Download presentation

Presentation is loading. Please wait.

Published byVictoria Harper Modified over 3 years ago

1
STEM Curriculum Integrations

2
The Mathematicians/ Scientists/Engineers Notebook

3
What is it? An adaptation of the Scientists Notebook – East Bay Educational Collaborative

4
Students Model the Way Mathematicians, Scientists, and Engineers Work Each notebook is unique to that person, that problem, that situation The notebook is a collection of thoughts, ideas, sketches, data, equations – a running record of the mathematicians/scientists/engineers thoughts

5
Students Model the Way M/S/E Work It is not necessarily organized or neat There is no right way or format Dr. Jennifer Anderson, Brown University

6
Why use the M/S/E Notebook? From Galileo to todays scientists and mathematicians …, notebooks have been used to document …discovery. Notebooks are also effective tools in the classroom. They make science and mathematics experiences more meaningful and authentic for students as they observe, record, and reflect on what they've learned.

7
Students use notebooks during class As a guide and/or reference As a place to record data, observations, illustrations, reflections questions, ideas while working As a place to collect and record claims and evidence to support their inquiry To make thinking visible To document their organizational growth over time Notebooks make students accountable for their learning …Dr. Jennifer Anderson, Brown University

8
Using the M/S/E Notebook Thinking strategies Before………. Entries from the notebook template During……. After…….. Content reading and writing related to inquiry Making connections Activating prior knowledge Asking question …Dr. Jennifer Anderson, Brown University

9
BEFORE….. I Know/ I Wonder chart Visualizations VIP/MVP FQR Quick writes Anticipation guide KWL Concept maps …Dr. Jennifer Anderson, Brown University

10
DURING… Implementing the M/S/E notebook template Focus questions Predictions Planning Data/observations Claims and evidence Making Meaning Conference Conclusions …Dr. Jennifer Anderson, Brown University

11
AFTER….. Summarizing Making connections Note taking from a reading/ exemplar Key word/key idea drawings Compare/contrast charts VIP/MVP Information circles Revisit KWL and I wonder charts …Dr. Jennifer Anderson, Brown University

12
Lets Begin Materials: – Notebook – Post-it® notes – Post-it® flags – Scissors – Tape, glue – Handouts

13
Bell Ringer What Year Am I? On January 30 of this year, the first radio broadcast of The Lone Ranger was heard in the United States. The song played at the beginning of the program was the William Tell overture from Rossinis opera. The program started and ended with the phrase Heigh-ho, Silver.

14
What Year Am I? The product of my tens and units digits is equal to my hundreds digit. My tens and units digits could be the sides of a square with a perimeter of 12. – What year am I? 1933

15
A Task…

16
Counter examples

17
A Formative Assessment

18
Beliefs About Inquiry & Problem Solving For all students! Chaotic! Easy to implement! Eats up valuable time and money!

19
1. For students to be truly engaged in scientific inquiry they have to be doing hands-on activities.

20
2. With all of the Learning Expectations that students need to meet, teachers often conclude that there really isnt enough time in the day for problem solving or inquiry.

21
3. Scientific inquiry and mathematical inquiry are essentially one and the same.

22
4. Students typically hesitate to begin representing a problem unless they can see a sure method for solving it.

23
5. Inquiry and problem solving both involve step-by-step processes that must be followed.

24
6. What students learn through inquiry or problem solving cannot be accurately assessed.

25
7. Student success in inquiry and problem solving is very much age-dependent.

26
8. Solving a multi-step problem can be discouraging because students have difficulty identifying the piece to work on first or work on too many parts at once.

27
9. Students believe that there is only one correct way to solve a problem and only one correct answer.

28
10. Students believe that a problem can either be solved quickly or that its not possible to solve the problem…end of story.

29
Why Do We Need STEM Education?

30
Paper Cup Challenge MATERIALS: small paper drinking cups 2 cardboard squares 24" X 24" each INQUIRY: Can you make a platform with cups and a piece of cardboard that will support your weight?

31
Instructions Place one cardboard square on the floor, and put a bunch of cups face down on top of it. When you think you have enough cups to support your weight, put the other cardboard square on top. With a friend to spot you, carefully stand on the platform. Did the platform hold you? If it did, try using fewer cups. Try to determine the minimum number of cups that are needed to support your weight.

32
The Results? How would you go about finding the smallest number of cups needed to support your weight? Why do you think cups are often tapered so they are a little wider at the top that at the bottom? Is the round shape important?

33
The Results? What do you think would happen if you tried this activity with milk cartons or some other shape? When columns are used to support a building, what are the advantages of using hollow columns? What are the disadvantages?

34
THE INQUIRY WHEEL

35

36
George Pólya

37
Inquiry vs. Engineering Design vs. Problem Solving

38
Webbs Depth of Knowledge Levels

39
Assessments Assessment – What comes to mind? – Pre-Assessment – Formative Assessment – Summative Assessment

40
Assessment Card Sort In your group study briefly the assessment flow charts Divide the assessment cards and classify them according to – Pre – Formative – Summative

41
Exploring Websites: Function and Fun

42
STEM Resources

43
Stem Resources Standards: – Users Guide – Standards/Learning Progression Apps: – Assessment Collection – Inquiry Teaching Strategies – Standardized Test Item Finder

44
TN Electronic Learning Center Curriculum Resources Standards Aligned Podcasts

45
National Council of Teachers of Mathematics

46
Illuminations

47
NSDL/Shodor

48
AIMS

49
Vocabulary Visuwords: Wordle:

50
History of Math Mac Tutor

51
Texas Instruments

52
Trade Books

53
Other Resources Time to investigate….

54
Formative Assessment: Concept Cartoons A typical Concept Cartoon has the following features: 1. Visual representation of scientific ideas 2. Minimal text, in dialogue form 3. Alternative ideas about the situation 4. Ideas are applied in everyday situations 5. The scientifically/ mathematically acceptable viewpoint is included in the alternatives 6. Alternatives are given equal status

55
Next Steps… Needs…. Time available…. – Suggested dates are one day during intersession (March 15 th or March 18 th ) and Saturday, May 7 th. – Follow-up meetings, once a month, via webcast/satellite, can be held to work with the teachers in small groups as they begin the process of reviewing resources available for stem curriculum integrations.

56
Next Steps… SUMMER TRAINING SCHOOL YEAR SCHOOL YEAR

57
Q & A Tammy L Jones

Similar presentations

© 2017 SlidePlayer.com Inc.

All rights reserved.

Ads by Google