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NEW STOMPER TRAINING Tuesday January 20, 2015. INTRODUCTIONS!  You get 15 seconds, no “um”, no “like”, and you can’t stop talking!  If you break the.

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Presentation on theme: "NEW STOMPER TRAINING Tuesday January 20, 2015. INTRODUCTIONS!  You get 15 seconds, no “um”, no “like”, and you can’t stop talking!  If you break the."— Presentation transcript:

1 NEW STOMPER TRAINING Tuesday January 20, 2015

2 INTRODUCTIONS!  You get 15 seconds, no “um”, no “like”, and you can’t stop talking!  If you break the rules, start over!

3 AGENDA  Intro to STOMP  Logistics  ACTIVITY: Evaluate “Paper Towers”  A Crash Course-- What makes a STOMP Classroom?  Break  ACTIVITY: Your Engineering Design Process  Unit Design  Wrap-Up

4 STOMP MANAGEMENT  Manager: Jess Scolnic  Exec Board: Emily Taintor, Devyn Curley, Matt Mueller, Alex Pugnali, Daniela Torres, Ali Boreiko  CEEO Administrators: Magee and Lynne

5 A BRIEF HISTORY OF STOMP  CEEO started in the early 90’s, Chris Rogers and Ioannis Miaoulis  STOMP started in 2001 with 2 classrooms and 5 STOMPers  “3 phase model” – no longer in use  RCX  2011: W-STOMP  Now: ~32 classrooms and ~60 STOMPers  New mission statement:  STOMP ‘s mission is to improve K-8 engineering education with a strong partnership between educators and university students. Through this collaboration in the classroom, K-8 students engage in meaningful engineering work with positive STEM role models while educators learn technical content. University students gain first hand education experience, as well as engineering enrichment as they must truly master technical concepts in order to teach them effectively.

6 LOGISTICS: CEEO  Tufts Center for Engineering Education and Outreach  Now located at 200 Boston Ave!  Engineering Research, Education Research, Outreach, Classes  Kids CAN!

7 LOGISTICS: THE CEEO  … is a really cool place! I would argue the coolest place at Tufts.  Be respectful of the space, and everyone’s time.  If you want to get more involved, awesome!  STOMP exec board, committees  Research  Summer Jobs  Workshops

8 LOGISTICS: GETTING HIRED + LOGGING HOURS  You will fill out paperwork next week to be hired, hang in there– you can backlog all this time.  You can log anything that is related to STOMP – 10 hr max  Typically 3-6 hrs. More I will ask you to account for your time.  Planning time, Wednesday meetings, travel time, teaching, meetings w/ teachers, travel reimbursement.  This meeting!  Link:  Create a user name and pw

9 LOGISTICS: MATERIALS  We have tons of materials in the supply closet  Check there before you order or go buy anything  Please keep the closet neat!!  Email Magee 1-2 weeks in advance if we are out of something you need  She’ll order it, much cheaper  LEGO Kits and Computers: Once you meet with your teacher and figure out what you want to do, if you need LEGO kits (NXT or EV3 or WeDo) email me ASAP

10 LOGISTICS: TRANSPORTATION  Driving the STOMP car  E-mail me to take a driving test!  Not scary!  Taking the T  Buy a charlie card with all your trips on it, get reimbursed.  Personal car  Print out a map of your route, get reimbursed # trips x mileage

11 LOGISTICS: TAKING PHOTOS IN CLASS  To take photos with kids’ faces in them, you need to receive signed Photo Release Forms  On website:  Keep track of who has signed and who hasn’t– it can get confusing!  Print out class photo, circle those that can be photographed  We have permission to take photos of student work, backs of heads with no release forms

12 EVALUATE AN ACTIVITY:  Paper towers  Get with a partner you don’t know.  Challenge: Build the tallest freestanding structure.  Materials: 5 sheets of paper, 1 foot of tape, 10 minutes

13 GENERAL CLASSROOM STANDARDS  Failure is to be celebrated! No problem in STOMP should have one solution---discuss how to improve designs, not how to “get it right.”  Actively listen to students’ ideas: try and figure out what they are really trying to say, not just what you want to hear.  Speak to students in an age-appropriate way; don’t be condescending.  Avoid sarcasm and singling out students (even if you think it is positive.)  Express specific, constructive praise:  “Wow! The way you attached your wheels to your motors looks really sturdy!”  NOT: “Great job on your car!”

14 A TYPICAL CLASSROOM  Introduction: How to “hook” students  Activity: how to help out during chaos  Wrap Up: How to make sure everyone is excited for next time!

15 INTRODUCTION  Make real world connections  Videos, photos, books give a more shared experience everyone can draw on  Review previous activities (Who can tell us what we did last week?)  Set up a plan for the day (eg: write a schedule on the board)

16 DURING THE CHAOS  Group solutions (brainstorm a bit as a class, works well for more open-ended projects)  Engineering Proposals  Post the Schedule  “Engineering Breakout”  Split the class in half  Balance frustration with progress  Lead students away from the “one right answer” attitude

17 WRAP - UP  Ways to Wrap-Up a Lesson:  Status Updates  Challenge Breakdown  Review of Context and Purpose  Questions and Ideas for Next Time

18  Remember to take a break  Tour of the CEEO!

19 RESOURCES  The website  Documents  Handbook  What your classroom did last semester  Logging hours

20 THE ENGINEERING DESIGN PROCESS: BREAK IT DOWN  Can’t emphasize every step in every lesson– 1 hour is short!  Long term projects:  Eg: weeks 1 and 2 are about planning and research, weeks 3-5 are building and testing, weeks 6-8 are final evaluation and redesign  Encourage students and build in support based on what is important to the project  Planning  Doing research  Testing, Evaluation, and Redesign  Constructing products representative of their ideas


22 UNIT DESIGN: THINKING ABOUT THE BIG PICTURE  Activity cohesion: build on what students already understand  (But don’t be afraid to throw them into the deep end sometimes!)  Strive to:  Help students use what they know to inform their designs  Help students pursue ideas to the best of their ability: give them tools, not answers  Don’t withhold necessary information, but make sure you’re helping them with their idea, not yours  Have fun! And make sure your students do the same.

23 UNIT DESIGN: WHERE IT ALL STARTS  Next week, you will go to your school one or two times, and accomplish three things:  1. Observe your classroom for 30 minutes.  2. Meet with your teacher for 15-30 min.  3. Teach a 15-30 minute intro lesson: eg: spaghetti towers.  Can extend to whole STOMP time if your teacher okays.

24 UNIT DESIGN: TEACHER MEETINGS  Introduce yourselves, your experience with STOMP  Discuss their goals for their class, their expectations  Logistics:  Schedule: vacations, field trips, etc. You must have 8-10 classes!  Technology available and preferences (computers, NXT, WeDo)  Talk about classroom norms and rules  Teacher impressions of their students  Curriculum: come prepared with a few options, background knowledge of the classroom + its standards  Bring curriculum catalog  If you know your teacher wants to do IEL, ask about book titles that they will be reading!

25 ADVICE FROM VETERAN STOMPERS  Learn students’ names  Let kids struggle through problems– guide them, ask lots of questions (what are you thinking?), but don’t just give them the answer (even if it’s tempting!)  Balance frustration and success  If you’re excited, students will be excited  Don’t be rushed or worried about being off schedule  It’s more important to do one thing in depth that the students are excited about and understand  You have the privilege that you don’t have mandatory curriculum! So be flexible  Pay attention to students--- you will get the sense if students don’t get it  Ask questions!! Don’t be afraid! Me and your exec board are here to guide you– bring things to STOMP meetings, email me, stop by. I LOVE being informed (cc me on emails, etc)

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