Early Learning STEM Australia (CRCOS) #00212K 2018 Pilot Educator - - PowerPoint PPT Presentation

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Early Learning STEM Australia

2018 Pilot Educator workshops

ELSA is funded by the Australian Government Department of Education and Training through the National Innovation and Science Agenda

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STEM in the early years

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• BUT we often do not make

it explicit

• We need to let children

know we are doing STEM

We already do STEM everyday

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Making STEM more explicit

Children might not consider the relationship between the amount of water/sand and how fast the wheel spins unless an adult stimulates this thinking.

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When children build block structures they need to consider aspects such as size, balance, scale because that is what STEM practitioners do.

Making STEM more explicit

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When children contest who has more…

• Look for ways to

discover together

• Justify what is fair
• Consider solutions

Making STEM more explicit

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• Children’s attitudes about STEM and about

themselves as STEM learners are formed early

• Children from different SES backgrounds enter

kindergarten with large differences in maths and science knowledge and these differences tend to persist and grow over time

Why STEM in the early years

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Just like language and literacy, STEM education should start early in order to maximise its benefits and effectiveness.

Why STEM in early childhood

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It is not enough to just let children discover for themselves. Children need adults to develop their “natural” STEM inclinations

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• Children form beliefs

about STEM very early

• Adults beliefs about

STEM influence children

Beliefs about STEM

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Social norms about science and maths compared to literacy

University of Oxford's Professor for Public Understanding of Science 1995 - 2008

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STEM in the real world

Horticulturalist Architect Builder Surfboard Designer

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STEM practices in the early years

Before formal schooling During school & university After formal schooling

Play-based learning Integrated engagement Connected to world

• Directed learning
• Content focused
• Connected to testing
• Workplace learning
• Integrated engagement
• Connected to world

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STEM Practices

IDEAS METHODS VALUES

Problem Finding Exploring and Challenging Proposing Finding and Validating Evidence Designing and Building Questioning Generating Ideas Thinking Critically Using Appropriate Language and Vocabulary Processing Information Using Tools to Produce Artefacts Encoding and Decoding Information Curiosity Persistence Creativity Fairness Teamwork Imagination

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STEM booklist

• How many of these

titles do you know?

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• Choose a book from the display and read it
• Identify one or two STEM Practices
• Think of ideas for how can this book can

be used to develop your identified STEM practices with your children

• Gallery walk

STEM books

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Patterns and Relationships

(App 1) Sorting, Ordering, Patterning, Representing

Location and Arrangement

(App 2)

Position, Location, Arrangement, Orientation

Representations

(App 3) Decoding, Encoding, Conditionals, Debugging

Investigating

(App 4) Using Tools, Finding Evidence, Problem Posing and Solving

Spatial Reasoning Problem Posing

ELSA apps and STEM

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App 1 Patterns

Lunch boxes (sorting) Photo story (ordering) Let’s decorate (patterning) Let’s dance (representing)

Little helpers (position) Hide & seek (location) Playground (arrangement) Directions (orientation)

App 2 Locations

Educator App

App 4 Investigations

Let’s tinker (water) Animal Clues (clues) Bug Discovery (find)

Create your Clues (tool)

App 3 Representations

Make Instruments (decoding)

Play in a band (encoding) Dress for our celebration (conditionals) Make sounds (debugging)

Families App

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Experience… through off-app

activities to establish foundation concepts

Represent… by showing an

understanding of concepts through the use of on-app activities

Apply… by demonstrating concepts

• ff-app across different contexts

ERA loop

STEM Practices Ideas Methods Values

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In Experience, children find, copy and extend patterns off app. In Represent, children create patterns with objects to decorate a cubby on app. In Apply, children create patterns with sound and

• bjects, and decorate using

patterns off app.

ERA example App 1: Patterns and Relationships

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App 1 Patterns and Relationships

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Patterns and Relationships - overview

EYLF

Being Patterns are all around us, exploring the world Belonging Exploring relationships between objects gives children new ways to consider relationships between people Becoming As children create patterns, sort, and order with

• bjects they gain capacities

that help in their transition to school

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How can I show what I have done with my body? With objects? Representing What can I do? With my body? With objects? Patterning How are we the same and different? How are objects the same or different? Comparing What am I like? What are other things like? What can I do? Describing Attributes

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Showing what I have done Representing

Creating with objects Patterning

Same and different Comparing and ordering Me and other things Describing Attributes

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• Sorting. Sorting is the idea that items in a group

share a common attribute. The three D’s of sorting are Decide on the attribute to sort upon (e.g. colour); Do the sort; and Describe the sort (e.g. here are all the red things, blue things etc.)

Sorting and ordering – Core Ideas

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• A key area in understanding patterns and

relationships.

• Children build early understandings of

numbers, patterns, algebra, measurement and spatial reasoning.

• Children develop logic and communication

skills.

Sorting - conceptualisation

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The DDD of sorting

• 1. Decide
• 2. Do
• 3. Describe
• Sort the Attribute Blocks
• Sort the Family Counters

Sorting - Experience

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What’s in our lunch box? - Represent

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• Look in the Educator

app and find a sorting activity for Apply

Sorting - Apply

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Previous educator E and A activities

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Experience

First we sorted them into nature / man-made, then toy / rubbish, then inside / outside Sorting plastic lids into jars

Apply

Previous educator E and A activities

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• Can you order the sticks?
• Can you order the water bottles on your

table?

Ordering - Experience

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Photo Album - Represent

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Previous educator Apply activities

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Previous educator Apply activities

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Previous educator Apply activities

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Patterning - Experience

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Educators experience off app the different types of patterning activities

• Copy
• Extend
• Missing items /incorrect items
• Create

Patterning - Experience

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Let’s Decorate- Represent

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What patterns can you make using the counters?

Patterning - Apply

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Previous educator E and A activities

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AB pattern ABB pattern

Previous educator E and A activities

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Previous educator E and A activities

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• Let’s Play “Simon Says…Dance”
• We will then associate symbols to the

moves

Let’s Dance - Experience

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Let’s Dance - Represent

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Let’s Dance – Out in the Australian Bush

Chorus 1 Chorus 2 Chorus 3 Chorus 4

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Let’s Dance - Apply

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• Establish understanding of the language

and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point.

• Sort and classify familiar objects and

explain the basis for these classifications. Copy, continue and create patterns with

• bjects and drawings.

Pathways to AC Mathematics

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• Compare, order and make

correspondences between collections, initially to 20, and explain reasoning.

• Use direct and indirect comparisons to

decide which is longer, heavier or holds more, and explain reasoning.

Pathways to AC Mathematics

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• Participate in guided investigations and

make observations using the senses.

• Engage in discussions about observations

and represent ideas.

• Share observations and ideas.
• Science involves observing, asking

questions about, and describing changes in, objects and events.

Pathways to AC Science

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• Recognise and explore patterns in data

and represent data as pictures, symbols and diagrams.

• Collect, explore and sort data, and use

digital systems to present the data creatively. Pathways to AC Technologies (Digital Technologies)

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Do you know about and use these features?

Educator app

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Families’ app

Have you looked at the families’ app?

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• What habits of mind can you see in the

video?

EC STEM Habits of Mind

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• Can you describe a

learning experience that you have done with your children that could be defined by one of the habits.

• Gallery walk

EC STEM Habits of Mind

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What questions could you ask using the photos as stimuli? Choose a photo that resonates with you and write your questions on post-it notes

Your turn