EWRSD K-12 STEM UPDATE M A R C H 2 5 , 2 0 1 9 2018-2019 Focus - - PowerPoint PPT Presentation
EWRSD K-12 STEM UPDATE M A R C H 2 5 , 2 0 1 9 2018-2019 Focus Goal 2: Develop a strategic plan to increase opportunities for STEM learning for students in K to 12. Currently STEM is part of the HS focus but it sometimes is too late to
M A R C H 2 5 , 2 0 1 9 2018-2019 Focus Goal 2: Develop a strategic plan to increase opportunities for STEM learning for students in K to 12.
STEM education is far more than just sticking subject titles together. It’s a philosophy of education that embraces teaching skills and subjects in a way that resembles real life.
The key component of STEM / STEAM is integration. Instead of teaching disciplines in independent subject silos, lessons are well rounded, project and inquiry based, with a focus on interdisciplinary learning. STEM and STEAM align with the way we work and problem solve in our daily lives. Making it an exceptional way of instructing and learning. With STEM we are teaching skills the way they will be used in the workforce, and the real world. Rarely does a job require only one skill set like math. Picture an architect, they use science, math, engineering and technology to do their jobs. The subjects do not work on their own, instead they are woven together in practical and seamless ways allowing the architect to design complex buildings.
Simply put, STEM reflects real life. Jobs in the real world are interdisciplinary. We need to educate children in how subjects integrate and work together. They need to develop diverse skills sets and a passion for exploration and growth. We don’t need children to memorize random facts anymore. We have so many facts at our finger tips now. When I’m having a debate with someone, I can pull out my phone and in seconds have all the facts. Education is no longer about memorizing facts. Instead it is about learning how to think critically and evaluate information. How to apply knowledge, research and skills to problem solve. Skills need to be taught in an applied way, as part of a greater whole, rather than the traditional approach of individual subject silos. STEM embraces the 4 C’s identified as key in 21st Century education: Creativity, Collaboration, Critical Thinking, and Communication. Most importantly, by incorporating inquiry based principles and a highly adaptable framework to suit students of various needs, STEM helps to foster a love of learning. And the most important gift an education should give a student is a love of learning.
The addition of Arts to STEM to create STEAM is about incorporating creative thinking and applied arts in real situations. Art isn’t just about working in a studio. Art is about discovering and creating ingenious ways of problem solving, integrating principles or presenting information. Many people feel that adding the A is unnecessary and that the application of creativity and arts is a natural part of STEM, but others like to highlight it. Whether you prefer STEM or STEAM the underlying principles and practices are very much the same, it’s about integration of the pillars: Science, Technology, Engineering, Arts and Math.
One of the biggest concerns about STEM education is the lack of resources. Funding for the newest technology, training in how to use the new technology, plus the knowledge of how to use it effectively as a learning tool, are all areas where teachers struggle. Another area where teachers struggle is with a system that is focuses on assessment and grades rather than a program that fosters innovation, creativity, critical thinking skills and problem solving skills. These achievements are not something that can be easily boxed up and assessed. Sadly, some teachers are simply not interested in learning how to teach STEM and
their own lessons.
K-2 STEM instruction once every 6 days one teacher shared between 2 building Units: design process, engineering, coding Units are taught in isolation Technology teaches a unit on beginner level coding Grades 3-5 Technology units:
*Science and Engineering Practices are part of the NGSS (NJSLS-S) at all levels
Middle School Technology Google Apps Microsoft Office MakerSpace in the library Grade 8 robotics elective
(which uses the Lego EV3 robots.)
*Science and Engineering Practices are part of the NGSS (NJSLS-S) at all levels. Coding
Programming with C++
School Clubs:
Engineering)
Additional STEM courses:
High School
Introduce STEM classes in K – 8 Ensure T echnology classes include STEM units Revise how we teach Science classes to become more STEM based in content, process and product Curricular emphasis on problem-solving, critical thinking, perseverance, collaboration, and communication Extra-curricular opportunities Training in the Humanities as a natural progression into the STEM “world”. Both STEM and the Humanities embrace the 4 C’s identified as key in 21st Century education: Creativity, Collaboration, Critical Thinking, and Communication
Grade K:
if I keep trying Grade 1:
Grade 2:
Focus on design thinking skills
– Apply basic principles of coding using algorithms, sequences, loops, events, and binary or multi-step functions – Understand basic functions and apply them with consistency when troubleshooting in digital and non- digital activities – Develop meaningful ways to get “unstuck: when encountering difficulty – Emphasis on collaboration, critical thinking, programming and perseverance when confronted by challenges
– …be introduced to critical terms and applications in digital platforms – …create simple algorithms and apply simple sequences – …apply algorithms and develop programs
– Google CS First – Scratch 3.0
Embed coding activities that are circularly relevant in each content area. Build a common STEM approach to learning content and skills - refocus the mindset on teaching and learning STEM lessons integrated in the science and technology classes T echnology
Programming 201, 202 and 300 courses, based on student readiness and prior exposure to programming
Science
Integration of life science, earth science, physical science and other topics and using coding activities to help teach the content
Beginner Intermediate Advanced
Sequencing Game Design JavaScript Pattern Recognition AR/Robotics/Dro nes Python Loops & Counters Minecraft modding Web Design
Life Earth Physical
Animal cells Rock cycle States of matter Plant cells Ecosystems Potential vs. kinetic energy Anatomy Weather Chemical vs. physical change Digestive System, Greenhouse effect Solids, liquids, gasses,
science offerings
– Computer Programming with Visual Basic Academic – Computer Science with C++ Honors – AP Computer Science A
– Game Development with Python Honors (post-AP class)
wo computer labs at MHK to be converted to a STEM lab
– Movable boards that go horizontal and vertical – 20 points of touch, up to 4 different tasks at once
Level Current status Proposed K-2 1 2 3-5 2 6-8 2 9-12 1.5 2.5 totals 2.5 8.5
K-2 Labs: @ 52,000 Staff: 1 FTE
3 – 5 Labs: @ 52,000 Staff: 2 FTE Additional for science lab renovations
6-8 Labs: @ 50,000 Additional computer stations: @ 20,000 Staff: 2 FTE Additional cost to renovate computer labs to a STEM lab
9-12 Needs Update computers 1 FTE
for computer science.
Introduce coding (Comp & STEM)
Intro to design thinking (Science & STEM)
Intro district technology (Comp) Log ons Google: classroom, apps, G suite Keyboarding Playing with purpose Tool vs toy Problem solving technology Grit Debugging Understand Cyber Bullying Introduce Programming Language Sprite Block Code Text Code Unexpected Encounter Interface Dialogue Randomness Program without the use of a computer (K)
Scratch 3.0
application of functions in digital program:
design/pose solutions
question
they want
Learn about norms for participation in computer science and pair programming.
and minds on activities)
students program a story utilizing the setting..
project
the Storytelling Unit OR
for Feedback And Critique
and feedback
Career cross over reflection
trials.
Programming / Coding
to use:
Life Science Courses & Programming opportunities
Digestive System, Brain, Pancreas (not really part of current 6-8 science curriculum)
Earth Science Courses & Programming opportunities
Tsunamis, Volcanoes,
Physical Science Courses & Programming opportunities
– Intention was for 1 person in each K-2 building working in alternating 6-day cycle
– Currently sharing 1 person between WCB and EMK – Curriculum drafted in Summer 2018 and being implemented, but not able to do the push in support for science classes
echnology:
– Teaching a unit on beginner level coding
– Science Classes use the NGSS-aligned Science Dimensions Resource – More emphasis on hands-on/inquiry during science instruction, but it is not necessarily STEM
echnology Curriculum in 3-5 emphasizes:
– Keyboarding
– Computer/Internet Safety
– Google Apps (Docs, Sheets, Slides)
– Internet Skills/Research
– Basic Introduction to Coding
skills that most students have already been exposed to.
– Focus in 2018-2019 school year to investing options for coding as part of STEM in the science classroom
Science and Engineering Practices
EV3 robots.
– Visual Basic Programming – Introduction to Computer Programming with C++ – AP Computer Science A (Java)
– Dual Enrollment Anatomy and Physiology, Anatomy and Physiology Honors, Essentials Anatomy and Physiology (semester) – AP Physics, Chemistry, Biology, Environmental Science, Statistics, Calculus, – Discrete Math, Multivariable Calculus, Game Theory – Introduction to Engineering with Robotics – Introduction to Modern Astro-Plasma Physics
eam Mercury (Robotics), Coding for Girls, ACE Club (Architecture and Engineering), STEM
– Introduce coding (Comp & STEM) both with and without a computer – Core concepts: Sequencing, Loops, Events, Digital Citizenship – Attitudinal goals: Programming is fun, It’s okay not to get it right the first time, can solve problems if I keep trying
directions (left, right, up, down, move forward, move back, turn, etc).
– What is coding? – What does a computer programmer do? – Utilize commands using 4-core directions: Up/ Down/ Left/ RIght – How to manipulate blocks to move characters
(put them in the correct order). Students should understand how to debug an algorithm if it does not run correctly. There will also be a focus on district resources (i.e. Google, Star, etc.) and ensure that students can login to use these resources (i.e. how to sign, etc.)
– Algorithm, Sequence, Loops & Events, Script (2) – Create an interactive Game
to all types of computer programming and focusing on STEM thinking.
– Potential pilot of the curriculum in Trimester 3 with revision during Summer 2019 – New Resource: Tynker – purchase version with STEM courses and applications to multiple coding languages
STEM activities
– Embed coding activities that are circularly relevant. – Integration of life science, earth science, physical science and other topics and using coding activities to help teach the content – Build a common STEM approach to learning content and skills, approach STEM as a mindset