achieving student success through excellence in teaching€¦ · computational thinking skills 1....

Achieving Student Success

through Excellence in Teaching

STEM Curriculum Materials Professional Development Materials Support

Assessment Community/Administrative Involvement Consulting Services

www.assetinc.org

© 2016 ASSET STEM Education™ www.assetinc.org

ASSET STEM Education™• Leading national science, technology, engineering and math (STEM)

education improvement nonprofit impacting more than 3,000 educators and 200,000 students annually

• 21-year track record of improving educator and student outcomes

• Provides professional development, hands-on educational materials and consulting services for educators of ALL students (PK-career)

• ASSET programs align with national and state educational standards and are results-oriented, research-grounded and inquiry-based

• Fosters STEM fluency and college/career-readiness


Mission-focused InnovationMission: to advance teaching and learning to engage, inspire and

empower all learners.

Vision: to systemically improve education by equipping educators with

effective tools and strategies to create innovative and relevant

learning environments so all students acquire the knowledge and

skills needed to work, live, contribute and lead in a global community.


Planting the Seeds of STEM in Young Minds

Block One:

Holistic STEM

Sandra Calgaro

Kristi Karsh

Keelyn Matta


Session Objectives

• Begin to develop a common language around STEM

• Examine 21st Century Outcomes and how they impact student achievement


What STEM Means to Me…

• Take a few minutes to think about what STEM means to you. Record these thoughts in your notebook.


Ten Thoughts

• At the end of the year, how do you know your teaching has had a positive impact on your students?

• On ten post-it notes and with a partner, write ten words or thoughts that you relate to student success.


Let’s Read about 21st Century Outcomes!

http://www.p21.org/our-work/p21-framework

http://www.p21.org/our-work/p21-framework



Block Two:

STEM for Young Learners

Sandra Calgaro

Kristi Karsh

Keelyn Matta


STEM for Young Learners

Discover ways to intentionally address STEM through an engineering design challenge that stimulates creativity while

promoting problem solving, communication and critical-thinking skills at the early childhood level.


Session Objectives

• Engage in an Engineering Design Challenge that infuses STEM while promoting Social Emotional Learning

• Recognize technology and its purpose

• Make connections between the Engineering Design Process and the 5 Social Emotional Learning Competencies

• Examine the connections between the 5 Competencies of Social Emotional Learning and 21st Century Skills


Social Emotional Learning Competencies


“There are no greater natural scientists and engineers than young children, inquisitive learners who learn STEM

concepts through play. High-quality early learning environments provide children a

structure in which to build upon their natural inclination to explore, to build,

and to question.”

(Chesloff, 2012)


What is Technology?


Technology

Technology is any thing that is human made that solves a problem or fulfills a desire. Technology can be an

object, system, or process.


Lesson Experience


Pre-K Version of the EDP

Imagine

CreateTest


Welcome to Block 3:

First Steps in Coding (Pedagogy)

Sandra Calgaro

Kristin Karsh

Keelyn Matta


Session Objectives

• Recognize how to effectively use technology based on the Fred Rogers/NAEYC Technology Use Statement.

• Define Computational Skills and recognize how to integrate them into the classroom.

• Understand how coding skills can be integrated outside of the computer lab.


What Technology is Appropriate for Young Children?

Fred Rogers/NAEYC Statement

• Select technology in intentional developmentally appropriate ways

• Use technology to extend and support active, hands on, creative and authentic engagement

• Prohibit the passive use (television, videos, DVDs, and other non-interactive technologies)

http://www.naeyc.org/files/naeyc/file/positions/PS_technology_WEB2.pdf

http://www.naeyc.org/files/naeyc/file/positions/PS_technology_WEB2.pdf


Computational Thinking Skills

1. Logical Reasoning: predicting and analyzing

2. Algorithms: making steps and rules

3. Decomposition: breaking down into parts

4. Patterns : spotting and using similarities

5. Abstraction: removing unnecessary detail

6. Evaluation: making judgements in a systematic way


Welcome to Block 4:

First Steps in Coding (Application)

Sandra Calgaro

Kristin Karsh

Keelyn Matta


Constructionism by Seymour Papert

Better learning will not come from finding better ways for the teacher to instruct

but from giving the learner better opportunities to construct.


Two Types of Constructionism

• Construct things out in the world

• Construct knowledge inside their heads


Coding with Concrete Object

• Moves on carpet, tile, concrete, plastic, cardboard, wood, up slight inclines…and on BeeBot Mat

• Reinforce skills from other curricular areas

• “Construct” learning by moving off mat


Coding with Apps/Websites: No Reading Required

Kodable

Bee-Bot

The FOOSAlso Internet-based


Coding with Apps/Websites: Some Reading Required

Daisy the DinosaurONLY Internet-based

All Can Code: Run Marco


Coding with Object:Abstract

• Plan algorithm on the iPad, Android or computer screen

• Send it remotely via Bluetooth and the Blue Bot will perform in front of you

• See the components in the clear shell.


Coding while Constructing: Scratch Jr.

• Free app (Android too)

• No reading required

• Blocks are snapped together to tell a story where Sprites move, use voices, make sounds

• The is the most like true programming



Block Five:Moving Beyond the Community Helpers

Sandra CalgaroKeelyn MattaKristi Karsh


What Do You Want to Be When You Grow Up?


Session Objectives:

• Increase awareness of career biases and stereotyping

• Recognize the impact of messaging on career decision making

• Connect the development of 21st Century skills to career exploration

• Examine ways to incorporate career exploration and awareness in the classroom


What is a scientist?

In your notebook, draw a picture of a scientist. Include as much detail as

possible.


What are STEM Jobs?

STEM Jobs Non-STEM Jobs


Incorporating Career Awareness into the Classroom with a

21st Century Perspective


Incorporating Career Awareness into Your Classroom


Mystery Tools


The Power of Messaging


Women make up nearly 50% of the US workforce and a majority of college students, but hold less than 25% of STEM jobs and earn less than one in five bachelor’s degrees in high growth fields like computer science and engineering.

66% of 4th girls and 68% of 4th grade boys reported liking science. While the boy’s interest continues, girls begin to lose interest in science by the end of elementary school.

Even though girls got better math grades than boys, parents of daughters reported that math was more difficult for their child than parents of sons.

Parents were more likely to believe that science was less interesting and more difficult for daughter than sons.

Underrepresented minorities in STEM now account for almost 40% of K-12 students in the US; however they earn only 27% of all associate’s degrees, 17% of all bachelor’s degrees in the natural sciences and engineering, and 6.6% of the doctorates in those fields.

68% of female STEM college students say a teacher or class sparked their interest in STEM.

achieving student success through excellence in teaching€¦ · computational thinking skills 1....

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