Innovating the Future of STEM Takes Practices Louis S. Nadelson, Utah State University Anne L....
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Transcript of Innovating the Future of STEM Takes Practices Louis S. Nadelson, Utah State University Anne L....
Innovating the Future of STEMTakes Practices
Louis S. Nadelson, Utah State UniversityAnne L. Seifert, Idaho National Lab
TitleThe potential for students to be performance oriented (focused on grades and getting the correct answer) rather than mastery oriented (focused on developing deep conceptual understanding) in their mathematics and science may hinder deep student engagement and enhanced learning through core STEM practices.
Why the practices?
An Activity• You are to create a holder for your tablet such that it:
– Keeps your tablet 2 cm off the table– Holds the tablet in portrait mode– Is adjustable to three angle settings - 30°, 45° and 60°– Is free standing – will meet criteria without someone holding on
to the device or holder
• Materials limited to 30cm of tape and one file folder• Have 10 minutes• Must work on groups – be all have their own holder
SCIENCE AND ENGINEERING MATH
How deeply did you engage in these practices?
TitleGiven the potential for gains in student knowledge of the work of STEM professionals, particularly in engineering through engagement in the core STEM practices, there is justification for assuring that K-12 teachers are prepared to and are supported in teaching in ways that engage students in core STEM practices.
Justification
TitleCore STEM Rubric
Can identify multiple problems that are not obvious and additional applications of the prototype
Engaged in the process until the model worked effectively – meets criteria
More than one iteration, more choice, met some of the criteria – but not all
Copying others, following step, No modification
Activity
• Consider the Core STEM Practices– Develop the descriptions for:
• Exemplary• Proficient• Developing
– You have 10 minutes
TitleCore STEM Rubric
The Context of STEM
Defining STEM
STEM Continuum
• Shorthand S-T-E-M• Foundational
• Knowledge Level• Direct Instruction
• Content Level• Top Down
• Highly Structured• Lower Order
Thinking• Literacy
•Integrated STEM•Synthesis
•Project Level•Discovery Based
•Bottom Up•Open End
•Ill Structured•Higher Order
Thinking•Proficiency
• Mixed S-T-E-M• Applications
• Problem Level• Guided or
Modeled• Mix of Top Down
and Bottom Up• Some Structured• Mixture of Order
Thinking• Competency
ContextualizedProblem Based
Lesson
Creativity &
Innovation
Critical Thinking
& Problem Solving
Collaboration
Computational Thinking
Computing/ &
Technology
Communication
Commitment
Confidence
Cross-Cultural Sense
Capacityto Lead
Key:No Utilization NO ARROW
Low Utilization
Moderate Utilization
High Utilization
21st Century Skills
Why STEM in context?
CONTENT(Level of STEM Content Knowledge)
CO
NT
EX
T(L
eve
l of
Co
mp
lexi
ty)
Zone of Optim
al Learning
Applicatio
n of 21st C
entury
Practice
s
Identify/Recognize/Classify
Modeling /Simulation
Design/Experimentation
Repurposing/Restructuring
Inventing/Creating
Theorizing/Critiquing/Validating
Innovation
TitleThe focus on core STEM practices in the NGSS and CCSS-Math shifts the goals in STEM education from getting the correct answer when given a problem, to developing an approach to problem solving applying the practices used by STEM professionals in the workplace.
Why the practices?