DefinedSTEM and 21st Century Teaching and Learning

DefinedSTEM and 21st Century Teaching and LearningDavid L. Reese, Ed. D.Sunny M. WeilandWho are we? Why are we here? Where do we come from?The home of Dunder MifflinSunnyThe focus for today!STEM Content, Instruction and AssessmentUsing Virtual Technology to Assist in Rocket Design

As you review the video, jot down connections to:Content ConnectionsSkill ApplicationsCreativity and Innovation IdeasCollaborationWork Environment

Focus today will be general background connected to STEM Content, Instruction and Assessment You are the experts in your schools! Evaluate theory and practice to see how Defined STEM could advance student learning, teaching and 21st century skills!* Each Table Evaluate Number 1 and one of the others! (1/2, 1/3, , 1/5)STEM Education: What? Why? How?What? STEM Education-Tools to Change the World

What stands out to you? What are the implications for teaching and learning?U.S. Students Performing in a Global EnvironmentWhen compared to other nations, the math and science achievement of U.S. pupils and the rate of STEM degree attainment appear inconsistent with a nation considered the world leader in scientific innovation. In a recent international assessment of 15 year old students, the U.S. ranked 28th in math literacy and 24th in science literacy. Moreover, the U.S. ranks 20th among all nations in the proportion of 24 year olds who earn degrees in natural sciences or engineering (Congressional Research Service, 2008).Take a moment and read this Does anything stand out to you?U.S. Students Performing in a Global Environment: TIMSS DataTIMSS Mathematics Grades 4 and 8TIMSS Science Grades 4 and 8

Texas k-12 STEM Education Report Card 2010TIMSS Results Mixed: Trends in International Mathematics and Science Study (TIMSS) report was released in mid-December 2008 (there is nearly a years delay in reporting the data given the complex-ity of administering the tests across the globe). The results for U.S. students were mixed. Although U.S. average math scores rose a bit from 1995 levels, science scores stagnated. Moreover, the U.S. continues to lag behind major European and Asian nations. The eighth grade math score average (508) is higher that the TIMSS scale average of 500 and the 1995 math average of 492. And the eighth grade science average of 520 was higher than the 1995 test group (513). Disconcerting as well to U.S. educators is the fact that American eighth graders continue to perform comparatively below fourth graders. To download the complete TIMSS results, see http://www.usinnovation.org/files/TIMSS2007Highlights.pdf

Georgia: http://www.usinnovation.org/state/pdf_stem/STEMEdGeorgia2010.pdfTexas: http://www.usinnovation.org/state/pdf_stem/STEMEdTexas2010.pdf The U.S. Labor Market:U.S. Bureau of Labor Statistics (2007)

The U.S. Labor Market:U.S. Bureau of Labor Statistics (2007) indicates a growing demand for technological advances mean more jobs for STEM workers. This bureau projects job growth of 22% for STEM occupations as a whole between 2004 and 2014.United States Department of LaborOur nation needs to increase the supply and quality of knowledge workers whose specialized skills enable them to work within STEM industries and occupations. Our nations economic future depends upon improving the pipeline into STEM fields (2007).Add Stem Workforce Challenge http://www.doleta.gov/youth_services/pdf/STEM_Report_4%2007.pdf

National Science Education StandardsThe eight categories of content standards areUnifying concepts and processes in science.Science as inquiry.Physical science.Life science.Earth and space science.Science and technology.Science in personal and social perspectives.History and nature of science.http://www.nap.edu/openbook.php?record_id=4962&page=104Principles and Standards for School MathematicsUse mathematical models to represent and understand quantitative relationships Analyze change in various contexts Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them Develop and evaluate inferences and predictions that are based on data United States Military AcademyEducating Army Officers for a Changing World guides our faculty in the implementation of the Military Academys concept for cadet development which draws from the Armys needs and is consistent with standards found in higher education. Upon completing their course of study at the academy, graduates of the Academy will:Predict what skills you think are promoted by United States Number One Ranked University.(Brainstorm http://www.scriblink.com/)USMA 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.Evaluate your standards and the implementation of these standards within your school. How so these standards support students mastery of these skills, those that are promoted in the top ranked University in the United States. How do materials and resources support students towards mastery of these skills? Navigating DefinedSTEMhttp://stem.definedlearning.com DRREG10Investigate tool for 10 minutes, Locate materials and resources that could be incorporated into classrooms Report out the content, materials and resources that you located & show us what you found!DRREG10DefinedSTEM Navigation Standards Alignment Accessing Videos Performance Tasks Rubrics Exemplars Big Ideas and Essential Questions

Select Texas, Science Grade 8, Expand List, Select 6.2 Creating an Experiment to Design a Product[+](6.2) Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations.

Creating an experiment to test a product

Home Page Curriculum Standards SearchScience Grade 8Select one Standard That Interests You Selected (1)

United Streaming 70000 classrooms and less that 1 % were standards based searches in Defined STEM 34% of searches are standards based searches

Performance Task on RightThese tasks have all been designed using UbD Take a look at Historian Overview of Grasps and Tie to Essential Questions STEM with real world applications! Show GRASPS, Rubrics and ExemplarsBaseball bat simulation Show Lessons Simultions continually being built

Evaluating DefinedSTEM with Best Practices for Teaching and Learning21st Century Learning and Innovation SkillsDifferentiated InstructionMultiple IntelligencesWebbs Depth of KnowledgeEvaluate, two column poster to share: fist: What is the big Idea; how does defined stem promote big ideas of your theory They present as team

Videos to Engage Students in Performance TasksHow Engineering Design Applies to Consumer Products

Being a Floral Designer

Select Two Videos and Performance Tasks!Professional Learning CommunitiesCapturing Students Immediate Interest

Social networking tool in DefinedSTEM! Post your ideas related to how teachers are engaging students and providing relevance. Rigor and Relevance

Engagement and RelevancePrimary Sources

Primary Source K W - LPrimary SourcesLetters: Karpeles document: Titanic - official report / rescueConversations with an individual: Chef and MathematicsPersonal NotesPresident Reagans Notes on the Challenger DisasterPrimary Sources http://www.ala.org/ala/mgrps/divs/rusa/sections/history/resources/pubs/usingprimarysources/index.cfm#defining Social Networking and PLCsSocial Networking Tools in DefinedSTEMUnderstanding by DesignA primary goal of education should be the development and deepening of student understanding. Students reveal their understanding most effectively when they are provided with complex, authentic opportunities to explain, interpret, apply, shift perspective, empathize, and self-assess. When applied to complex tasks, these "six facets" provide a conceptual lens through which teachers can better assess student understanding. Effective curriculum development reflects a three-stage design process called "backward design" that delays the planning of classroom activities until goals have been clarified and assessments designed. This process helps to avoid the twin problems of "textbook coverage" and "activity-oriented" teaching, in which no clear priorities and purposes are apparent. Student and school performance gains are achieved through regular reviews of results (achievement data and student work) followed by targeted adjustments to curriculum and instruction. Teachers become most effective when they seek feedback from students and their peers and use that feedback to adjust approaches to design and teaching. Teachers, schools, and districts benefit by "working smarter" through the collaborative design, sharing, and peer review of units of study.

Understanding by Design

What is itWhy is it so coolWhy does it make DefinedSTEM that much more awesome

Creation of DefinedSTEM Performance Task Products! Evaluate Simulation, Big Ideas, Essential Questions, and Performance Task in Development Collaborative creation of products that incorporate best practices!

Two Stars and a Wish Directions: Provide two stars and a wish as a result of todays investigation and experiences!

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