1. Welcome!! As you find your seat, please complete the following task. Welcome!! As you find your seat, please complete the following task. Your Task Using the paper provided at your seat, bullet 3 to 5 ideas that describe what you know or think about STEM Education in the State of Maryland. Using the paper provided at your seat, bullet 3 to 5 ideas that describe what you know or think about STEM Education in the State of Maryland. When you have finished, either crumple your paper into a ball or create a paper airplane When you have finished, either crumple your paper into a ball or create a paper airplane WAIT FOR FURTHER INSTRUCTIONS.

2. Integrating Standards through STEM Education Explore an Integrated Approach to Instruction. Using real-world context and collaborative interaction, participants will work together to develop an outline for a potential lesson or unit that integrates standards from multiple content areas.

3. Today’s Outcomes  Generate a bank of real-world problems, challenges, and/or global issues around which to design a STEM learning experience.  Develop an outline for a potential learning experience that integrates standards from multiple content areas.  Change your perspective about how you plan and implement STEM-centric instruction.

4. Task Share Out  Using the paper provided at your seat, bullet 3 to 5 ideas that describe what you know or think about STEM Education in the state of Maryland.  When you have finished, either crumple your paper into a ball or create a paper airplane.

5. STEM Education in Maryland STEM Education is an approach to teaching and learning that integrates the content and skills of the STEM disciplines and other disciplines to answer complex questions, investigate global issues, and solve real-world problems and challenges to prepare students for post- secondary study and the 21 st century workforce.

6. should always include a connection to a career field so that students recognize the practical application of knowledge and skills in everyday life. STEM Education

7. Wh ere to Start… Designing a STEM- Centric Experience

8. STEM STANDARDS OF PRACTICE When designing a STEM-Centric learning experience it is important to start first with Content Standards and the STEM Standards of Practice. CONTENT STANDARDS

9. Implementing STEM Instruction Implementing STEM Education should not disrupt, displace, or add on to curricular pacing.Implementing STEM Education should not disrupt, displace, or add on to curricular pacing. STEM Education complements the continuum of content instruction that would occur during the day.STEM Education complements the continuum of content instruction that would occur during the day. Two approaches to implementation:Two approaches to implementation: Projects and/or Themes that Span Multiple Disciplines Projects and/or Themes that Span Multiple Disciplines Content – Based Infusion Content – Based Infusion

10. Creating a STEM-Centric Lesson Return

11. REAL-WORLD CONNECTION In the specified folders, you will find a variety of real-world connections. Do not limit yourself to the ones in the folder – they are there to help inspire you and support your thoughts and ideas.

12. OTHER CONTENT AREAS Think about other content areas that naturally fit with the real-world connection you chose.

13. CAREER CONNECTIONS What career connections relate to the experience you would like to create?

14. CREATING YOUR STEM-CENTRIC EXPERIENCE STEM CONTENT REAL-WORLD CONNECTIONS OTHER CONTENT CAREER CONNECTIONS COMPLEX QUESTIONS CHALLENGES REAL WORLD PROBLEMS W E A V E I T T O G E T H E R

15. What Makes A Good Question, Issue, Problem, or Challenge? A scale of context and relevancy, from global to local, is present. A scale of context and relevancy, from global to local, is present. Personal connection to students. Personal connection to students. Reflection of contemporary situation or a creative original juxtaposition of contemporary understanding and past understanding. Reflection of contemporary situation or a creative original juxtaposition of contemporary understanding and past understanding. Moral or ethical connections are built in. Moral or ethical connections are built in. Problems are transdisciplinary but content can emphasize a narrow range of specific subject objectives. Problems are transdisciplinary but content can emphasize a narrow range of specific subject objectives. Adapted From: Glasgow, A. N. (1997). New Curriculum for New Times A Guide to Student- Centered, Problem-Based Learning. Thousand Oaks, CA: Sage.

16. STEM-CENTRIC LEARNING EXPERIENCE TEMPLATE

17. Additional STEM Resources

18. Home Bodies  Designate one member of your group to share your group’s thinking and ideas.  Designate another member to gather ideas and suggestions from visiting groups. Visitors  The remaining members will visit the other groups to hear their ideas and provide feedback. GATHERING ADDITIONAL IDEAS

19. STEM-CENTRIC LESSON TEMPLATE CONTINUED…

20. FINAL SHARE-OUT  Please share your group’s ideas about a STEM experience.  Each group will have 2 minutes to share.

21. TAKE-AWAYS  STEM is not what you teach, but HOW you teach it.  STEM-centric instruction is built around content standards.  STEM learning experiences are designed to connect with a real-world problem or issue.  STEM learning experiences must be transdisciplinary in nature, and the disciplines included should fit naturally.  Group collaboration is key so that teachers can share ideas.  STEM experiences are inquiry-based.  STEM experiences are hands-on.  Other?...

22. “Build To Express” You will have only one (1) minute to explore the items in your Lego Kit, and only three (3) minutes to work with your team to build a model that communicates your group’s collaborative process.

23. RULES  All team members take part in the activity  Everyone shares  Everyone listens  Please defer judgment  Build on the ideas of others Questions? Ready … Set … Go!

24. GROUP SHARE-OUT Please explain the collaborative process your group used in developing your STEM Experience.

25. TAKING IT BACK ! Work alone or in a small group to develop a plan for yourself, your school, your department, or your grade level. YOUR STEM PLAN

26. What Do You Think? REFLECTION Having now gone through this process, what would you tell your future self about STEM ? EVALUATION

27. AND GOOD LUCK !!!