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Engaging Students with STEM Challenged Based Learning Activities Lancaster Lebanon Intermediate Unit 13 Sunny Minelli Weiland – Curriculum & Instruction.

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Presentation on theme: "Engaging Students with STEM Challenged Based Learning Activities Lancaster Lebanon Intermediate Unit 13 Sunny Minelli Weiland – Curriculum & Instruction."— Presentation transcript:

1 Engaging Students with STEM Challenged Based Learning Activities Lancaster Lebanon Intermediate Unit 13 Sunny Minelli Weiland – Curriculum & Instruction

2 DefinedSTEM.com Joel Jacobsen Joel Jacobsen Drue Feilmeier Drue Feilmeier Sunny M. Weiland Sunny M. Weiland

3 Who are we? Most of you already know…. Most of you already know…. But you may not know... But you may not know... I am here today because... I am here today because...

4 Perfection Challenge What would you design/re-design to allow perfection to be played by astronauts in space? What would you design/re-design to allow perfection to be played by astronauts in space?

5 Why?? Did You Know? Did You Know? Did You Know? Did You Know? Rising Above the Gathering Storm – 10 years Later Rising Above the Gathering Storm – 10 years Later Your ticket out What are your top 5 indicators for urgency? Your ticket out What are your top 5 indicators for urgency?

6 DefinedSTEM.com An opportunity to provide relevance and motivation to students in grades 7-12

7 DefinedSTEM.com Welcome from Chicago, Illinois Welcome from Chicago, Illinois Overview Overview Defined Learning: Defined Learning: Defined STEM: Defined STEM:

8 DefinedSTEM.com Overarching Ideas Overarching Ideas Relevance Relevance Motivation Motivation Career Links to Academic Content Career Links to Academic Content Scope of Technology in Cell Phone Design: sset_guid=fa87353e-7dc bed0- 913bac107901&blnSearch=1 Scope of Technology in Cell Phone Design: sset_guid=fa87353e-7dc bed0- 913bac107901&blnSearch=1 sset_guid=fa87353e-7dc bed0- 913bac107901&blnSearch=1 sset_guid=fa87353e-7dc bed0- 913bac107901&blnSearch=1

9 DefinedSTEM.com

10 STEM in PA Schools

11 Three Forces Changing Our Nations Future Inadequate literacy and numeracy skills among large segments of our student and adult populations Inadequate literacy and numeracy skills among large segments of our student and adult populations An ongoing shift in the demographic profile of our population, powered by the highest immigration rates in nearly a century An ongoing shift in the demographic profile of our population, powered by the highest immigration rates in nearly a century The continuing evolution of the economy and the nations job structure, requiring higher levels of skills from an increasing proportion of workers The continuing evolution of the economy and the nations job structure, requiring higher levels of skills from an increasing proportion of workers

12 Globalization Bachelors degrees in science and engineering make up sixty percent of the total degrees earned in China. Bachelors degrees in science and engineering make up sixty percent of the total degrees earned in China. Five percent of the degrees earned in the United States last year were in science and engineering. Five percent of the degrees earned in the United States last year were in science and engineering. This year, China alone will graduate 350,000 engineers. This year, China alone will graduate 350,000 engineers. By 2010 it is predicted that 90 percent of all the worlds scientists and engineers will be in Asia. By 2010 it is predicted that 90 percent of all the worlds scientists and engineers will be in Asia.

13 Globalization U.S. enrollment in science and engineering has dropped by 12 percent in the last five years. Nearly one-half of all U.S. enrollments in science, technology, engineering and mathematics are students who are non-U.S. citizens. Nearly one-half of all U.S. enrollments in science, technology, engineering and mathematics are students who are non-U.S. citizens. In 1975, the United States ranked third in the world in the percentage of its students who were received degrees in science and engineering. Today we are 17th in the world. In 1975, the United States ranked third in the world in the percentage of its students who were received degrees in science and engineering. Today we are 17th in the world.

14 Regarding Competitive Advantage If you look at India, China, and Russia… even if you discount 90 percent of the people there as uneducated farmers…you still end up with about 300 million people who are educated. Thats bigger than the U.S. work force. If you look at India, China, and Russia… even if you discount 90 percent of the people there as uneducated farmers…you still end up with about 300 million people who are educated. Thats bigger than the U.S. work force. Bob Herbert, New York Times Bob Herbert, New York Times

15 Number of Participants Intel International Science Competition U.S.50,000 U.S.50,000 China China 6 Million SOURCE: Craig Barrett, CEO Intel

16 Challenges The United States ranks tenth among industrialized nations in the percentage of year olds with an Associates degree or higher, and stands as one of the only nations where older adults are more educated than younger adults. The United States ranks tenth among industrialized nations in the percentage of year olds with an Associates degree or higher, and stands as one of the only nations where older adults are more educated than younger adults. The United States ranks near the bottom of industrialized nations in the percentage of entering students that complete a degree program. The United States ranks near the bottom of industrialized nations in the percentage of entering students that complete a degree program. Disparities in educational attainment persist across racial and ethnic groups. 42 percent of whites ages have an Associates degree or higher, compared with 26 percent of African Americans and 18 percent of Hispanics. Disparities in educational attainment persist across racial and ethnic groups. 42 percent of whites ages have an Associates degree or higher, compared with 26 percent of African Americans and 18 percent of Hispanics.

17 Challenges The US will produce approximately 48 million new undergraduate degrees between 2005 and We need to produce approximately 64 million additional degrees over this period to match leading nations in the percentage of adults with a college degree (estimated at 55 percent) The US will produce approximately 48 million new undergraduate degrees between 2005 and We need to produce approximately 64 million additional degrees over this period to match leading nations in the percentage of adults with a college degree (estimated at 55 percent) 16 million degrees will be needed to meet domestic workforce needs 16 million degrees will be needed to meet domestic workforce needs Demographic trends point toward substantial growth in populations historically underserved in higher educationAfrican Americans and Hispanics in particularthis looming degree gap cannot be filled without a strong commitment to erasing racial and ethnic disparities in educational attainment. Demographic trends point toward substantial growth in populations historically underserved in higher educationAfrican Americans and Hispanics in particularthis looming degree gap cannot be filled without a strong commitment to erasing racial and ethnic disparities in educational attainment.

18 Literacy Research 6 million students in grades 6-12 will not graduate HS, or will be unprepared for post secondary education 6 million students in grades 6-12 will not graduate HS, or will be unprepared for post secondary education 30% of HS students do not graduate nationally 30% of HS students do not graduate nationally 51% of Black HS students graduate 51% of Black HS students graduate 52% of Hispanic HS students graduate 52% of Hispanic HS students graduate 75% of students with literacy problems in 3 rd grade will have literacy problems in 9 th grade 75% of students with literacy problems in 3 rd grade will have literacy problems in 9 th grade The US is 15 th in the World in literacy scores The US is 15 th in the World in literacy scores 25% of all HS students read below basic levels 25% of all HS students read below basic levels HS dropouts are 3 times more likely to be on welfare HS dropouts are 3 times more likely to be on welfare 75% of state prison inmates did not complete HS 75% of state prison inmates did not complete HS NASSP. (2005). Creating a Culture of Literacy. Reston: VA

19 The National Challenge More than 3,000 students drop out of high school every day More than 3,000 students drop out of high school every day US reading scores have remained flat for 30 years US reading scores have remained flat for 30 years 31% of high school students take the minimal credits required for college admission 31% of high school students take the minimal credits required for college admission 49% of entering college freshmen need some remediation 49% of entering college freshmen need some remediation 1/4 to 1/3 of freshman do not return for a 2 nd year of college 1/4 to 1/3 of freshman do not return for a 2 nd year of college Yet, 97% of students say they want to go to college and 63% of students enroll in college.

20 Engaging Students in STEM STEM Career Pathways STEM Career Pathways STEM CareerLinkingAcademies STEM CareerLinkingAcademies STEM Job Shadowing STEM Job Shadowing Classroom Integration: DefinedSTEM Classroom Integration: DefinedSTEM

21 DefinedSTEM.com Relevance How Engineering Design Applies to Consumer Products: How Engineering Design Applies to Consumer Products: m?asset_guid= d b ed136&blnSearch=1 m?asset_guid= d b ed136&blnSearch=1 m?asset_guid= d b ed136&blnSearch=1 m?asset_guid= d b ed136&blnSearch=1

22 DefinedSTEM.com Work Environment Jobs of a Civil Engineer Jobs of a Civil Engineer m?asset_guid=857b2d51-140a-458a dc713ab80&blnSearch=1 m?asset_guid=857b2d51-140a-458a dc713ab80&blnSearch=1 m?asset_guid=857b2d51-140a-458a dc713ab80&blnSearch=1 m?asset_guid=857b2d51-140a-458a dc713ab80&blnSearch=1

23 DefinedSTEM.com Connected Educational Extensions & Standards Linked to the Videos Using Virtual Technology to Assist in Rocket Design Using Virtual Technology to Assist in Rocket Design ?asset_guid=6d37717d ab70- a5fa946e793c&blnSearch=1 ?asset_guid=6d37717d ab70- a5fa946e793c&blnSearch=1

24 DefinedSTEM.com Website navigation Website navigation Searching content Searching content Standards Alignment Standards Alignment Web Based Education Resources Web Based Education Resources Social Networking Social Networking

25 DefinedSTEM.com The Performance Task The Performance Task Problem Based Learning Problem Based Learning Multiple Intelligences Multiple Intelligences Differentiated Instruction Differentiated Instruction Authentic Assessment Authentic Assessment Alignment with Standards & Curriculum Alignment with Standards & Curriculum (Sample Handout)

26 DefinedSTEM.com Passwords Passwords Professional Development Professional Development

27 DefinedSTEM.com Questions and Answers Questions and Answers Thank you!!!

28 Motivation and Learning Learning and student achievement, always having been a priority, has new meaning. Learning and student achievement, always having been a priority, has new meaning. Can we motivate and prepare students to be successful in a variety of assessment circumstances while cultivating critical thinking, problem solving skills, innovation, imagination, creativity and collaboration? Can we motivate and prepare students to be successful in a variety of assessment circumstances while cultivating critical thinking, problem solving skills, innovation, imagination, creativity and collaboration?

29 Experiential learning ~ Experiential learning ~ construction of knowledge ~ powerful Performance tasks ~ blur the line between teaching and assessing! construction of knowledge ~ powerful Performance tasks ~ blur the line between teaching and assessing!

30 Our Purpose Understand that good assessment is good instruction and vice versa! Understand that good assessment is good instruction and vice versa! Experience processes involved in using and designing performance tasks Experience processes involved in using and designing performance tasks Develop performance assessments Develop performance assessments

31 Assessing Assessments Performance Task Traditional Assessment

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33 Performance Assessments Students construct responses and knowledge Students construct responses and knowledge Create products, or perform demonstrations to provide evidence of their knowledge and skill Create products, or perform demonstrations to provide evidence of their knowledge and skill Adapt the content knowledge and apply it to a situation based in reality Adapt the content knowledge and apply it to a situation based in reality Motivate students with engagement in a scenario Motivate students with engagement in a scenario Students solving problems nurturing critical thinking, communication, teamwork, and problem solving Students solving problems nurturing critical thinking, communication, teamwork, and problem solving

34 Why Performance Assessments? Learning should prepare students for life by being an integral part of life itself -- John Dewey Learning should prepare students for life by being an integral part of life itself -- John Dewey Simulating real problems and real problem-solving is one way to encourage this connection! Simulating real problems and real problem-solving is one way to encourage this connection! Performance assessments give students opportunities to choose among a diverse selection of projects Performance assessments give students opportunities to choose among a diverse selection of projects Performance assessments facilitate the creation of learning opportunities based upon students individual interests and strengths Performance assessments facilitate the creation of learning opportunities based upon students individual interests and strengths Shift from How will we test students on what we have taught? to What performances can we design to see what students can do with what they know? Shift from How will we test students on what we have taught? to What performances can we design to see what students can do with what they know?

35 One of the challenges in teaching is designing, and to be a good designer you have to think about what you're trying to accomplish and craft a combination of the content and the instructional methods, but also the assessment. Grant Wiggins, co-author of Understanding by Design"

36 Characteristics of Performance Assessments Students as active participants, not passive selectors of a right answer Students as active participants, not passive selectors of a right answer Outcomes should be identified and should guide the design of the task Outcomes should be identified and should guide the design of the task Student activities should match the objectives and allow student demonstration of mastery of intended outcomes Student activities should match the objectives and allow student demonstration of mastery of intended outcomes Students should actively apply knowledge and skills to reality based situations and scenarios Students should actively apply knowledge and skills to reality based situations and scenarios Clear set of criteria should be available to help judge the proficiency of student response Clear set of criteria should be available to help judge the proficiency of student response

37 CBL & GRASPS Designing a Challenge Based ~ Performance Assessment 1. Overview 2. Defined Learning Integration 3. Essential Questions 4. Title 5. GOAL Reflect on standards identified 6. * Identify observable and measurable indicators for each standard 7. ROLE Generate a meaningful context for the task (real issues, problems, themes, student interest areas) 8. AUDIENCE Identify an audience for which the students are working 9. SITUATION Crete a scenario in which the student learning is embedded. Promote thinking skills & processes that encourage application of knowledge and skills 10. PRODUCTS OR PERFORMANCES 11. STANDARDS FOR SUCCESS

38 Overview The purpose of this section is to provide the teacher and/or student with the big idea. The purpose of this section is to provide the teacher and/or student with the big idea. The first sentence should consider the essential content aligned with the appropriate academic standard. The first sentence should consider the essential content aligned with the appropriate academic standard. The second sentence should provide the overarching connections for utilization of the Defined STEM videos. The second sentence should provide the overarching connections for utilization of the Defined STEM videos. The final statement should connect the potential career connections that may be associated with the performance task. The final statement should connect the potential career connections that may be associated with the performance task. Considerations may also be given to the career pathways that may be followed through course selection. Considerations may also be given to the career pathways that may be followed through course selection.

39 DefinedSTEM Integration After you review the various Defined STEM videos associated with the theme and/or big idea for your task, you will choose three or four videos to provide relevance, engagement, and motivation for your students. After you review the various Defined STEM videos associated with the theme and/or big idea for your task, you will choose three or four videos to provide relevance, engagement, and motivation for your students. The videos should be placed here in the order that they will be most useful for completing the performance task. The videos should be placed here in the order that they will be most useful for completing the performance task.

40 Essential Questions Essential questions are broad in scope and are relevant beyond the classroom experience. A good essential question should cultivate a sense of curiosity and motivate student to seek answers. Essential questions are broad in scope and are relevant beyond the classroom experience. A good essential question should cultivate a sense of curiosity and motivate student to seek answers. They should be open-ended and thought provoking and not answerable with a simple yes or no (Wiggins & McTigue, 2005). A strong essential question provides a link to prior knowledge as well as gives personal meaning to the student. They should be open-ended and thought provoking and not answerable with a simple yes or no (Wiggins & McTigue, 2005). A strong essential question provides a link to prior knowledge as well as gives personal meaning to the student. For the performance task, one and a maximum of two should be present. These questions bring about student inquiry. They should help set the focus for the performance task. They should be compelling and promote higher order thinking skills. For the performance task, one and a maximum of two should be present. These questions bring about student inquiry. They should help set the focus for the performance task. They should be compelling and promote higher order thinking skills.

41 Sample EQs! Delaware Department of Education: Delaware Department of Education: al%20Questions.pdf al%20Questions.pdf al%20Questions.pdf al%20Questions.pdf Derry Village School: Derry Village School: p_essential.htm p_essential.htm p_essential.htm p_essential.htm Glastonbury Public Schools: Glastonbury Public Schools: https://www.glastonburyus.org/curriculum/foreignlanguag e/foreignlanguagecurriculum/essentialquestions/Pages/d efault.aspx https://www.glastonburyus.org/curriculum/foreignlanguag e/foreignlanguagecurriculum/essentialquestions/Pages/d efault.aspx https://www.glastonburyus.org/curriculum/foreignlanguag e/foreignlanguagecurriculum/essentialquestions/Pages/d efault.aspx https://www.glastonburyus.org/curriculum/foreignlanguag e/foreignlanguagecurriculum/essentialquestions/Pages/d efault.aspx Greece Central School District: Greece Central School District: 12/Essential%20Questions/Index.htm 12/Essential%20Questions/Index.htm 12/Essential%20Questions/Index.htm 12/Essential%20Questions/Index.htm Greenville County Schools Online: Greenville County Schools Online:

42 Title After you create your GRASPS, be sure to give it a catchy title! After you create your GRASPS, be sure to give it a catchy title! May want to relate the title to the goal, role, scenario for students! May want to relate the title to the goal, role, scenario for students!

43 Academic Standards Please choose the academic standards, big idea and essential question from Pennsylvania that best meet the teaching and learning expectations associated with this performance task. Please choose the academic standards, big idea and essential question from Pennsylvania that best meet the teaching and learning expectations associated with this performance task. The standards should reflect what a student should know and be able to do at the completion of this task. The standards should reflect what a student should know and be able to do at the completion of this task. When choosing the standards, please be sure to select the appropriate benchmarks that link the content and processes with the appropriate grade level. When choosing the standards, please be sure to select the appropriate benchmarks that link the content and processes with the appropriate grade level.

44 GOAL Thinking about the objective for students… Reflect on the assessment anchors ~ select ideas that you would like to investigate in your classroom!! Reflect on the assessment anchors ~ select ideas that you would like to investigate in your classroom!! What performances would allow students to demonstrate mastery of the knowledge and skills identified within the academic standard or assessment anchor? What performances would allow students to demonstrate mastery of the knowledge and skills identified within the academic standard or assessment anchor? How can students create answers or products to demonstrate knowledge and skills? How can students create answers or products to demonstrate knowledge and skills?

45 Why performance tasks? The performance task is an authentic, real-world problem or scenario that provides students the opportunity to demonstrate understanding of critical content, concepts, and processes. The performance task is an authentic, real-world problem or scenario that provides students the opportunity to demonstrate understanding of critical content, concepts, and processes. The first four sections are concerned with building an appropriate context in which students can operate. The products should compliment the context. Decisions will need to be made by educators in terms of which products may be required, which products are part of student choice and differentiation, and which products will be scored formally. The answers to these questions may vary by system, school, classroom, and/or student. The first four sections are concerned with building an appropriate context in which students can operate. The products should compliment the context. Decisions will need to be made by educators in terms of which products may be required, which products are part of student choice and differentiation, and which products will be scored formally. The answers to these questions may vary by system, school, classroom, and/or student.

46 Goal GOAL: Establish the goal or problem that begins to set the context for the scenario. GOAL: Establish the goal or problem that begins to set the context for the scenario. Please consider the following guiding stems to help with development: Please consider the following guiding stems to help with development: Your goal is to ……………. Your goal is to ……………. The problem that you must solve is …………….. The problem that you must solve is ……………..

47 Observable Outcomes My performance assessment will focus on the ability of my students to: Compare and contrast simple machines to complex machines Compare and contrast simple machines to complex machines

48 3. Generate a meaningful context for the task (real issues, problems, themes, student interest areas) 4. Identify thinking skills or processes that encourage application of knowledge and skills 5. Identify student products or performances Next Steps…

49 ROLE Define the role of the students in the performance task that aligns appropriately with the context for the scenario. Define the role of the students in the performance task that aligns appropriately with the context for the scenario. This role should have a connection to a career and potentially to the careers discussed in the DefinedSTEM videos. This role should have a connection to a career and potentially to the careers discussed in the DefinedSTEM videos. Please consider the following guiding stems to help with development: Please consider the following guiding stems to help with development: Your job is …………. Your job is …………. You have been asked to ……………You are a graphic designer and have been asked to assist in the creation of cartoon characters created in the likeness and movement of simple and complex machines. You have been asked to ……………You are a graphic designer and have been asked to assist in the creation of cartoon characters created in the likeness and movement of simple and complex machines.

50 Possible Roles for these tasks Advertiser Advertiser Author Author Political Candidate Political Candidate Cartoon Character Cartoon Character Coach Coach Composer Composer Filmmaker Filmmaker Teacher Teacher Lawyer Lawyer Newscaster Newscaster Photographer Photographer Detective Detective Interviewer Interviewer Researcher Researcher Playwright Playwright Park Ranger Park Ranger Tour Guide Tour Guide Travel Agent Travel Agent Nutritionist Nutritionist Board Member Board Member Caterer Caterer Translator Translator Engineer Engineer Scientist Scientist Doctor Doctor Fire Fighter Fire Fighter Police Officer Police Officer

51 AUDIENCE Identify the target audience within the context of the scenario. Identify the target audience within the context of the scenario. Please consider the following guiding stems to help with development: Please consider the following guiding stems to help with development: Your clients are ……… Your clients are ……… You will need to convince ……… You will need to convince ……… Your creation will be evaluated by executives at Disney??? Your creation will be evaluated by executives at Disney???

52 SITUATION Set the context of the scenario and explain the situation so the students understand the background and why they need to solve the problem. Set the context of the scenario and explain the situation so the students understand the background and why they need to solve the problem. Please consider the following guiding stems to help with development: Please consider the following guiding stems to help with development: The problem to be solved is …… The problem to be solved is …… The challenge you face is ……… The challenge you face is ………

53 PRODUCT/PERFORMANCE Clarify what the students will create and why they will create it. Clarify what the students will create and why they will create it. Consider the multiple intelligences in terms of how students learn and the ways in which they can demonstrate their understandings of the content and the processes. Consider the multiple intelligences in terms of how students learn and the ways in which they can demonstrate their understandings of the content and the processes. May be developed as a number of smaller projects that can involve student choice or the teacher may consider a required assignment and the opportunity for students to select supplementary products that may reinforce the required product. May be developed as a number of smaller projects that can involve student choice or the teacher may consider a required assignment and the opportunity for students to select supplementary products that may reinforce the required product. Products are vehicles for the students in terms of demonstration of understanding. Products are vehicles for the students in terms of demonstration of understanding. The products should include a writing prompt(s) to provide the students with writing practice. By providing writing prompts, teachers can provide students with inspiration, provide students with initial focus and purpose for writing, and ease students into the habit of writing. The products should include a writing prompt(s) to provide the students with writing practice. By providing writing prompts, teachers can provide students with inspiration, provide students with initial focus and purpose for writing, and ease students into the habit of writing. As you review the samples, you will see considerations for technology, hands-on learning, global attributes, and integration with the arts. The potential products also have strong alignment with the multiple intelligences. As you review the samples, you will see considerations for technology, hands-on learning, global attributes, and integration with the arts. The potential products also have strong alignment with the multiple intelligences.

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55 Possible products for these tasks… Advertisement Advertisement Brochure Brochure Puzzle Puzzle Magazine Article Magazine Article Memo Memo Position Paper Position Paper Poem Poem Questionnaire Questionnaire Story Story Test Test Journal Journal Blog Blog Movie Movie Discussion Discussion Skit Skit Speech Speech Song Song Dance Dance Newscast Newscast Play Play Advertisement Advertisement Collage Collage Collection Collection Graphic Graphic Diagram Diagram Model Model Map Map Painting Painting Photograph Photograph

56 Standards/Criterion Indicators Create rubrics for students or collaboratively develop them with the students. Create rubrics for students or collaboratively develop them with the students. May consider the creation of performance standards/anchor products. May consider the creation of performance standards/anchor products.

57 Aligning with PDE SAS

58 Thank You! Sunny Minelli Weiland


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