Presented by PIIC Mentors:Melissa Petrilak, Colonial IU20

Evelyn Wassel, Ed.D., Schuylkill IU29

STEM Education Toolbox for

CoachesJanuary PIIC PLO 2014

PLEASE DO NOW…

Look at the lesson plans posted on the walls. Write 5 lines in response to the following questions:

At what grade level(s) do you think students should be expected to participate in this lesson?

How are RWSL Standards addressed in this lesson?

Share with a partner

Lesson in Action

Source: Joey Rider-Bertrand, IU13

What is STEM Education?

STEM Education is an intentional, integrative approach to teaching and learning in science, technology, engineering and mathematics.

Students become adept problem solvers, innovators and inventors who are self-reliant by asking questions, investigating, making informed decisions about how they live their daily lives and engage in their vocations and communities.

STEM

ScienceTechnologyEngineeringMath

Source: Joey Rider-Bertrand, IU13

What is included?

Students from all cultural backgrounds Students from any gender or gender identity Native English speakers and ELLs Students with disabilities Students of any achievement level

…STEM IS FOR ALL

Source: Joey Rider-Bertrand, IU13

ALL means ALL!

You cannot do “school as usual” Grouping and leveling courses is not the answer. Look at your

data. Has it worked? Curriculum must be deliberately designed to meet the needs of

ALL learners. Teachers must expand repertoire of instructional practices,

strategies and techniques.

Source: Joey Rider-Bertrand, IU13

That’s your role as coach!!!

Goals of the Session

Why teach STEM?Tools to share with teachersHow to start conversationsLesson Plan Resources

Source: Joey Rider-Bertrand, IU13

Why Teach STEM?

Projected job growth in STEM related jobs over next 10 years will be 17%.

Projected job growth in non-STEM related jobs over next 10 years will be 9.8%.

Educational/Societal: STEM Literacy for all students, inclusion of STEM as part of a typical liberal arts education, develop educated consumers of information and products.

United States Department of Labor

“Our nation needs to increase the supply and quality of “knowledge workers” whose specialized skills enable them to work within STEM industries and occupations. Our nation’s economic future depends upon improving the pipeline into STEM fields (2007).”

United States Military Academy: Intellectual Domain

• Think and act creatively

• Demonstrate the capability and desire to pursue progressive and continued intellectual development

• Listen, read, speak and write effectively

• Be scientifically literate and capable of applying scientific, mathematical, and computational modes of thought to the solution of complex problems.

• Understand and apply information technology concepts to acquire, manage, communicate and defend information, solve problems, and adapt to technology.

• Apply mathematics, science, technology, and the engineering design process to devise technological problem solutions that are effective and adaptable.

STEM, Literacy and PA Core

3.5 Reading Informational Text

• Students read, understand, and respond to informational text-with emphasis on comprehension making connections among

• Ideas and between texts with focus on textual evidence

8.6 Writing • Students write for different purposes and audiences.

• Students write clear and focused text to convey a well-defined perspective and appropriate content

Math Practice PA Core Standard#1

Make sense of problems and

persevere in solving them

Check their answers to problems using different methods and continually ask themselves, “Does this make sense?”

Explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends.

#2Reason abstractly and

quantitatively

Reason inductively about data, making plausible arguments that take into account the context from which the data arose.

STEM, Literacy and PA Core

STEM, Literacy and PA Core

Math Practice PA Core Standard#3

Construct viable arguments and

critique the reasoning of others

Justify their conclusions, communicate them to others, and respond to the arguments of others.

Compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is.

Determine domains, to which an argument applies, listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

Reason inductively about data, making plausible arguments that take into account the context from which the data arose.

What’s in Your Toolbox??

Share with a partner tools that you have shared with teachers to promote literacy in STEM classes.

Be prepared to share out…

Vocabulary

Students should be able to:“interpret words and phrases within a text”“write informative/explanatory texts to

examine and convey complex ideas and information clearly and accurately”

Write “discipline specific content”

http://2.bp.blogspot.com/_3sXseN80gSM/RzuENHFgVVI/AAAAAAAAAFw/cS92DeIbjr4/s320/standards+comic.jpg

How to Promote Vocabulary

Have students use words in sentences rather than copy definitions.

Essential vocabulary sheet

Have students demonstrate mastery in short or extended writing pieces.

Term What does it mean to you?

Picture Where can I find a definition?

What Could Students Read?

News sourcesNonfiction books

Walter Isaacson’s biography of Steve JobsCheryl Strayed’s WildMalcom Gladwell’s OutliersMary Roach’s Stiff

Malcolm Gladwell’s Outliers

Do you believe outliers are important for research? Give examples from the book to support your position.

Do you think Asians are prewired to do better in math than Americans because of their language? Cite examples from the book to support your position.

What Could Students Read?/ Write?

http://mynasadata.larc.nasa.gov/lesson-plans/?page_id=474?&passid=83

http://pbs39.pbslearningmedia.org/resource/echo07.lan.stories.lpeveryday/storytelling-tales-of-everyday-life/

http://sdo.gsfc.nasa.gov/epo/educators/ThinkScientifically_1.pdf

What Could Students Read? Write?

LDC Tasks

Topics “What to do about climate change?” “Is genetic science moral?” “Has the Internet changed society for better or worse?”

Products Brochure Poster Short story Rap Monologue Letter to editor

Video Tools

A,E,I,O,U I See – I Think – I Wonder KWHL Prediction – Conclusion –

Evidence Anticipation Guides

Specific Examples Begin class with a writing prompt that requires students to think. Give students a relatively

short period of time at the beginning of the class period to summarize something they learned in the previous lesson, solve a problem based on prior learning, or speculate about the new topic that will be introduced. Lead a brief discussion about their responses before moving to a new topic.

Utilize illustrations, graphs, and other graphics in a new way. Have students write text to accompany and describe visual elements such as graphs or diagrams. Students should analyze graphic material in one or two sentences, as it might appear in a textbook or on a Web site.

Evaluate scientific articles. Have students read selected articles from scientific journals. Narrow the discussion and written assignment by focusing on components of the paper. For example, students might be asked to discuss how the scientist limited variables in the procedure, comment on trends observed in the data, or explain the relationship between the hypothesis and collected data.

Specific Examples

Keep a journal outlining procedures and findings. Have students describe laboratory work in an ongoing log. Entries might focus on general experiment procedures as well as new information and concepts acquired.

Evaluate a seminar, lecture, or media presentation. Have students write a short evaluation of a presentation they have observed. Rather than asking students to simply write a summary, provide several prompts from which students can choose that focus on specific aspects of the presentation.

Develop a letter to the editor of a scientific journal. After reading articles from one or more scientific journals over a period of time, have students write a letter to an editor. The letter might describe an opinion about a specific article or the quality of a journal in general.

Reading in Math

Math textbooks contain more concepts per word, per sentence, and per paragraph

Writing style is compact, little redundancy

Textbooks are written above grade level

Reading in Math

Proficient at decoding, comprehending, words, numbers, and symbols

Examples, graphics or exercises take first priority over words

Overlap between math and everyday English vocabulary

Teachers struggle with…

What are the specific skills or knowledge that students need in order to read content material effectively?

What learning environments promote effective reading and learning?

What strategies can be used with students to help them become more effective readers and independent learners?

McREL

Students struggle with…

Organizing ideas as they read.Making meaningful connections.Persevering through reading material

Mathematics Tackling vocabularyDecoding symbolsReading at the text levelUnderstanding text organization

McREL Draft

Communication Standard

Students will acquire the ability to read, write, listen to, and speak mathematics.Page 5, Crossroads in Mathematics

30

This is why we need to talk about math.

Actual student answer to a math problem

What am I?

Communicating MathVocabulary

“Reading comprehension and arithmetic achievement tend to be positively related. Almost without exception instruction in vocabulary and/or reading skills in arithmetic paid off in terms of greater achievement, especially in the area of problem solving.”

Earp, 1970, p. 531

Importance of Vocabulary InstructionMarzano et. al. (2001.) Classroom Instruction

That Works. Alexandria, VA: McREL.

12 percentile gain with any direct instruction

33 percentile gain with systematic direct instruction of words in passage

Informal vs. Formal Language & Vocabulary

Informal Vocabulary Formal Mathematical VocabularySplit

Take awaySlideTurnFlip

ChangeSameMoreLess

HoldsInside

AroundCrossTotal

DivideSubtract

TranslationRotation

ReflectionTransformation

Congruent/EqualGreaterFewer

CapacityInterior/Area

PerimeterIntersection

Sum

Some math words are shared with English and have comparable meanings, but the math meaning is more precise

SimilarMedianEdgeReflectionFractionAverage

• Divide• Equivalent• Even• Difference• Variable• Slope

Some words have more than one mathematical meaning

Inverse

Round

Square

Range

Base

Median

Degree

Vocabulary Strategies

Word Sort

Closed-Sort, Open-Sort Frayer Model

Verbal/Visual Word Association

Concept Circles

Word Web

Semantic Feature Analysis

Concept Map

Abbreviations are often used in place of the complete word or phrase

Inverse for inverse functionsin for sinecos for cosinetan for tangent

Vocabulary Word Sorts

Closed Sort-Teacher provides the categoriesOpen-Sort-Students group words into categories

Closed Word Sort

edgesdiagonal

angles

circumference

perimeter

•Think about the meaning of the words.

•Sort the words into groups based on their meanings in math.

•Pick a title or label for each group.

Open Word SortList – Group - Label

Helps students examine the relationships among subject-matter concepts

Involves students in their own learning

Students are responsible for contributing the vocabulary not manipulating the teacher’s

vocabulary

Activates prior knowledge

Helps learner make essential connections between their experience base and new

understandings

Involves reasoning and making connections

List-Group-Label (Dump and Clump) Generate a list of words and phrases that you

associate with this term.

Place words in dumpster.

Measurement

What do these words have in common?In your group, organize the words into categories.(Categories should be mathematically significant.)

Categorize in the Clumpster.

List – Group - Label

Word Sort Tips

Working in groups promotes conversations about word meanings As students hear other ways to of sorting words, they refine and extend

their understandings Students might be asked to identify words that could go in more than

one group Words from several units can be sorted and labeled as a cumulative

review Each word can be placed on an individual card so students can physically

sort the words

Vocabulary Connector

Column 1 Down:_________________________________________________

Column 2 Down: ______________________________________________________

Frayer Model

Helps students to categorize vocabulary and develop their own understanding of concepts

Helps students to clarify what the term/concept is and what it is not

Students are able to make connections with their personal experiences and background knowledge.

Frayer ModelDefinition (in own words)

Characteristics

Examples (from own life)

Nonexamples

Term/Concept

Frayer Model

Sample Frayer ModelA flat, 2-dimensional figure made up of line segments (sides)

ClosedPlane figureMore than 2 straight sides

PentagonHexagonSquare

CircleConeCylinder

Polygon

Verbal/Visual Word Association

Divide a square into four equal partsUpper –left is for the term/conceptLower-left is for a definitionUpper-right is for a drawingLower-right is for their personal association or a list of

examples

Verbal/Visual Word Association

Vocabulary Term Visual Representation

Definition Personal Association or Characteristic

Right Triangle

A triangle with one right (90˚) angle

Concept Circles

Study words and relate them to each other conceptually

Identify common attributes that exist between several words or concepts

Circle

HyperbolaParabola

Ellipse

Concept: Conic Sections

Concept Circles

Which term does not belong?

Students identify the concept as well as which term does not belong.

Pentagon

CircleHexagon

Square

Concept:_____________

Concept Circles

Fill in the missing section

Students identify a number that fits the concept.

_____

436

100

Concept: Square Numbers

Word Web/Concept Map

Graphs

types

talking about data

parts

median

modemean

labelaxes

title

key

bar graph

line plotline graph

stem and leaf plot

Semantic Feature Analysis

Category: PolygonsTerms: Features/Properties

Three-Sided Four-Sided Equilateral Convex Opposite Sides Parallel

Square X X X XTriangle X X

Rectangle X X X

Quadrilateral X

Trapezoid X X

Concept MapWord

Synonyms Things that are like this Antonyms

How to Start Conversations

Get 2 departments to plan one lesson

Projects to incorporate engineering

Tying It All Together…

How can the opening lesson on Iditarod be extended to a STEM lesson?

http://padlet.com/wall/STEMIditarod

References

Information for slides 3,4,5,6,7,10 from 2013 SAS Institute – created by Joey Rider-Bertrand, IU13

STEM, Literacy and the Common Core Standards by Shannon Reed, 8/21/12

CASH In

Cognitive-Intellectual

Affect

Strengthen/Share

Helpful