The Pennsylvania Institute for Instructional Coaching (PIIC)
STEM Education Toolbox for Coaches January PIIC PLO 2014
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Transcript of STEM Education Toolbox for Coaches January PIIC PLO 2014
Presented by PIIC Mentors:Melissa Petrilak, Colonial IU20
Evelyn Wassel, Ed.D., Schuylkill IU29
STEM Education Toolbox for
CoachesJanuary PIIC PLO 2014
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
Source: Joey Rider-Bertrand, IU13
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.
STEM
ScienceTechnologyEngineeringMath
Source: Joey Rider-Bertrand, IU13
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
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
That’s your role as coach!!!
Goals of the Session
Why teach STEM?Tools to share with teachersHow to start conversationsLesson Plan Resources
Source: Joey Rider-Bertrand, IU13
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.
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).”
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.
STEM, Literacy and PA Core
3.5 Reading Informational Text
• Students read, understand, and respond to informational text-with emphasis on comprehension making connections among
• Ideas and between texts with focus on textual evidence
8.6 Writing • Students write for different purposes and audiences.
• Students write clear and focused text to convey a well-defined perspective and appropriate content
Math Practice PA Core Standard#1
Make sense of problems and
persevere in solving them
Check their answers to problems using different methods and continually ask themselves, “Does this make sense?”
Explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends.
#2Reason abstractly and
quantitatively
Reason inductively about data, making plausible arguments that take into account the context from which the data arose.
STEM, Literacy and PA Core
STEM, Literacy and PA Core
Math Practice PA Core Standard#3
Construct viable arguments and
critique the reasoning of others
Justify their conclusions, communicate them to others, and respond to the arguments of others.
Compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is.
Determine domains, to which an argument applies, listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Reason inductively about data, making plausible arguments that take into account the context from which the data arose.
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…
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
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.
Term What does it mean to you?
Picture Where can I find a definition?
What Could Students Read?
News sourcesNonfiction books
Walter Isaacson’s biography of Steve JobsCheryl Strayed’s WildMalcom Gladwell’s OutliersMary Roach’s Stiff
Malcolm Gladwell’s Outliers
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.
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
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
Video Tools
A,E,I,O,U
I See – I Think – I Wonder
KWHL
Prediction – Conclusion – Evidence
Anticipation Guides
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.
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.
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
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
Teachers struggle with…
What are the specific skills or knowledge that 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?
McREL
Students struggle with…
Organizing ideas as they read.Making meaningful connections.Persevering through reading material
Mathematics Tackling vocabularyDecoding symbolsReading at the text levelUnderstanding text organization
McREL Draft
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 to talk about math.
Actual student answer to a math problem
What am I?
Communicating MathVocabulary
“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
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
Informal vs. Formal Language & Vocabulary
Informal Vocabulary Formal Mathematical VocabularySplit
Take awaySlideTurnFlip
ChangeSameMoreLess
HoldsInside
AroundCrossTotal
DivideSubtract
TranslationRotation
ReflectionTransformation
Congruent/EqualGreaterFewer
CapacityInterior/Area
PerimeterIntersection
Sum
Some math words are shared with English and have comparable meanings, but the math meaning is more precise
SimilarMedianEdgeReflectionFractionAverage
• Divide• Equivalent• Even• Difference• Variable• Slope
Some words have more than one mathematical meaning
Inverse
Round
Square
Range
Base
Median
Degree
Vocabulary Strategies
Word Sort
Closed-Sort, Open-Sort
Frayer Model
Verbal/Visual Word Association
Concept Circles
Word Web
Semantic Feature Analysis
Concept Map
Abbreviations are often used in place of the complete word or phrase
Inverse for inverse functionsin for sinecos for cosinetan for tangent
Vocabulary Word Sorts
Closed Sort-Teacher provides the categoriesOpen-Sort-Students group words into categories
Closed Word Sort
edgesdiagonal
angles
circumference
perimeter
•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.
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
List-Group-Label (Dump and Clump) Generate a list of words and phrases that you
associate with this term.
Place words in dumpster.
Measurement
What do these words have in common?In your group, organize the words into categories.(Categories should be mathematically significant.)
Categorize in the Clumpster.
List – Group - Label
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
Vocabulary Connector
Column 1 Down:_________________________________________________
Column 2 Down: ______________________________________________________
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.
Frayer ModelDefinition (in own words)
Characteristics
Examples (from own life)
Term/Concept
Frayer Model
Sample Frayer ModelA flat, 2-dimensional figure made up of line segments (sides)
ClosedPlane figureMore than 2 straight sides
PentagonHexagonSquare
CircleConeCylinder
Polygon
Verbal/Visual Word Association
Divide a square into four equal partsUpper –left is for the term/conceptLower-left is for a definitionUpper-right is for a drawingLower-right is for their personal association or a list of
examples
Verbal/Visual Word Association
Vocabulary Term Visual Representation
Definition Personal Association or Characteristic
Right Triangle
A triangle with one right (90˚) angle
Concept Circles
Study words and relate them to each other conceptually
Identify common attributes that exist between several words or concepts
Circle
HyperbolaParabola
Ellipse
Concept: Conic Sections
Concept Circles
Which term does not belong?
Students identify the concept as well as which term does not belong.
Pentagon
CircleHexagon
Square
Concept:_____________
Concept Circles
Fill in the missing section
Students identify a number that fits the concept.
_____
436
100
Concept: Square Numbers
Word Web/Concept Map
Graphs
types
talking about data
parts
median
modemean
labelaxes
title
key
bar graph
line plotline graph
stem and leaf plot
Semantic Feature Analysis
Category: PolygonsTerms: Features/Properties
Three-Sided Four-Sided Equilateral Convex Opposite Sides Parallel
Square X X X XTriangle X X
Rectangle X X X
Quadrilateral X
Trapezoid X X
Concept MapWord
Synonyms Things that are like this Antonyms
How to Start Conversations
Get 2 departments to plan one lesson
Projects to incorporate engineering
Tying It All Together…
How can the opening lesson on Iditarod be extended to a STEM lesson?
http://padlet.com/wall/STEMIditarod
References
Information for slides 3,4,5,6,7,10 from 2013 SAS Institute – created by Joey Rider-Bertrand, IU13
STEM, Literacy and the Common Core Standards by Shannon Reed, 8/21/12
CASH In
Cognitive-Intellectual
Affect
Strengthen/Share
Helpful