Hands-on Curriculum for 21st Century Learning STEM · PDF filefundamentally rooted in STEM....
Embed Size (px)
Transcript of Hands-on Curriculum for 21st Century Learning STEM · PDF filefundamentally rooted in STEM....
Hands-on Curriculum for 21st Century Learning
Hands on. Minds on.At Pitsco, every product we engineer, every activity we write, every curriculum we develop, and every solution we design is deployed for the purpose of helping all students use their hands to engage their minds to learn, grow, and succeed in the classroom and in life. With our solutions, students are building the mind-set, leadership capability, resilience, and adaptability required to solve the challenges of the future.
Expeditions are a whole new era of teaching. It puts the class in your hands. With standards-based grading, it allows me to reteach standards to students who missed it while the other students are still being intrigued and challenged at the same time!
Caleb Boulware, seventh- to eighth-grade technology teacher, Pittsburg Community
Middle School, Pittsburg, KS
Pitsco Education is a leader in future-ready learning, fundamentally rooted in STEM.Our competency-based and collaborative hands-on STEM Expeditions program effecitively integrates core disciplines while helping students master transferable skills such as collaboration, critical thinking, and creative problem-solving.
We aim to produce employable students from our STEM Expeditions program, and we will provide you everything you need to prepare your students for a world no one can describe.
A 2016 survey by the National Association of Colleges and Employers (NACE) lists the top 10 attributes employers say they seek (in order of importance).
2. Ability to work in a team
3. Written communication skills
4. Problem-solving skills
5. Verbal communication skills
6. Strong work ethic
8. Analytical/quantitative skills
10. Technical skills
IED KNOWLEDGE WORKPLACE SKILLS
STEM Expeditions development key innovationsResearchThe STEM Expeditions program uses research on depth of knowledge (Webb 2002), cognitive load in multimedia learning (Mayer 2003), and brain theory (Wiggins and McTighe 2006) to create a learning program that is a blended combination of computer-delivered multimedia materials, inquiry-based lessons, teacher-led experiential learning, and independent student work and projects.
Multimodal InstructionThe integration of hands-on applications with computer-based delivery when joined to an inquiry-based approach with teacher-led instruction results in every modality of teaching and every type of student learning being addressed in one program.
It hits their visual learning, it hits their auditory learning, it allows them the freedom to stand and work on something. It allows them the freedom to talk to their partner while they work. For lack of a better word, it allows them to fidget and wiggle and turn while theyre working, and it doesnt bother anybody because their neighbors are focused on what they need to do.
Robert McLeish, sixth- to eighth-grade teacher, Tuffree Middle School,
STEM Expeditions integrate the 10 best practices for teaching math and science.Implementation is flexible, blending teacher-led instruction with collaborative, student-directed activities while integrating the 10 best practices for teaching math and science:
Stohlmann, Micah; Moore, Tamara J.; and Roehrig, Gillian H. (2012) Considerations for Teaching Integrated STEM Education, Journal of Pre-College Engineering Education Research (J-PEER): Vol. 2: Iss. 1, Article 4.
Writing for reflection and problem solvingHands-on learning
Using a problem-solving approachCooperative learning
Integrating technologyDiscussion and inquiry
Teaching as a facilitatorQuestioning and conjectures
Utilizing assessment as part of instructionJustification of thinking
STEM Expeditions A Quick OverviewPitscos cloud-based STEM Expeditions promote science inquiry, math practices,
and engineering design principles by incorporating STEM concepts into
relevant, real-world activities. Each Expedition begins with an Essential Question, which sets the focus and shapes students thinking. The overall goal is to create
critical thinkers and problem solvers by presenting real-world challenges
to engage learners with the subject matter. Students are exposed to career
connections woven throughout each Expedition. Collaboration and teamwork
are fundamental to the Expeditions learning process. Students collaborate in
pairs and in teams as they seek to answer the Essential Question while recording
data in logbooks and data sheets to authenticate their learning. Expeditions
are designed to be tailored to teachers and blend teacher-led instruction with
collaborative, student-directed activities.
Essential Question: Each Expedition begins with an Essential Question, which is a broad, open-ended question that relates to the Expeditions overall goal or challenge. By the end of the Expedition, students will be able to justify their answers to the Essential Question.
The Story: Every Expedition has a storyline that provides relevance and presents information that relates to the real world.
STEM Expeditions Essential Elements
Destinations Multiple Destinations make up an Expedition.
Destinations are accessed via links on the Expedition map.
Each Destination contains an introductory video.
Resources Single or multiple Resources make up a task. Resources are stand-alone pieces
of content that provide instruction, teach concepts, provide opportunities for practice, assess student understanding, and more.
There are two types of Resources: Activity Resources and Lesson Resources.
Tasks One or more tasks make up a Destination.
Tasks are composed of one or more Resources. Tasks require action such as creating a theory, analyzing data, conducting experiments, and so on.
Students are introduced to an Essential Question at the start of each Expedition.Essential Questions engage students and promote higher-order thinking. Each STEM Expedition begins by presenting students an Essential Question that sets the focus of the Expedition and follows the seven defining characteristics of Essential Questions:
1. It is open-ended; that is, it typically does not have a single, final, and correct answer.
2. It is thought-provoking and intellectually engaging, often sparking discussion and debate.
3. It calls for higher-order thinking, such as analysis, inference, evaluation, and prediction. It cannot be effectively answered by recall alone.
4. It points toward important, transferable ideas within (and sometimes across) disciplines.
5. It raises additional questions and sparks further inquiry.
6. It requires support and justification, not just an answer.
7. It recurs over time; that is, the question can and should be revisited again and again.
[McTighe, Jay and Wiggins, Grant (2013), Essential Questions: Opening Doors to Student Understanding, ASCD]
When we started, we had no idea how to interpret data. This is getting us to the point where we can.
Logan, eighth grader
Its something well need to know when we go to high school.
Kiven, eighth grader
Students complete logbooks for each STEM Expedition.A logbook is an important tool that provides a detailed account of every planned and executed activity. It not only serves as proof of learning for students but also teaches the importance of documentation and protection of ideas and research in the engineering and science fields.
Every Expedition has its own unique logbook that follows the engineering design process. Students record and analyze data, graph the information, improve designs, draw conclusions, and justify conclusions as they work through an Expedition. Teachers can choose to have students use digital logbooks built into the learning content management system or to provide printed versions of the logbooks.
Engineering Design Process
IMPROVE:Get feedback, improve
your design, test again,
and share improvements
ASK:Ask questions to others
IMAGINE:Brainstorm ideas and share
possible solutions with
PLAN:Choose a solution,
create item lists,
and develop a plan.
CREATE:Build, test, collect, and analyze data; summarize,
and communicate your results with others.
Students become critical thinkers and problem solvers.Employers want employees who can use knowledge, facts, and data to effectively solve problems. In STEM Expeditions, students have to think critically and creatively, use good judgment, share thoughts and opinions, and make decisions about a variety of tasks or challenges.
It makes me work. It doesnt give you the answers clearly. . . . It gives you information about what to do to get the information. It doesnt tell you what to graph. It just gives you hints about what to do.
Cooper, seventh grader
Students work collaboratively with others.An overarching goal of Pitsco Education STEM Expeditions is for students to become responsible learners and to work collaboratively with others. Each hands-on title is student directed, giving students control of their own learning experience. And because s