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Engaging Students with Engaging Students with STEM Challenged Based STEM Challenged Based Learning Activities Learning Activities Lancaster Lebanon Lancaster Lebanon Intermediate Unit 13 Intermediate Unit 13 Sunny Minelli Weiland – Curriculum & Instruction

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Engaging Students with STEM Challenged Based Learning Activities. Lancaster Lebanon Intermediate Unit 13. Sunny Minelli Weiland – Curriculum & Instruction. DefinedSTEM.com. Joel Jacobsen [email protected] Drue Feilmeier [email protected] Sunny M. Weiland - PowerPoint PPT Presentation

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  • Engaging Students with STEM Challenged Based Learning ActivitiesLancaster Lebanon Intermediate Unit 13

    Sunny Minelli Weiland Curriculum & Instruction

  • DefinedSTEM.comJoel [email protected]

    Drue [email protected]

    Sunny M. [email protected]

  • Who are we?Most of you already know.But you may not know...I am here today because...

  • Perfection ChallengeWhat would you design/re-design to allow perfection to be played by astronauts in space?

  • Why??Did You Know?Rising Above the Gathering Storm 10 years LaterYour ticket out What are your top 5 indicators for urgency?

  • DefinedSTEM.comAn opportunity to provide relevance and motivation to students in grades 7-12

  • DefinedSTEM.comWelcome from Chicago, IllinoisOverview Defined Learning: http://definedlearning.com/ Defined STEM: http://definedlearning.com/defined-stem.cfm

  • DefinedSTEM.comOverarching IdeasRelevanceMotivationCareer Links to Academic Content

    Scope of Technology in Cell Phone Design: http://stem.definedlearning.com/connect.cfm?asset_guid=fa87353e-7dc4-4809-bed0-913bac107901&blnSearch=1

  • DefinedSTEM.com

  • STEM in PA Schools

    Sheet1

    President Bushs business-led State Scholars Initiative calls for requiringIn Pennsylvania, this percent of school districts meets the requirement

    In math:

    Algebra I52%

    Geometry39%

    Algebra II20%

    In science:

    Biology77%

    Chemistry24%

    Physics12%

  • Three Forces Changing Our Nations FutureInadequate literacy and numeracy skills among large segments of our student and adult populations An ongoing shift in the demographic profile of our population, powered by the highest immigration rates in nearly a centuryThe continuing evolution of the economy and the nations job structure, requiring higher levels of skills from an increasing proportion of workers

  • Globalization Bachelors degrees in science and engineering make up sixty percent of the total degrees earned in China.

    Five percent of the degrees earned in the United States last year were in science and engineering. This year, China alone will graduate 350,000 engineers. By 2010 it is predicted that 90 percent of all the worlds scientists and engineers will be in Asia.

  • GlobalizationU.S. enrollment in science and engineering has dropped by 12 percent in the last five years. Nearly one-half of all U.S. enrollments in science, technology, engineering and mathematics are students who are non-U.S. citizens. In 1975, the United States ranked third in the world in the percentage of its students who were received degrees in science and engineering. Today we are 17th in the world.

  • Regarding Competitive Advantage If you look at India, China, and Russia even if you discount 90 percent of the people there as uneducated farmersyou still end up with about 300 million people who are educated. Thats bigger than the U.S. work force.

    Bob Herbert, New York Times

  • Number of ParticipantsIntel International Science CompetitionU.S.50,000

    China6 MillionSOURCE: Craig Barrett, CEO Intel

  • ChallengesThe United States ranks tenth among industrialized nations in the percentage of 25-34 year olds with an Associates degree or higher, and stands as one of the only nations where older adults are more educated than younger adults.

    The United States ranks near the bottom of industrialized nations in the percentage of entering students that complete a degree program.

    Disparities in educational attainment persist across racial and ethnic groups. 42 percent of whites ages 25-64 have an Associates degree or higher, compared with 26 percent of African Americans and 18 percent of Hispanics.

  • ChallengesThe US will produce approximately 48 million new undergraduate degrees between 2005 and 2025. We need to produce approximately 64 million additional degrees over this period to match leading nations in the percentage of adults with a college degree (estimated at 55 percent)

    16 million degrees will be needed to meet domestic workforce needs

    Demographic trends point toward substantial growth in populations historically underserved in higher educationAfrican Americans and Hispanics in particularthis looming degree gap cannot be filled without a strong commitment to erasing racial and ethnic disparities in educational attainment.

  • Literacy Research6 million students in grades 6-12 will not graduate HS, or will be unprepared for post secondary education30% of HS students do not graduate nationally51% of Black HS students graduate52% of Hispanic HS students graduate75% of students with literacy problems in 3rd grade will have literacy problems in 9th gradeThe US is 15th in the World in literacy scores25% of all HS students read below basic levelsHS dropouts are 3 times more likely to be on welfare75% of state prison inmates did not complete HSNASSP. (2005). Creating a Culture of Literacy. Reston: VA

  • The National ChallengeMore than 3,000 students drop out of high school every dayUS reading scores have remained flat for 30 years31% of high school students take the minimal credits required for college admission49% of entering college freshmen need some remediation1/4 to 1/3 of freshman do not return for a 2nd year of college

    Yet, 97% of students say they want to go to college and 63% of students enroll in college.

  • Engaging Students in STEMSTEM Career PathwaysSTEM CareerLinkingAcademiesSTEM Job ShadowingClassroom Integration: DefinedSTEM

  • DefinedSTEM.comRelevance

    How Engineering Design Applies to Consumer Products:http://stem.definedlearning.com/connect.cfm?asset_guid=99721848-28d0-4906-b171-2391470ed136&blnSearch=1

  • DefinedSTEM.comWork Environment

    Jobs of a Civil Engineerhttp://stem.definedlearning.com/connect.cfm?asset_guid=857b2d51-140a-458a-8968-560dc713ab80&blnSearch=1

  • DefinedSTEM.comConnected Educational Extensions & Standards Linked to the Videos

    Using Virtual Technology to Assist in Rocket Design

    http://stem.definedlearning.com/connect.cfm?asset_guid=6d37717d-0305-4740-ab70-a5fa946e793c&blnSearch=1

  • DefinedSTEM.comWebsite navigationSearching contentStandards AlignmentWeb Based Education ResourcesSocial Networking

  • DefinedSTEM.comThe Performance TaskProblem Based LearningMultiple Intelligences Differentiated InstructionAuthentic Assessment

    Alignment with Standards & Curriculum

    (Sample Handout)

  • DefinedSTEM.comPasswordsProfessional Development

  • DefinedSTEM.comQuestions and Answers

    Thank you!!!

  • Motivation and LearningLearning and student achievement, always having been a priority, has new meaning.Can we motivate and prepare students to be successful in a variety of assessment circumstances while cultivating critical thinking, problem solving skills, innovation, imagination, creativity and collaboration?

  • Experiential learning ~ construction of knowledge ~ powerful Performance tasks ~ blur the line between teaching and assessing!

  • Our PurposeUnderstand that good assessment is good instruction and vice versa!Experience processes involved in using and designing performance tasksDevelop performance assessments

  • Assessing AssessmentsPerformance Task

    Traditional Assessment

  • Performance AssessmentsStudents construct responses and knowledgeCreate products, or perform demonstrations to provide evidence of their knowledge and skillAdapt the content knowledge and apply it to a situation based in realityMotivate students with engagement in a scenarioStudents solving problems nurturing critical thinking, communication, teamwork, and problem solving

  • Why Performance Assessments?Learning should prepare students for life by being an integral part of life itself -- John DeweySimulating real problems and real problem-solving is one way to encourage this connection!Performance assessments give students opportunities to choose among a diverse selection of projects Performance assessments facilitate the creation of learning opportunities based upon students individual interests and strengths Shift from How will we test students on what we have taught? to What performances can we design to see what students can do with what they know?

  • One of the challenges in teaching is designing, and to be a good designer you have to think about what you're trying to accomplish and craft a combination of the content and the instructional methods, but also the assessment.Grant Wiggins, co-author of Understanding by Design"

  • Characteristics of Performance AssessmentsStudents as active participants, not passive selectors of a right answerOutcomes should be identified and should guide the design of the taskStudent activities should match the objectives and allow student demonstration of mastery of intended outcomesStudents should actively apply knowledge and skills to reality based situations and scenariosClear set of criteria should be available to help judge the proficiency of student response

  • CBL & GRASPS Designing a Challenge Based ~ Performance AssessmentOverviewDefined Learning Integration Essential QuestionsTitle GOAL Reflect on standards identified * Identify observable and measurable indicators for each standardROLE Generate a meaningful context for the task (real issues, problems, themes, student interest areas)AUDIENCE Identify an audience for which the students are workingSITUATION Crete a scenario in which the student learning is embedded. Promote thinking skills & processes that encourage application of knowledge and skillsPRODUCTS OR PERFORMANCESSTANDARDS FOR SUCCESS

  • OverviewThe purpose of this section is to provide the teacher and/or student with the big idea. The first sentence should consider the essential content aligned with the appropriate academic standard. The second sentence should provide the overarching connections for utilization of the Defined STEM videos. The final statement should connect the potential career connections that may be associated with the performance task. Considerations may also be given to the career pathways that may be followed through course selection.

  • DefinedSTEM Integrationhttp://stem.definedlearning.comAfter you review the various Defined STEM videos associated with the theme and/or big idea for your task, you will choose three or four videos to provide relevance, engagement, and motivation for your students. The videos should be placed here in the order that they will be most useful for completing the performance task.

  • Essential QuestionsEssential questions are broad in scope and are relevant beyond the classroom experience. A good essential question should cultivate a sense of curiosity and motivate student to seek answers. They should be open-ended and thought provoking and not answerable with a simple yes or no (Wiggins & McTigue, 2005). A strong essential question provides a link to prior knowledge as well as gives personal meaning to the student. For the performance task, one and a maximum of two should be present. These questions bring about student inquiry. They should help set the focus for the performance task. They should be compelling and promote higher order thinking skills.

  • Sample EQs!Delaware Department of Education:http://www.doe.k12.de.us/infosuites/staff/ci/DRC/Essential%20Questions.pdfDerry Village School:http://www.derry.k12.nh.us/dvs/staff/cmccallum/curricmap_essential.htmGlastonbury Public Schools:https://www.glastonburyus.org/curriculum/foreignlanguage/foreignlanguagecurriculum/essentialquestions/Pages/default.aspxGreece Central School District:http://www.greece.k12.ny.us/instruction/ela/6-12/Essential%20Questions/Index.htmGreenville County Schools Online:http://www.greenville.k12.sc.us/league/esques.html

  • TitleAfter you create your GRASPS, be sure to give it a catchy title!May want to relate the title to the goal, role, scenario for students!

  • Academic StandardsPlease choose the academic standards, big idea and essential question from Pennsylvania http://pdesas.org that best meet the teaching and learning expectations associated with this performance task. The standards should reflect what a student should know and be able to do at the completion of this task. When choosing the standards, please be sure to select the appropriate benchmarks that link the content and processes with the appropriate grade level.

  • GOALThinking about the objective for studentsReflect on the assessment anchors ~ select ideas that you would like to investigate in your classroom!! What performances would allow students to demonstrate mastery of the knowledge and skills identified within the academic standard or assessment anchor?How can students create answers or products to demonstrate knowledge and skills?

  • Why performance tasks?The performance task is an authentic, real-world problem or scenario that provides students the opportunity to demonstrate understanding of critical content, concepts, and processes. The first four sections are concerned with building an appropriate context in which students can operate. The products should compliment the context. Decisions will need to be made by educators in terms of which products may be required, which products are part of student choice and differentiation, and which products will be scored formally. The answers to these questions may vary by system, school, classroom, and/or student.

  • GoalGOAL: Establish the goal or problem that begins to set the context for the scenario.Please consider the following guiding stems to help with development:Your goal is to .The problem that you must solve is ..

  • Observable OutcomesMy performance assessment will focus on the ability of my students to: Compare and contrast simple machines to complex machines

  • Next StepsGenerate a meaningful context for the task (real issues, problems, themes, student interest areas) Identify thinking skills or processes that encourage application of knowledge and skillsIdentify student products or performances

  • ROLEDefine the role of the students in the performance task that aligns appropriately with the context for the scenario. This role should have a connection to a career and potentially to the careers discussed in the DefinedSTEM videos.Please consider the following guiding stems to help with development:Your job is .You have been asked to You are a graphic designer and have been asked to assist in the creation of cartoon characters created in the likeness and movement of simple and complex machines.

  • Possible Roles for these tasksAdvertiserAuthorPolitical CandidateCartoon CharacterCoachComposerFilmmakerTeacherLawyerNewscasterPhotographerDetectiveInterviewerResearcherPlaywrightPark RangerTour GuideTravel AgentNutritionistBoard MemberCatererTranslatorEngineerScientistDoctorFire FighterPolice Officer

  • AUDIENCEIdentify the target audience within the context of the scenario.Please consider the following guiding stems to help with development:Your clients are You will need to convince Your creation will be evaluated by executives at Disney???

  • SITUATIONSet the context of the scenario and explain the situation so the students understand the background and why they need to solve the problem.Please consider the following guiding stems to help with development:The problem to be solved is The challenge you face is

  • PRODUCT/PERFORMANCEClarify what the students will create and why they will create it.Consider the multiple intelligences in terms of how students learn and the ways in which they can demonstrate their understandings of the content and the processes. May be developed as a number of smaller projects that can involve student choice or the teacher may consider a required assignment and the opportunity for students to select supplementary products that may reinforce the required product.Products are vehicles for the students in terms of demonstration of understanding. The products should include a writing prompt(s) to provide the students with writing practice. By providing writing prompts, teachers can provide students with inspiration, provide students with initial focus and purpose for writing, and ease students into the habit of writing.As you review the samples, you will see considerations for technology, hands-on learning, global attributes, and integration with the arts. The potential products also have strong alignment with the multiple intelligences.

  • Possible products for these tasksAdvertisementBrochurePuzzleMagazine ArticleMemoPosition PaperPoemQuestionnaireStoryTestJournalBlogMovieDiscussionSkitSpeechSongDanceNewscastPlayAdvertisementCollageCollectionGraphicDiagramModelMapPaintingPhotograph

  • Standards/Criterion IndicatorsCreate rubrics for students or collaboratively develop them with the students. May consider the creation of performance standards/anchor products.

  • Aligning with PDE SASwww.pdesas.org

  • Thank You!Sunny Minelli [email protected]

    Strengthening the workforce in PA*

    Create Foldable Ask participants to individually reflect and generate a list of three words associated with the above terms while evaluating performance assessment samples. Partner with another and share ideas make sure that your partners have at least three ideas too! Ask participants to share ideas and chart on chart paper. Ask particpants to place a check mark next to an item that they hear mentioned that they also have on their list.

    Ask the group for examples of performance tasks that they have seen used or used in class.

    Lets construct a shared definition of a performance task! A performance task is any project, activity, problem of assignment that is given to students to complete.

    Tasks differ in many ways

    One right answer vs. more than one Written, oral and/or visualinstructions/activities Amount of choice on how torespondwritten, oral and/orvisual Format: short answer, essay,project, portfolio Specifying each skill that thestudent must use or allowing students toselect whatever skills they think appropriate Individual and/or group work Timed or untimed Student choice on which task to complete What else?

    We are going to investigate performance task development using the work of Wiggins and McTigue today.

    A performance task provides a student the opportunity to demonstrate his or her abilities and to apply knowledge and skills. Your driver's road test was a performance task! An audition for the school's choir is a performance task! A performance-based assessment might be described as any task that allows the learner (one to be assessed) to create the response rather than choose an answer from a given selection or answer yes or no. Performance tasks include many of the items discussed elsewhere in this document.Performance task assessments allow students to: Construct a response; Create a product (e.g., model, brochure); or Demonstrate their level of understanding or skill level. A performance task is an authentic assessment, when it is modeled after a real-life task or situation.Uses: A performance task allows teachers to evaluate the processes students go through in the creation of a product as well as the product itself. Therefore, if you are interested in assessing how students arrive at an answer, as well as the answer itself, then you could use a performance task. Like many other assessments, a performance task can be used BEFORE, DURING, and AFTER instruction to assess gains in student understanding. Brainstorm and create word web around possible fictitous roles for students!