1. PRINCIPAL SESSION 2012 EEA Day 1

2. Agenda Session TimesEvents 1:00 – 4:00 (1- 45 min. Session or as often as needed) Elementary STEM Power Point Presentation STEM Standards of Practice “Big Ideas” 2012 EEA Elementary STEM: 3 Day Overview: 2012 EEA Day 1: Elementary STEM (Teachers) 2012 EEA Day 2: Elementary STEM (Teachers) 2012 EEA Day 3: Elementary STEM (Teachers) The Teacher’s Role: Planning, Monitoring, and Evaluating STEM The Administrator’s Role

3. Outcomes Principals will: –receive an overview of the EEA 2012 Elementary STEM Content Sessions. –analyze the attributes of a “STEM Learning Environment.” –identify the role of the teacher to plan, monitor, and evaluate STEM activities in the classroom. –examine the administrator’s role to incorporate STEM in the content areas.

4. STEM Standards of Practice “Big Ideas”

5. 2012 EEA Elementary STEM: 3 Day Overview STEM Standards of Practice STEM Frameworks STEM Lessons & Units STEM Learning Environment Day 1 Day 2 Day 3

6. ELEMENTARY STEM (TEACHERS) 2012 EEA Day 1

7. Day 1 (PM) Elementary STEM Teachers

8. Elementary STEM Proficient Student By the End of K Learn STEM Content Ask and Answer Questions Solve Problems By the End of 2nd Learn STEM Content, Practices, and Processes Begin to Connect STEM Content With Other Disciplines Begin Inquiry, Problem or Project-based Learning By the End of 5th Demonstrate Grade Appropriate Proficiency in STEM Content, Practices, and Processes Integrate STEM Disciplines With Other Disciplines Engage in Inquiry, Problem, and Project-based Learning Research STEM Careers

9. Elementary Framework K through Fifth Grades Standard of Practice Title: # STEM Proficient Student Statement: A, B… By the end of K (K) By the end of 2 nd (1 st – 2 nd ) By the end of 5 th (3 rd – 5 th) Skills and Knowledge 9

10. Sample STEM Framework: Instructional Guide STEM Standard of Practice 6: Collaborate as a STEM team STEM proficient students will collaborate as a STEM team to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems. A. Identify, analyze, and perform a STEM specific subject matter expert role. Grade Level: Essential Skills and Knowledge Instructional Notes and Examples ResourcesGlossary 10

11. How DoYou STEM? ELEMENTARY STEM (TEACHERS) 2012 EEA Day 2

12. STEM Learning Experiences Start with Content Ask Questions Investigate Global Issues Demonstrate STEM Practices Solve Real World Problems or Meet Challenges

13. Stop, Think, Ask, and Connect (STAC) T A C S Stop during your STEM learning experiences to check for understanding and connect content. Think about the content, practices and/or processes you will use or are using during your learning experiences. Ask yourself and/or others questions to clarify expectations, to investigate global issues, or to solve real world problems or challenges. Connect learning experiences to global issues, problems or challenges.

14. STEM Planning Components Unit Lesson Title Overview Enduring Understandings Essential Questions Content Standards STEM Standards of Practice Clarifications/Examples Connection to STEM Careers Transdisciplinary Connections Suggested Student Outcomes Vocabulary/Terminology/Concepts Common Misconceptions Key Advances from Previous Grades/Courses Lesson Plan Lesson Seeds Additional Resources interventions Lesson Title Grade Level Subject Areas Estimated Time Content Standards STEM Standards of Practice Essential Skills and Knowledge Lesson Overview Essential Questions Student Outcomes Suggested Materials Essential Background Knowledge STEM Career Connections Performance-based Formative Assessment with Rubric 5E Model Differentiation- ELL, GT., Special Education, 508, UDL

15. How to Begin a STEM Lesson or Unit 1.Start with the content (e.g. Science, Technology, Engineering, Mathematics, Social Studies, English Language Arts, Fine Arts, Library Media, Physical Education…). 2. Enduring Understanding: Identify a real world problem. 3.Essential Questions: Begin to ask questions that would explore the problem and eventually solve the problem. 4. Transdisciplinary Connections. Students ask questions, investigate global issues, solve problems or meet challenges that connect to science, technology, engineering, mathematics, and other disciplines. 5.STEM Standards of Practice: Engage in meaningful, purposeful, and relevant STEM activities using the Stem Standards of Practice Framework Instructional Guide; student skills and knowledge, instructional notes and examples, resources, and glossary.

16. Transform Existing Lessons Into STEM Centric Lesson Seeds Science Standards Technology (MTLSS) Engineering Design Process (ITEEA) Mathematics Content and Mathematical Practices STEM Standards of Practice Lesson Topic/Theme

17. Pre-Planning Processes Apply STEM Standards of Practice Starting Enduring Understandings Add STEM Enduring Understandings Add Other Content Enduring Understandings Starting Essential Questions Add STEM Essential QuestionsAdd Other Content Essential Questions Starting Content/Standards Connection to STEM Contents Connection to Other Contents

18. Title: This is descriptive statement about the lesson/model/unitTeacher: Overview: This is a summary of what students will learn in the unit. It explains the unit’s focus and real world connections. Grade: STEM Standards of Practices: Engage in meaningful, purposeful and relevant STEM activities using the Stem Standards of Practice Frameworks; student skills and knowledge indicators, instructional examples, resources and glossary. STEM proficient students will be able to apply all seven Standards of Practice when demonstrating how to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems. Content Standards ScienceTechnology Engineering Design Process CCSS Mathematics/P ractices CCSS ELASocial StudiesFine Arts Transdisciplinary Connections: Questions, issues, problems or challenges to real world connections between Science, Technology, Engineering, Mathematics, and other disciplines. Enduring Understanding: Identify a Real World Problem “Homeless Dogs All Over the World” Problem-base Learning (e.g. There are many dogs who do not have a family to care for them or a home (e.g. indoors or outdoors). Connection to STEM Careers: This section describes careers in the STEM fields that correlate with content covered in the unit. Essential Questions: Begin to ask questions that would explore the problem and eventually solve the problem Inquiry- base Learning (e.g. How can people solve the problem of homeless dogs?). Elementary STEM Centric Planning Guide Lesson ProceduresSuggested Activities Check STEM Standards of Practices students apply? 5E Components * The 5E model is not linear. * Evaluation occurs throughout the 5E model. STEM Content Integrate STEM Communicate STEM Inquiry STEM Logical Reasoning STEM Collaboration STEM Technology STEM Engagement Did you design an activity that... captures students’ attention? activates students’ prior knowledge? connects to a complex question, global issue, or real world problem? STEM Content Integrate STEM Communicate STEM Inquiry STEM Logical Reasoning STEM Collaboration STEM Technology STEM Exploration Did you design an activity that allows students to... analyze the science, technology, engineering, mathematics, and other disciplines as appropriate in a complex question, global issue, or real world problem? apply the engineering design process, scientific investigation, and/or mathematical practices? select and employ technological tools that are relevant to answering a complex question, investigating a global issue, or developing solutions to a real world problem? STEM Content Integrate STEM Communicate STEM Inquiry STEM Logical Reasoning STEM Collaboration STEM Technology STEM Explanation Did you design an activity that allows students to... analyze information, data and draw conclusions? communicate understandings and possible solutions? STEM Content Integrate STEM Communicate STEM Inquiry STEM Logical Reasoning STEM Collaboration STEM Technology STEM Extension / Elaboration Did you design an activity that allows students to; modify experimental procedures, prototypes, models, or solutions? analyze STEM careers that relate to the learning activity? STEM Content Integrate STEM Communicate STEM Inquiry STEM Logical Reasoning STEM Collaboration STEM Technology STEM Evaluation Did you design an activity that allows students to… demonstrate understanding of concepts through rubric- based performance assessments? participate in peer reviews? STEM Content Integrate STEM Communicate STEM Inquiry STEM Logical Reasoning STEM Collaboration STEM Technology STEM

19. ELEMENTARY STEM (TEACHERS) 2012 EEA Day 3

20. 20

21. STEM Pedagogy: How to Teach STEM Inquiry- based Learning Project- based Learning Problem- based Learning http://www.bie.org/about/what_is_pbl. http://www.bie.org/videos/video/project_based_learning_explained

22. STEM Learning Environment

23. Students Speaking Roles in STEM Education Hear Students Engaged Questions Talk About Global Issues Conversations Student to Student Teacher To Student

24. 1.Learn and Apply Rigorous Science, Technology, Engineering, and Mathematics Content 2.Integrate Science, Technology, Engineering, and Mathematics Content 3.Interpret and Communicate STEM Information 4.Engage in Inquiry 5.Engage in Logical Reasoning 6.Collaborate as a STEM Team 7.Apply Technology Appropriately Student’s Demonstrate STEM Standards of Practice

25. Students Also: Investigate Global Issues Solve Real World Problems Meeting Real World Challenges Ask Questions

26. STEM TEAM Reflection

27. Teacher ’ s Roles Facilitator Mediator Coordinator Evaluator Teacher ’ s Roles Facilitator Mediator Coordinator Evaluator Planning Content Materials STEM Teams Planning Content Materials STEM Teams Monitoring Student’s Content Knowledge STEM Team Tasks Monitoring Student’s Content Knowledge STEM Team Tasks Evaluating Student Performance Anecdotal Notes E/Portfolios Evaluating Student Performance Anecdotal Notes E/Portfolios The Teacher’s Role: Planning, Monitoring, and Evaluating STEM

28. STEM for All Students Provide Support Curriculum Planning Classroom Materials Horizontal and Vertical Articulation Planning Planning Within Grade Levels Planning Across Grade Levels The Administrator’s Role