
grades 3-8: integrating science, technology, engineering, and mathematics.
Portsmouth, NH: Heinemann.
WHO AM I?
Image source: https://eprints.usq.edu.au/8821/1/Park_Son_IJPL_v6n1_PV.pdf
Let’s chat!
Which of these 3 approaches do you think
would be most helpful for your purposes?
DO NOT FEAR
• “We have for so long been focused on
a silo approach to meet the standards
and pass the test that moving along
this continuum may take considerable
effort.”
–Vasquez, et. Al.
• PATIENCE is the key!
SCIENCE
Ask questions
CONNECTIONS
ENGINEERING
Define problems
TECHNOLOGY
Become aware of
the web of
technological
systems on which
society depends
MATHEMATICS
Make sense of
problems and
persevere in solving
them
Develop and use
Develop and use
Model with
models
models
mathematics
Plan and carry out
Plan and carry out
Learn how to use
Use appropriate
investigations
investigations
new technologies as tools strategically
Analyze and
Analyze and
they become
Attend to precision
interpret data
interpret data
available
Use mathematics
Use mathematics
Recognize the role Reason abstractly
and computational and computational that technology
and quantitatively
thinking
thinking
plays in the
Construct
Design solutions
advancement of
Look for and make
explanations
science and
use of structure
engineering
Engage in argument Engage in argument Make informed
Construct viable
from evidence
from evidence
decisions about
arguments and
technology given its critique the
relationship to
reasoning of others
Obtain, evaluate,
Obtain, evaluate,
society and the
Look for and
and communicate
and communicate
environment
express regularity in
information
information
repeated reasoning
CONNECTIONS
Let’s chat:
• Do you see connections by looking
across the rows? Is this helpful to
you in any way?
HOW DO WE ADJUST OUR
TEACHING?
• One model that provides students autonomy over their
learning and emphasizes a real world approach is a Fed
Ex planning day.
• This is adapted from the idea of providing employees
freedom to create and explore a project of their interest in
the workplace.
• It is named a Fed Ex day because Fed Ex delivers and the
student is expected to deliver upon their idea after a given
time period.
HOW DO WE ADJUST OUR
TEACHING?
• Click on the image below for a copy of the Fed Ex Planning
Day to use in your classroom.
WHY NGSS?
(NEXT GENERATION SCIENCE STANDARDS)
• It has been 15 years since science standards were
revised. Since that time, many advances have occurred
in the fields of science and science education, as well as
in the innovation- driven economy.
• The U.S. has a leaky K–12 STEM talent pipeline, with too
few students entering STEM majors and careers at every
level—from those with relevant postsecondary
certificates to PhD’s. We need new science standards
that stimulate and build interest in STEM.
Citation: NGSS Lead States. 2013. Next Generation Science
Standards: For States, By States. Washington, DC: The
National Academies Press.
WHY NGSS?
(NEXT GENERATION SCIENCE STANDARDS)
Click on the image above for a video.
Let’s chat
How do the NGSS standards apply to your teaching?
NGSS-WHAT’S IT ALL ABOUT?
“Scientific discoveries and technological decisions affect
human society and the natural environment. People make
decisions for social and environmental reasons that
ultimately guide the work of scientists and engineers.
Together, advances in science, engineering, and
technology can have—and indeed have had—profound
effects on human society, in such areas as agriculture,
transportation, health care, and communication, and on
the natural environment.”
Citation: NGSS Lead States. 2013. Next Generation Science
Standards: For States, By States. Washington, DC: The National
Academies Press.
NGSS-WHAT’S IT ALL ABOUT?
Concepts that
have broad
importance
within and
across
disciplines as
well as a real
world
relevance.
Ideas that are
not specific to
any one
discipline but
cut across all of
them.
These are the
“assessable
statements
of what
students
should know
and be able
to do.”
Activities that
scientists
engage in to
either
understand
the world or
solve a
problem.
Citation: NGSS Lead States. 2013. Next Generation Science
Standards: For States, By States. Washington, DC: The National
Academies Press.
WHERE CAN I LEARN MORE
ABOUT NGSS?
•
http://www.nextgenscience.org
•
http://www.bozemanscience.com/nex
t-generation-science-standardsintroduction
•
http://www.nap.edu/openbook.php?r
ecord_id=18290&page=445
RESOURCES
Click on the images above for links to resources.
SUMMARIZER….WHAT KIND
OF LEARNER ARE YOU?
Take the quiz here: http://www.edutopia.org/multiple-intelligenceslearning-styles-quiz
Teachers often teach the way they
themselves learn. Many STEM
teachers lean towards the math
and science aspects of stem.
Consider how you would teach
STEM to non-logical/mathematical
students.
Image source:
www.mylittlegenius.com.sg/?p=817
HOW TO TEACH STEM VIA MI
•Discussing a children's picture book (Here's a lesson idea for The Lorax by Dr. Seuss)
•By having students use manipulatives (Yes, even in high school!)
•Using music (mp3) or YouTube videos (mp4) (Check out http://singaboutscience.org/)
•Having students use their bodies to model abstract concepts and act out how it functions.
•That address the "why?" or importance of subjects as you teach them (for the existential
individuals)
•Using Think-Pair-Share before opening up a classroom discussion.
Consider Allowing Students to Share What They've Learned by:
•Journal writing (blog); to help them apply what they are learning to themselves and the
world around them.
•Digital Storytelling (YouTube Videos)
•Teaching a simplified version of the topic to a younger grade
•Designing a game to teach a concept (video, athletic or otherwise)
•Writing a song about the topic (new lyrics to well known melody)
•Constructing a scrapbook or writing poetry
•Acting out a skit or song, in front of a live audience
•Leading an online discussion on the topic
FEEDBACK
Please click the link below to provide feedback for this
professional development session.
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LMAePAipwKbDYFc-uLrHmU/viewform?usp=send_form