STEM Education Toolbox for Coaches January PIIC PLO 2014

1. STEM Education Toolbox for CoachesJanuary PIIC PLO 2014 Presented by PIIC Mentors: Melissa Petrilak, Colonial IU20 Evelyn Wassel, Ed.D., Schuylkill IU29

2. PLEASE DO NOW… • Look at the lesson plans posted on the walls. Write 5 lines in response to the following questions: • At what grade level(s) do you think students should be expected to participate in this lesson? • How are RWSL Standards addressed in this lesson? • Share with a partner • Lesson in Action

3. What is STEM Education? • STEM Education is an intentional, integrative approach to teaching and learning in science, technology, engineering and mathematics. • Students become adept problem solvers, innovators and inventors who are self-reliant by asking questions, investigating, making informed decisions about how they live their daily lives and engage in their vocations and communities. Source: Joey Rider-Bertrand, IU13

4. STEM • Science • Technology • Engineering • Math Source: Joey Rider-Bertrand, IU13

5. What is included? • Students from all cultural backgrounds • Students from any gender or gender identity • Native English speakers and ELLs • Students with disabilities • Students of any achievement level …STEM IS FOR ALL Source: Joey Rider-Bertrand, IU13

6. ALL means ALL! • You cannot do “school as usual” • Grouping and leveling courses is not the answer. Look at your data. Has it worked? • Curriculum must be deliberately designed to meet the needs of ALL learners. • Teachers must expand repertoire of instructional practices, strategies and techniques. Source: Joey Rider-Bertrand, IU13

7. That’s your role as coach!!!

8. Goals of the Session • Why teach STEM? • Tools to share with teachers • How to start conversations • Lesson Plan Resources

9. Why Teach STEM? • Projected job growth in STEM related jobs over next 10 years will be 17%. • Projected job growth in non-STEM related jobs over next 10 years will be 9.8%. • Educational/Societal: STEM Literacy for all students, inclusion of STEM as part of a typical liberal arts education, develop educated consumers of information and products. Source: Joey Rider-Bertrand, IU13

10. United States Department of Labor • “Our nation needs to increase the supply and quality of “knowledge workers” whose specialized skills enable them to work within STEM industries and occupations. Our nation’s economic future depends upon improving the pipeline into STEM fields (2007).”

11. United States Military Academy: Intellectual Domain • Think and act creatively • Demonstrate the capability and desire to pursue progressive and continued intellectual development • Listen, read, speak and write effectively • Be scientifically literate and capable of applying scientific, mathematical, and computational modes of thought to the solution of complex problems. • Understand and apply information technology concepts to acquire, manage, communicate and defend information, solve problems, and adapt to technology. • Apply mathematics, science, technology, and the engineering design process to devise technological problem solutions that are effective and adaptable.

12. STEM, Literacy and PA Core

13. STEM, Literacy and PA Core

14. STEM, Literacy and PA Core

15. What’s in Your Toolbox?? • Share with a partner tools that you have shared with teachers to promote literacy in STEM classes. • Be prepared to share out…

16. Vocabulary • Students should be able to: • “interpret words and phrases within a text” • “write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately” • Write “discipline specific content” http://2.bp.blogspot.com/_3sXseN80gSM/RzuENHFgVVI/AAAAAAAAAFw/cS92DeIbjr4/s320/standards+comic.jpg

17. How to Promote Vocabulary • Have students use words in sentences rather than copy definitions. • Essential vocabulary sheet • Have students demonstrate mastery in short or extended writing pieces.

18. What Could Students Read? • News sources • Nonfiction books • Walter Isaacson’s biography of Steve Jobs • Cheryl Strayed’sWild • Malcom Gladwell’sOutliers • Mary Roach’s Stiff

19. Malcolm Gladwell’sOutliers • Do you believe outliers are important for research? Give examples from the book to support your position. • Do you think Asians are prewired to do better in math than Americans because of their language? Cite examples from the book to support your position.

20. What Could Students Read?/ Write? • http://mynasadata.larc.nasa.gov/lesson-plans/?page_id=474?&passid=83 • http://pbs39.pbslearningmedia.org/resource/echo07.lan.stories.lpeveryday/storytelling-tales-of-everyday-life/ • http://sdo.gsfc.nasa.gov/epo/educators/ThinkScientifically_1.pdf

21. What Could Students Read? Write? • LDC Tasks • Topics • “What to do about climate change?” • “Is genetic science moral?” • “Has the Internet changed society for better or worse?” • Products • Brochure • Poster • Short story • Rap • Monologue • Letter to editor

22. Video Tools • A,E,I,O,U • I See – I Think – I Wonder • KWHL • Prediction – Conclusion – Evidence • Anticipation Guides

23. Specific Examples • Begin class with a writing prompt that requires students to think. Give students a relatively short period of time at the beginning of the class period to summarize something they learned in the previous lesson, solve a problem based on prior learning, or speculate about the new topic that will be introduced. Lead a brief discussion about their responses before moving to a new topic. • Utilize illustrations, graphs, and other graphics in a new way. Have students write text to accompany and describe visual elements such as graphs or diagrams. Students should analyze graphic material in one or two sentences, as it might appear in a textbook or on a Web site.Evaluate scientific articles. Have students read selected articles from scientific journals. Narrow the discussion and written assignment by focusing on components of the paper. For example, students might be asked to discuss how the scientist limited variables in the procedure, comment on trends observed in the data, or explain the relationship between the hypothesis and collected data.

24. Specific Examples • Keep a journal outlining procedures and findings. Have students describe laboratory work in an ongoing log. Entries might focus on general experiment procedures as well as new information and concepts acquired. • Evaluate a seminar, lecture, or media presentation. Have students write a short evaluation of a presentation they have observed. Rather than asking students to simply write a summary, provide several prompts from which students can choose that focus on specific aspects of the presentation. • Develop a letter to the editor of a scientific journal. After reading articles from one or more scientific journals over a period of time, have students write a letter to an editor. The letter might describe an opinion about a specific article or the quality of a journal in general.

25. Reading in Math • Math textbooks contain more concepts per word, per sentence, and per paragraph • Writing style is compact, little redundancy • Textbooks are written above grade level

26. Reading in Math • Proficient at decoding, comprehending, words, numbers, and symbols • Examples, graphics or exercises take first priority over words • Overlap between math and everyday English vocabulary

27. McREL Teachers struggle with… • What are the specific skills or knowledgethat students need in order to read content material effectively? • What learning environments promote effective reading and learning? • What strategies can be used with students to help them become more effective readers and independent learners?

28. McREL Draft Students struggle with… • Organizing ideas as they read. • Making meaningful connections. • Persevering through reading material • Mathematics • Tackling vocabulary • Decoding symbols • Reading at the text level • Understanding text organization

29. Communication Standard Students will acquire the ability to read, write, listen to, and speak mathematics. Page 5, Crossroads in Mathematics

30. This is why we need totalk about math. Actual student answer to a math problem

31. What am I?

32. Communicating Math Vocabulary “Reading comprehension and arithmetic achievement tend to be positively related. Almost without exception instruction in vocabulary and/or reading skills in arithmetic paid off in terms of greater achievement, especially in the area of problem solving.” Earp, 1970, p. 531

33. Importance of Vocabulary Instruction Marzano et. al. (2001.) Classroom Instruction That Works. Alexandria, VA: McREL. • 12 percentile gain with any direct instruction • 33 percentile gain with systematic direct instruction of words in passage

34. Informal vs. Formal Language & Vocabulary

35. Some math words are shared with English and have comparable meanings, but the math meaning is more precise • Similar • Median • Edge • Reflection • Fraction • Average • Divide • Equivalent • Even • Difference • Variable • Slope

36. Some words have more than one mathematical meaning • Inverse • Round • Square • Range • Base • Median • Degree

37. Vocabulary Strategies • Word Sort Closed-Sort, Open-Sort • Frayer Model • Verbal/Visual Word Association • Concept Circles • Word Web • Semantic Feature Analysis • Concept Map

38. Abbreviations are often used in place of the complete word or phrase • Inverse for inverse function • sin for sine • cos for cosine • tan for tangent

39. Vocabulary Word Sorts Closed Sort-Teacher provides the categories Open-Sort-Students group words into categories

40. Closed Word Sort diagonal edges angles perimeter circumference • Think about the meaning of the words. • Sort the words into groups based on their meanings in math. • Pick a title or label for each group.

41. Open Word SortList – Group - Label • Helps students examine the relationships among subject-matter concepts • Involves students in their own learning • Students are responsible for contributing the vocabulary not manipulating the teacher’s vocabulary • Activates prior knowledge • Helps learner make essential connections between their experience base and new understandings • Involves reasoning and making connections

42. List-Group-Label(Dump and Clump) • Generate a list of words and phrases that you associate with this term. • Place words in dumpster. Measurement

43. List – Group - Label • What do these words have in common?In your group, organize the words into categories.(Categories should be mathematically significant.) • Categorize in the Clumpster.

44. Word Sort Tips • Working in groups promotes conversations about word meanings • As students hear other ways to of sorting words, they refine and extend their understandings • Students might be asked to identify words that could go in more than one group • Words from several units can be sorted and labeled as a cumulative review • Each word can be placed on an individual card so students can physically sort the words

45. Vocabulary Connector • Column 1 Down:_________________________________________________ • Column 2 Down: ______________________________________________________

46. Frayer Model • Helps students to categorize vocabulary and develop their own understanding of concepts • Helps students to clarify what the term/concept is and what it is not • Students are able to make connections with their personal experiences and background knowledge.

47. FrayerModel

48. Frayer Model

49. Sample Frayer Model

50. Verbal/Visual Word Association • Divide a square into four equal parts • Upper –left is for the term/concept • Lower-left is for a definition • Upper-right is for a drawing • Lower-right is for their personal association or a list of examples