Before you chart your course, you need to evaluate where you are now in your STEM implementation. Below are videos of the 4 levels on the STEM Immersion Guide. As you watch, think "are we currently at this level?".
The Exploratory Model
"The Exploratory Model describes a traditional school experience with STEM-related EXTRA CURRICULAR opportunities offered to students in addition to the regular school day. These experiences may include, but are not limited to: after school clubs, summer programs, science fairs, robotics clubs, video production clubs, etc." (sfaz.org)
The Introductory Model
"The Introductory Model describes a traditional school experience with STEM-related experiences offered in addition to the current curriculum. These experiences may include, but are not limited to: integrated STEM units delivered once the state testing is complete, supplementary stand-alone learning units offered through industry or non-profit partnerships, etc." (sfaz.org)
The Partial Immersion Model
"The Partial Immersion Model describes a school experience where STEM-related experiences are integrated into the current curriculum. These experiences may include, but are not limited to: teaching to a school-wide STEM theme, teaching year-long integrated Problem/Project-Based Learning Units, teaching dual-enrollment programs, teaching in a "school within a school" model, etc." (sfaz.org)
The Full Immersion Model
"The Full Immersion Model describes a total school experience where STEM-related experiences are imbedded within a cross-curricular, thematic focus in ALL content areas. Full Immersion schools look more like 21st Century workplace environments rather 20th century K12 school environments. Problem-based Learning drives the curriculum and instruction. Students constantly collaborate to solve authentic problems, propose solutions, and contribute ideas to the larger community." (sfaz.org)
Assess Your Level
Now that you have watched the videos and have a good background on what each level looks like, take the online assessment to determine your current level. This can be done alone or with your entire staff.
http://stemguide.sfaz.org/assess-your-level/
Assemble Your Team
When you finish the last question on the online assessment, you will be directed to a site that identifies your current level. Now, you are ready to assemble your team. As you discuss your next steps and plan your 2-year, 3-year, and even 5-year goals, use the resources provided. One of the biggest resources is the Arizona STEM Network. *Note, you do not need to live in Arizona to be a part of the network. In fact, we have members from 16 states and 4 countries!
Now What?
Download the STEM Immersion Guide and plot your course. Define your goals and gather your resources. But, where to find quality STEM quality resources?
Resources
Do you need resources and lessons? Did your team decide to enter a competition? Does your staff need more PD? Use the Tools4Teachers link! Resources have been vetted by a team of STEM experts and categorized for easy searching. "The Immersion Guide, the survey, videos and Implementation Guides all work together to provide schools with the tools necessary to imbed STEM into their programs at all levels," Linda Coyle, Director of Education, Science Foundation Arizona. I would love to hear about your goals for implementing your STEM program. Send me a message at STEAMingAheadWithSusan@gmail.com .
Ahh, the age-old question. What do you want to be when you grow up? Today's kids are finding that question harder and harder to answer. Actually, studies show "65 percent of today’s grade-school kids may end up doing work that hasn’t been invented yet" (Cathy Davidson). If our kids will be doing work that isn't invented yet, what can we do to prepare them today? Enter DIY.org. You have heard of the DIY movement, and you have probably heard of the Maker Movement, but have you heard of DIY.org? DIY.org combines the DIY movement with the Maker Movement with gamification and badges (real badges!) with hackschooling and homeschooling. Co-founder of DIY.org, Zach Klein, recently wrote an article for EdSurge. (click here to read the full article) Klein describes his childhood and pursuit of personal passions.
"Whether it’s Minecraft or duct tape wallets, the childhood passions that seem like fads, if not totally unproductive, can alternatively be seen as mediums for experiencing the virtuous cycle of curiosity: discovering, trying, failing and growing. At DIY, we’ve created a way for kids to explore hundreds of skills and to understand the ways in which they can be creative through them."
https://diy.org/skills
What types of skills can kids work on? Everything from Angler to Zoologist, and EVERYTHING in between. Seriously. Take a look. I guarantee there is at least one skill you your kid is passionate about.
https://twitter.com/DIY
For instance, in my house, my boys have started with the Minecrafter skill. Since they have completed three tasks and uploaded pics/videos, they are eligible for a patch. I am using DIY.org to keep my boys active and learning throughout summer. A family down the street is using it to supplement their homeschool curriculum. A local STEM Club is planning to use it to make their after-school projects more personal. Access to most of the skills is free and the patches are a mere $4. DIY.org does offer memberships where kids get access to "camps" for only $10. But if you use this link, you can get $5 off! I think the new answer to the age-old question of "what do you want to be when you grow up?" is "Get skills. Be awesome." What skills do you have? How do you use DIY.org in your house/classroom? Email me at STEAMingAheadWithSusan@gmail.com .
Are you overwhelmed by the amount of websites/programs/software available? I used to be. I learned a long time ago that I could never keep up on ALL the websites and resources available. I would have to prioritize. And set goals.
Every year, I set a personal goal for Ed Tech. One year it was to improve my students' writing by using Ed Tech. I used In2Books, a wiki, and Weebly (student-created). This year, I focused on productivity such as Prezi and Google Docs. Although it wasn't my goal for the year, after spending a frustrating day in the computer lab, I decided to learn more about tutorials and flipping the classroom. (psst, it transformed my teaching!)
This summer, I have already attended two wonderful conferences. The first was Arizona Technology in Education "Imagine, Inspire, Innovate Conference". The second was the Arizona STEM Network "STEM Clubs Conference". Below, I will share four of the "new" websites/programs and how they can be used in your classroom. Watch this short 20 second video:
Moovly
I used Moovly to make that short video. From the video, you can see fancy animation techniques. For instance, I can't get enough of Sir Ken Robinson's video where the animator draws a mind map of the concepts discussed. Well, I can't afford a pro-animator, but I can use Moovly. With Moovly, you simply add the pic you want and choose animation, hand-drawing. You can also have the hand "write" your words. Fingers can push images in and spin existing clip-art. This program does take a bit of editing skill, but you can also just keep it simple. Try it. Make one today for your first day back to school or your parent night.
NearPod
This is my new fave! Before I go any further, watch this video:
The session I attended used NearPod with Kindergartners. When you search NearPod, you can see there are lessons for middle and high school too. This is a freemium site, where you can totally exist in the free realm, but you can also purchase lessons for as little as $0.99 or up to $2.99. You can also create your own lessons for free. I like this site because it keeps everyone on the same page screen. I would suggest starting with the free lessons and then moving into creating your own. The lessons are designed to give objectives at the beginning and a pre-assessment. Throughout the lessons, there are times for "turn and talk" or "discuss". Some of the more elementary lessons have "stand up and do this movement". They usually end with a post-assessment. And yes, you can have that assessment sent to your email. Sign in and watch a lesson today. I highly suggest you take the tutorial and walk through a sample lesson.
Code.org
I know. I know. Coding? Really? Getting them to learn how to type with all 10 fingers is a struggle. How are they going to learn to code? But, let me tell you....they do! I thought the same thing last year. Code.org does a great job of embedding support into their website. You can print the curriculum and start coding with your students with NO computer. NO computer! We did ours with plastic cups, pencils, and paper. They had to code how to stack the cups into a pyramid. They learned real quick that they had to break each move down into the separate steps. What grade level, you ask? Third, fourth, and fifth graders.
When they were successful with that, we moved into the computer lab. We gave them the website and they went to it! The lessons are set up like a video game. You can level up to progressively more complex coding after passing simpler coding instructions. After a few levels, a video pops up to give you encouragement or links your level to a real-world situation. Code.org pulled out all the stops and has many, many celebrities on their videos.
And what are the kids programming? They can choose between "Frozen", "Angry Birds", or "Plants vs. Zombies". Since then, Code.org has added Disney's "Infinity" and "Flappy Bird". I know, right?!
Scratch
But, what does coding have to do with school? I mean, we have to help them pass the ELA and Math tests. Enter Scratch.
As you can see from the video, Scratch uses drag and drop code just like Code.org. I would suggest you start with Code.org and then move into Scratch, perhaps 2nd semester. Yeah, yeah, looks like fun, but how can I use it in the classroom?
I have seen several uses in the classroom. One basic use is to animate your vocabulary words. For instance, say your vocabulary word is "dance". Your students can animate the cat to dance across the stage. By the way, there are many different backgrounds to fit your needs. Another use in the classroom is for digital storytelling. I would suggest doing this whole class first and then letting the students code digital stories. The presenter I watched showed us an example of when the whole class coded a digital story of Rainbow Fish, complete with speech bubbles and animation. In the process of "having fun", they were working on ELA skills of characters, setting, summary, and theme.
Next Steps
I realize that even my short list might be overwhelming. Don't feel you need to do all of it on the first day of school. In fact, you don't even need to do all of it! Set goals. What are your priorities this year for your students? What are your goals this year? I would love to hear from you. Drop me a line at STEAMingAheadWithSusan@gmail.com .
Summer is rife with educational conferences. It only makes sense. Teachers don't have to worry about sub plans. Districts either have to use up title monies or they have a new batch of title monies to spend. In all my years in education, I have never had "the summer off". Instead, my calendar is full of trainings, conferences, and expos. This summer will be no different.
So, where is Susan heading off to this summer? I will be attending the Science Foundation Arizona STEM Club Conference.
While in Phoenix, I would love to do a Meet-Up. So if you are attending the STEM Club Conference, we should meet up and talk all things STEM. Send me an email to STEAMingAheadWithSusan@gmail.com and we can meet up at ASU Memorial Union.
I love the 21st Century Classroom. The teacher is no longer the "sage on the stage", yet the "guide on the side". And that's true of the 21st Century Conference. Conferences now have interactive keynotes (awesome presentation, Nick!), smackdowns during lunch, and collaborative sessions. Don't even get me started on the concept of un-conferences! That will blow your mind!
This past weekend, I gathered with a bunch of like-minded individuals who want to learn more about the effective use of integrating educational technology. The end goal is always to maximize student success! The presentations are not about how much one person knows and how amazing they are. Although, there were PLENTY of amazing presenters doing amazing things, but that wasn't the focus. Many "presentations" became a space where "audience" members shared their successes and resources as well. This was especially true in my session.
I want to use this space to highlight some of the great apps/programs that fellow colleagues are using. Wherever possible, I will pay homage to the colleague who shared the resource.
Today's post is a special guest post by famed Erik M. Francis, M. Ed, M.S.
Don't dismiss Tomorrowland as another marketing ploy by Disney to buy merchandise or visit their parks by making a movie about one of its rides.
Tomorrowland is not SPACE MOUNTAIN: THE MOVIE. It's also not THE HAUNTED MANSION or PIRATES OF THE CARIBBEAN. There is no Jack Sparrow, and George Clooney's character is not cartoonish enough to turn into a character in the park or turn into an animatronic or hologram that will entertain park patrons as they wait to ride Space Mountain, Mission to Mars, or Star Tours. The only thing this movie truly has in common and connection with Disney is that it was produced by the studio and its title is named after the futuristic corner of their Disney parks - that and the portal to Tomorrowland is through one of its rides that was featured in the 1964 World's Fair (well, they couldn't use the saucer pillars since MEN IN BLACK already established they were flying saucers :D).
Tomorrowland is actually a statement about education -- particularly, what does it truly mean to demonstrate higher level thinking and communicate deeper knowledge, understanding, and awareness. It talks about the demise of the dreamers, the innovators, the inventors, and the creative thinkers who are to look beyond factual knowledge and conventional wisdom and imagine and wonder what if. In fact, the entire movie is an answer to what if questions.
What if the world and everything that is wrong or dysfunctional about it was able to be fixed?
What if the end of the world could be prevented or protected instead of perpetuated not only through our destructive actions and decisions but also our sensationalized and entertaining perspectives and points of view about how mankind and society will eventually self-destruct?
What if all this could happen because someone - in this case, an idealistic young girl who boldly attempts to ask her teachers who teach about the plight of mankind and society with their lessons about international conflicts, global warming, and even dystopian science fiction - was brave and bold enough to ask, "What can we do to fix it?"
Yes, all this in a Disney movie - or rather a movie produced and distributed by Disney.
However, this is not the typical Disney movie that portrays an idealistic, puritanical, and simplistic world in which everyone is animated - in appearance and action - and express themselves through song and dance. There is also nothing insipid or pedantic about this movie. It's not only a highly entertaining movie as well as one with a powerful message that says the following:
1) Girls are smart and wise! Forget PITCH PERFECT 2. This is the movie for girls this summer that is not only entertaining and enjoyable but also presents a powerful message about the potential of young ladies in the areas of science, technology, engineering, and mathematics - better known as S.T.E.M. The main character is an intelligent teenage girl named Casey (Britt Robertson) who has an edge not because she is rebelling against the norms and rules of society but rather because she won't settle for society to lie down and surrender. She's a believer, a dreamer, and (gasp!) an optimist who believes the world's problems can be fixed. In fact, her ideals and hopes are the catalyst that earns her the Tomorrowland pin and has her become identified by another young girl, Athena (played by Raffey Cassidy) to recognize and recruit her to come to Tomorrowland, a utopian society where all the residents are great dreamers and thinkers like her. These two girls drive the film forward and establish the central ideas and themes of this movie - even when the world is at its darkest and most down, there is always hope driven by ideas and dreams that it could get better.
tomorrowland-movie.com
2) Learning Through S.T.E.M. is academic, authentic, and awesome! Tomorrowland is more of a promotion for a S.T.E.M. education than an advertisement for a Disney education. The movie expresses the importance of developing deeper knowledge, understanding, and awareness of science, technology, engineering, and mathematics. However, it does not preach. The message is subtle yet evident through the actions and attitudes of Casey. For example, there is a scene in which her father (played by Tim McGraw), who is an engineer who is about to be laid off by NASA once the local Cape Canaveral rocket launchpad where he works is demolished, is in his workshop tinkering with a technical device that won't work. Casey enters, suggests to "try this", clips one of the ends of the cable to another line, and it works. She doesn't provide an elaborate explanation or spout scientific terminology. She solves the problem simply by "trying this" - which is truly what is the intent and purpose of teaching and learning with S.T.E.M. It's not about answering questions, addressing problems, and accomplishing tasks by knowing, understanding, and "doing" the math and science. It's about thinking how and why math and science - and technology and engineering - can be used to answer questions, address problems, and accomplish tasks. However, they do it in a way that is both educational and entertaining rather than academic and austere.
US Dept. of Education
3) Kids want to think and test their thinking, not be taught to think and take tests! Interestingly, it's not the kids who frown or reject Casey for being smart. It's her teachers who stand in front of the room teaching about nuclear war and world conflict, about the polar ice caps melting due to global warming, and the dystopian science fiction written by Ray Bradbury, Aldous Huxley, and George Orwell that paint a bleak forecast of our future and profess their own ideas about the impossibility of utopias. Casey raises her hand high in each class, which goes ignored until her English class when her teacher groans and rolls his eyes as he calls on her. That's when she asks, "Can we fix it?" Unfortunately, the class ends before a response can be given, and Casey is left on her own to think deeply about how could she answer her own question (which she eventually does). These are the scenes that truly gripped me not only as an educator but as a parent and a citizen of the world. Our curriculum and the teaching we do can be very negative, focusing on what are or have been the problems, how were they fixed or attempted to be fixed, and how can we learn what those steps so we can handle those problems if they happen again. Unfortunately, not every problem can be solved; however, they can be addressed, handled, resolved, or settled, and that's what we need to teach our kids - to think about how to solve problems but test whether their ideas, hypotheses, and predictions are valid and viable. That's how kids not only learn but also demonstrate and communicate learning, and that's what this movie is advising. Let kids think about and test their thinking, not be talked to and tested.
awpa.ca
4) The failures and flaws of the future can be fixed even before they happen.Even Tomorrowland, which was a utopian society, crumbles. However, instead of being another story about the failures and flaws of the future as depicted in the printed and filmed texts of THE HUNGER GAMES trilogy, the DIVERGENT books, and the MAZE RUNNER novels, Tomorrowland focuses on how can these failures and flaws be fixed without revolutionary uprisings against the powers that be. In fact, this movie could be perceived as presenting the cause behind the dystopian futures of this film. We were so consumed with, exposed to, and stressed about different ways doomsday will happen that we were actually inspired and informed how to cause and create the apocalypse. Simply put - we provided ourselves with the tools of our own destruction by educating and entertaining ourselves about it rather than challenging and engaging ourselves to think deeply about how to avoid it. Tomorrowland takes more of a design approach to addressing the problem by accepting and acknowledging, Here are the flaws, so what can we do to innovate or invent to improve the worldrather than work toward avoiding it or even ignoring it? The future does not have to be flawed or even fatal. It can be fixed - and that's what Casey believes and sets out to do.
I won't tell you if she's successful though. You'll have to see this movie for yourself.
If you have children, take them. I took my 12 year old daughter - who wanted to see the movie because of the Disney connection - and her 9 year old sister - who didn't want to see it because what she saw in the ads didn't interested her. However, all three of us walked out of there blown away not only by how entertaining and enjoyable the movie was but also how it made us to enthused and encouraged. The three of us walked out of there constantly saying, "WOW!" not because of the story or the special effect but because the meaning and message was so encouraging. When I asked them what I thought the movie was about, their answers were the four items listed above, and the explanations were based on the conversation we had.
If you're a teacher, show this to your students - especially if you are implementing or attempting to implement a S.T.E.M. instructional focus at your school. Ask your students, "What does this film infer and suggest about the following: girls learning science and math, learning for and through S.T.E.M., thinking to learn vs. learning to think, testing vs. taking tests, the future can be fixed?" Then ask them, "How could you incorporate these ideas and themes to deepen your learning experience in and out of school?" Make your goal for demonstrating and communicating not only to meet the performance objectives of academic standards but also to demonstrate and communicate deeper knowledge and thinking to earn that pin to Tomorrowland.
If you know an elected politician in your local community or who works in politics, show them this film. Discuss with them what is the meaning and message of this film. Then challenge them to consider how could they change and lead their community and constituents to fix the future by focusing on making the present a better place. Have them fulfill those promises they made in their campaigns. Remind them what they promised and prompt them to follow through even in the face of doubt, discouragement, and disillusion.
That's what Casey did in Tomorrowland, that's what the movie teaches us, and that's why every educator, student, parent, and politician should see Tomorrowland- because it will challenge and engage you to think deeply about how to fix the future by focusing on today.
Erik is the lead professional education specialist and owner of Maverik Education LLC, providing professional development, guidance, and support on teaching and learning for cognitive rigor. His professional development seminars have been featured at national, state, and regional education conferences hosted by organizations such as ASCD, Learning Forward, and the College Board. He has worked closely with K-12 schools nationwide on aligning curriculum, instruction, and assessment to the cognitive rigor of college and career ready standards. His book Now THAT’S a Good Question! Promoting Cognitive Rigor Through Classroom Questioning will be published by ASCD in November 2015.
Summer is a time to catch up on reading, whether you are lounging poolside in an exotic location or lying on your couch. But, what to read? With a limited amount of time and limited amount of funds, which books are other STEM professionals reading right now? Recently, I spoke with some STEM experts about what they are reading for summer. Below is a list of what we are reading about school organization and how STEM fits into that.
Awakening Your STEM School by Dr. Aaron Smith Educators and businesses alike might not know how to begin the process of creating a STEM school or more importantly developing their school into an elite magnet. This book is written by an educator for educators which provides a blue print guiding them through the process that will give students the skill-sets needed to be successful in the 21st Century workplace.
This book is due to release on August 1st. Until then, I am reading the first two chapters available for free download here.
SirKenRobinson.com
Creative Schools: The Grassroots Revolution That's Transforming Education by Sir Ken Robinson and Lou Aronica Have you ever heard one of Sir Ken's TedTalks? The man is amazing. So inspirational. Sir Ken has been involved in education for decades, across continents. He has been in the educational setting long enough to see the pendulum of "reform" swing back and forth, repeatedly. In his latest book, he "proposes a highly personalized, organic approach that draws on today’s unprecedented technological and professional resources to engage all students, develop their love of learning, and enable them to face the real challenges of the twenty-first century." SirKenRobinson.com
Here is Sir Ken speaking about his new book, but more importantly, speaking about transforming education. (Sorry, I can't seem to get my embed code to work properly today. Click "view fullscreen" to see the video)
