STEM and the Common Core
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The document discusses the integration of inquiry-based learning within STEM education and its connection to the Common Core State Standards, emphasizing critical thinking and student-centered approaches. It outlines effective strategies for lesson planning, the importance of real-world application of knowledge, and how to implement a five-step inquiry process in the classroom. Additionally, it highlights the transformation from traditional teacher-centered classrooms to more engaging, exploratory learning environments.
STEM and the Common Core
- 1. INQUIRY-BASED LEARNING Jessica Bianculli, M.Ed. Director of Professional Development
- 2. Agenda How STEM connects to the instructional shifts embedded in the Common Core State Standards. Effective ways to apply STEM competencies to impact lesson planning and assessment with a focus on increasing application of content knowledge. Strategies for implementing inquiry-based instruction with an emphasis on critical thinking skills. 2
- 3. STEM – Common Core Connections Science – Technology – Engineering – Math View the standards through a lens of inquiry-based instruction Focus on cross-curricular connections, problem solving, & disciplinary literacy Real-world application and analysis of content knowledge Student-centered learning environment
- 4. STEM – Common Core Connections The instructional shifts in Common Core ELA and Math are calling for increased rigor. “Rigor is more than what you teach, it’s how you teach, and how students show you they understand content.” Barbara Blackburn, Ph.D http://www.barbarablackburnonline.com/rigor/ “Rigorous mathematics refers to a deep, authentic command of mathematical concepts.” Making the Shifts - Sandra Alberti http://www.ascd.org/publications/educationalleadership/dec12/vol70/num04/Making-the-Shifts.aspx 4
- 5. Next Generation Science Standards: Performance Expectations 1. 2. 3. 4. 5. 6. 7. 8. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions Engaging in Argument from Evidence Obtaining, Evaluating, and Communicating Information 5
- 6. CCSS Standards for Mathematical Practice NGSS: Science Performance Expectations Make sense of problems and persevere in solving them. Model with mathematics. Use appropriate tools strategically. 1. Reason abstractly and quantitatively. Look for and make use of structure. Look for and express regularity in repeated reasoning. Attend to precision. Construct viable arguments and critique the reasoning of others. 1. 2. 2. 3. 3. 4. 5. Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions Engaging in Argument from Evidence Obtaining, Evaluating, and Communicating Information 6
- 7. STEM in the “Real” World “The meaning of ‘knowing’ has shifted from being able to remember and repeat to being able to find and use it.” -National Research Council, 2007 What does this mean for a typical “teacher-centered” classroom? 7
- 8. STEM Education A transformation from the typical teacher-centered classroom to: Student-centered learning Driven by: problem-solving discovery exploratory learning active engagement
- 9. CER Model Designing Science Inquiry: Claim + Evidence + Reasoning = Explanation Eric Brunsell http://www.edutopia.org/blog/science-inquiry-claim-evidence-reasoning-eric-brunsell 9
- 10. 5 Step Process What are you curious about? What do you want to know? This is your driving question. What will you need to answer your question? Start researching and experimenting! This is your evidence. Analyze and reflect on your data. Are you on the right track? This is your reasoning. Did you find the answer to your question? If so, this is your claim. How will you communicate your findings? This is your explanation. 10
- 11. Dan Meyer’s Water Tank What Can You Do With This: Water Tank? http://blog.mrmeyer.com/?p=5990 11
- 12. Use the 5 Step Process 1. What do you want to know? 2. What will you need to answer your question? 3. Analyze and reflect on your data. Are you on the right track? 4. Did you find the answer to your question? 5. How will you communicate your findings? 12
- 13. Reflect What critical thinking skills are we helping students develop? How can this process provide more rigor in our instruction? How can this process connect to other content areas? 13
- 14. CER Model Designing Science Inquiry: Claim + Evidence + Reasoning = Explanation Eric Brunsell http://www.edutopia.org/blog/science-inquiry-claim-evidence-reasoning-eric-brunsell 14
- 15. What do you observe in this photograph? 15
- 16. What does this graffiti image mean? What information do you need to answer this question? 16
- 17. Evidence and Reasoning to Support your Claim Evidence “Banksy” is a United Kingdombased graffiti artist, political activist, film director, and painter. Reasoning This graffiti was drawn on Israel's West Bank barrier The barrier is a wall/fence under construction by the State of Israel 17
- 18. Based on evidence & reasoning, what is your claim? What does this image mean? 18
- 19. Questions to Spur Inquiry 1. 2. 3. 4. 5. What do you think? Why do you think that? How do you know? Can you tell me more? What questions do you still have? 5 Powerful Questions Teaches Can Ask Students October 31, 2013 - Rebecca Alber http://www.edutopia.org/blog/five-powerful-questions-teachers-ask-students-rebecca-alber 19
- 20. Reflect How could this model change… The way we plan our lessons? Organize our classroom? The teacher’s role in the classroom? The students’ role in the classroom? Our view of “testing” for mastery of content/concepts? 20
- 21. Bloom’s Taxonomy: Revised Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing Evaluating Justifying a decision or course of action Checking, hypothesizing, critiquing, experimenting, judging Analyzing Breaking information into parts to explore understandings and relationships Comparing, organizing, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarizing, paraphrasing, classifying, explaining Remembering Recalling information Recognizing, listing, describing, retrieving, naming, finding
- 22. Tinkering “Tinkering is the way that real science happens, in all its messy glory,” says Sylvia Martinez, co-author of the new book, Invent to Learn: Making, Tinkering, and Engineering the Classroom Martinez is one of the leaders of the “makers’ movement,” a nationwide effort to help kids discover the value of getting their hands dirty and their minds engaged. The next generation of scientists—and artists, and inventors, and entrepreneurs—may depend on it. How Do We Inspire Young Inventors? Annie Murphy Paul | November 25, 2013 http://blogs.kqed.org/mindshift/2013/11/how-do-we-inspire-young-inventors 22
- 23. Tinkering and the 5 E’s Inquiry Cycle Each Open MAKE event constitutes the culmination of a whole month dedicated to exploring a different theme, centering activities, exhibits, and artists around a new material. Engage Evaluate Elaborate Explore http://tinkering.exploratorium.edu/blog Explain 23
- 24. Audri's Monster Trap He is 7 years old and wants to be a theoretical physicist when he grows up and has big plans to study robotics at MIT. http://www.youtube.com/watch?v=IMboI4cOAuQ Hypothesis: 10-20 Failures 1-2 Successes 24
- 25. STEM Competencies Skills: Abilities: Critical Thinking: ability to use logic and reasoning Problem Sensitivity: The ability to tell when something is wrong or is likely to go wrong. Active Learning: Understanding the implications of new information for problemsolving and decision-making. Deductive Reasoning: The ability to apply general rules to specific problems. Complex Problem Solving: develop and evaluate options and implement solutions. Inductive Reasoning: The ability to combine pieces of information to form general rules or conclusions http://cew.georgetown.edu/stem/ 25
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