Educator Effectiveness Academy Day 2, Session 1. Find Someone Who…. The purpose of this activity is to review concepts presented during day 1.

Educator Effectiveness AcademyDay 2, Session 1

The purpose of this activity is to review concepts presented during day 1.

Find someone who can describe the meaning of this abbreviation:

CCSS W.11-12.7

Name:

Answer:

Find someone who can tell you what the High School

STEM Standards of Practice Framework describes.

Find someone who can explain what the color purple

in the STEM Standards of Practice Framework Instructional Guide

represents?

Find someone who can tell you what letters such as A, B, C represent in the

framework.

Find someone who can name 3 STEM Standards of Practice.

Find someone who can tell you the name of your facilitator.

Find some who can identify one way to implement the

STEM Standards of Practice in his/her content area.

Find someone who can tell you the two goals for STEM Education

in high school.

Find someone who can tell you what is described in the

instructional notes and examples section of the

Maryland State STEM Standards of Practice Instructional Guide.

• Find people who can provide the correct answers to the statements in the table.

• You must find a different person for each statement.

• Write the name of the person and his/her answer below the statement.

Participants will:• analyze STEM unit and lesson components.

• analyze STEM resources on the curriculum management system.

• develop STEM lesson seeds using STEM resources on the curriculum management system.

Dayton Regional STEM Center: What is STEM education?

The development or modification of units, lessons, or activities to incorporate the STEM Standards of Practice and reflect the definition of STEM Education.

The purpose of this activity is to review components of a STEM Unit.

• Working in pairs, place the STEM BINGO chip on the unit component title as the component is reviewed

• Three consecutive rows (horizontally or vertically) must be filled to have BINGO

S T E M S T E M

Title. This is descriptive statement about the unit.

Overview. This is a summary of what students will learn in the unit. It explains the unit’s focus and real world connection.

Enduring Understandings. These go beyond discrete facts or skills to focus on larger concepts, principles, or processes.

Essential Questions. Essential questions are open-ended questions that provoke inquiry about the core ideas for the unit.

Content Standards. This section will list Maryland State Curriculum content standards from multiple disciplines that are addressed in the unit.

STEM Standards of Practice. This section identifies the essential skills and knowledge from STEM Standards of Practice that will be addressed in the unit.

Clarifications/Examples. This component will provide extensions of the essential skills and knowledge and core learning goal indicators found in the Maryland State Curriculum.

Connection to STEM Careers. This section describes careers in the STEM fields that correlate with content covered in the unit.

Transdisciplinary Connections. This section will broadly list the content areas the unit covers and suggest opportunities for real world connections between STEM disciplines and other disciplines.

Suggested Student Outcomes. They describe the transferable knowledge and skills that students should understand and be able to do when the unit is completed.

Vocabulary/Terminology/Concepts. These are concepts and terms that will be encountered—often for the first time—over the course of the unit.

Common Misconceptions. This component will provide insights into areas that have historically presented challenges for both the teacher providing the instruction and the student understanding the concept.

Key Advances from Previous Grades/Courses. Statements about what was learned in previous grades/course that will support student learning.

Sample Lesson Plan. Recommended components of a STEM lesson plan are identified in this section.

Lesson Seeds. The lesson seeds are ideas that can be used to build a lesson.

Additional Resources. These are links to media, lesson plans, activities, related background information and other instructional materials for teachers from a variety of sources.

Interventions/Enrichments. Modules or links

• Universal Design for Learning• WIDA Performance Definitions and CAN DO

Descriptors• Accelerations and Enhancements

5E Model for Integrated STEM Instruction

• The 5E model is not linear.

• Evaluation typically occurs throughout the 5E cycle.

• It may take several days or several lessons to complete a 5E cycle.

The purpose of this activity is to review the 5E model for integrated STEM instruction.

Description

Engagement Teacher or student poses a real world problem, challenge, complex question, or

global issue that relates to the content standards to be address in the lesson. Students brainstorm potential solutions or explanations.

Exploration

Students explore and make connections between science, technology, engineering, and mathematics. select and apply the appropriate systematic approaches to answer complex questions, to investigate global issues, and to develop solutions for challenges and for real world problems.

Explanation

Studentsanalyze and interpret data.communicate understandings and possible solutions.use technology appropriately for analysis and communication

Elaboration / Extension

Studentsrefine solutions, prototypes, and/or models.modify experimental procedures for further exploration.identify and analyze connections to STEM careers.

Evaluation

Studentsreflect on their answers or solutions to the complex question, issue, challenge or problem.participate in peer reviews.demonstrate understanding through performance-based tasks.

The purpose of this activity is to analyze a 5E lesson using the STEM Centric Lesson and Unit Checklist

STEM Centric Lesson and Unit Checklist

• Designed to aid educators in developing or modifying units and lessons to align with the STEM Standard of Practice and reflect the definition of STEM education.

• A resource to identify areas of improvement or sustainability in lessons.

Content Standards and the STEM Standards of Practice

Real World Connection

Development of Deep Conceptual Understanding

Diverse Learners

Integrating Foundations of Technology, Government, and Biology content to investigate the issue of the appropriate size of the menhaden harvest and the effects of bycatch in the Chesapeake Bay and coastal Atlantic Ocean.

Images from National Oceanic and Atmospheric Administration (NOAA) http://search.usa.gov/search/images?affiliate=noaa.gov&m=false&query=Menhaden

• Review the introduction and foundations of technology lesson seed.

• As a group decide if the lesson seed meets the criteria in the checklist.* Remember – this is a lesson seed so all criteria may not

be checked.

Content Standards and the STEM Standards of Practice

Real World Connection

Development of Deep Conceptual Understanding

Diverse Learners

• To practice navigating the curriculum management system.

• To become familiar with resources on the STEM portion of the curriculum management system.

• To develop a STEM centric lesson seed for your content area using the resources on the curriculum management system.

Participants will:• share lesson seeds.• analyze the attributes of a STEM centric

learning environment.• provide input on STEM related projects.