Hands-On STEM: Explore It!

Transcription

1 Hands-On STEM: Explore It! California After School Resource Center (C.A.S.R.C.) Administered for the California Department of Education (C.D.E.) Welcome to the Hands-On STEM: Explore It! training. This training was developed with funding from the California Department of Education After School Division. It will take about 30 minutes to complete, so let's get started! 1

2 Objectives 1. Explore the interdisciplinary nature and importance of Science, Technology, Engineering, and Mathematics (STEM). 2. Recognize six recommended practices for supporting STEM. 3. Access high-quality STEM materials available for free loan from C.A.S.R.C. By the end of this training, you will be able to: 1. Explore the interdisciplinary nature and importance of science, technology, engineering, and mathematics (STEM), 2. Understand six recommended practices for supporting STEM, and 3. Access high-quality STEM materials available for free loan from the California After School Resource Center. Please note that this is a basic training intended to provide you with an overview of STEM and resources to support students in after school. We recommend that you complete this module before completing the more indepth training which will address specific STEM content knowledge and teaching strategies. To learn more, we recommend you also complete the Hands-On STEM: Dig In! module. 2

3 Why Focus on STEM? Science Technology Engineering Mathematics Does STEM only stand for science, technology, engineering, and mathematics? What if you or some of your students are artists, history buffs, or writers? During this training, we will demonstrate that you do not need to be a rocket scientist to integrate STEM. In fact, you will understand that STEM connects to many disciplines beyond those found in the acronym, and that all students benefit from exposure to STEM. It is natural for many nonscientists or non-mathematicians to feel overwhelmed by STEM. Incorporating STEM into your program can be done in small steps. 3

4 Gauge Your STEM Factor Consider these questions: 1. What makes a good scientist? 2. Does technology make our lives easier? 3. Is engineering an art form? 4. How fun is math? (Answers will vary) This is a quick exercise to get you thinking about STEM in ways that you can relate to with ease. Take a moment to consider the questions on this slide: 1. What makes a good scientist? 2. Does technology make our lives easier? 3. Is engineering an art form? 4. How fun is math? There are no right or wrong answers, so relax, put on your thinking cap, and take a few notes before going on to the next slide. As you reflect, notice how much you already know about these questions without necessarily being a STEM expert. 4

5 Sample Responses Technology helps us to fight diseases and be more productive. Good scientists are curious and never give up! Math can be fun, but some math textbooks are not engaging! Engineers build machines and create inventions, so engineering could be an art form. Here are some actual responses from the field. Good scientists are curious and never give up. Technology helps us to fight diseases and be more productive. Engineers build machines and create inventions, so engineering could be considered an art form. Lastly, math can be fun, but some math textbooks are not engaging. These are just a few sample answers. The main idea here is that most people know something about STEM. 5

6 Objective 1: The Interdisciplinary Nature and Importance of STEM Take a moment to study the graphic on this slide. Notice the overlapping circles containing a few fields from various disciplines. This graphic shows the interdisciplinary nature of STEM, which connects to the language arts, visual and performing arts, history-social science, and more. For example, scientists rely on language to record their observations, plan experiments, present their findings, and build inventions, such as robots or space ships. Similarly, architects rely on geometric shapes, formulas, and art skills to design buildings. By the same token, computer engineers use language and algorithms for calculations, data processing, and programming. These are just a few samples of STEM applications across the disciplines. 6

7 STEM All Around Us Law Enforcement Business and Finance Social Sciences You may be surprised to find many important STEM applications in occupations that are relevant to all humankind. For instance, police detectives rely heavily on fingerprint technology, the laws of physics, and sense of timing to draw conclusions when solving a case. Similarly, people in business use numbers and technology to create budgets and make fiscal projections. Archaeologists conduct land surveys to identify locations to study, and then use tools to excavate the land, analyze fossils or ruins, and present findings. However, a very significant application of STEM involves an important trend the move toward a green or eco-friendly future. 7

8 STEM in the 21st Century Organic Farms & Products Energy- Efficient Transportation Renewable Energy Housing demand Let s turn our attention to twenty-first century skills. There are increased demands for eco-friendly products and practices to help the planet. For instance, environmentally sound farming practices and organic products are on the rise. Car manufacturers are seeking alternative, energy-efficient forms of travel. There is a rising interest in homes with solar panels, or housing that uses renewable energy sources. So how does this affect current and future generations of students? 8

9 Preparing Students for the Future Environment Air, Land, and Water Use Waste Management and Recycling Building Design Energy-Efficient Construction Resource Utilization Energy Solar, Wind, and Bio-Fuel Marketing Advertising and Evaluation of Green Products Being informed about labor market trends helps educators better prepare students for a bright future. Reports from the United States Department of Labor indicate that over 50 percent of the fastest growing occupations require a high degree of STEM knowledge and training. While some of the highest paid jobs continue to be in the medical, finance, and legal fields, students benefit from knowing about career opportunities in rapidly growing areas that support the environment, building design, energy, marketing, and evaluation of green products and practices. So what about those students who may not be STEM-oriented? 9

10 Case Scenario: Film Production and STEM How does film production involve STEM? Take a moment to consider how STEM is involved in film production. Write down some notes before moving on to the next slide. Relax the answers will vary. 10

11 Sample Response to Film Production and STEM Film production begins with a well-written story, which then becomes a movie script. This involves language arts. The actors are guided by a director with artistic and technical skills. Dancers and singers may be included, depending on the film. Creative make-up and costume designers usually help to develop the characters. Music composers create unique scores for the films. The visual and performing arts are essential for the entire production. What about STEM? Architects and set designers build stages. Let s not forget that special effects usually involve careful calculations and ingenuity. Technology also plays a key part in the process. Financing a film is complex mathematical work from beginning to end. Film production is a good example of the interdisciplinary nature of STEM. 11

12 Objective 2: Recommended Practices for Supporting STEM 1. Foster a positive, bias-free learning environment. 2. Find real-world connections. 3. Forge partnerships with individuals, projects, and organizations that support STEM. 4. Connect to the instructional day. 5. Build a conceptual understanding of STEM. 6. Apply inquiry-based learning. Now that we have examined the importance and interdisciplinary nature of STEM, let s get familiar with six essential practices for supporting STEM in after school: 1. Foster a positive, bias-free learning environment. 2. Find real-world connections. 3. Forge partnerships with individuals, projects, and organizations that support STEM. 4. Connect to the school day. 5. Build a conceptual understanding of STEM. 6. Apply inquiry-based learning. This information is especially helpful for site directors or coordinators to make important programming decisions. However, frontline staff working directly with students will also find these practices helpful to begin incorporating STEM into daily instructional activities. 12

13 Science and Engineering Degrees Earned by Underrepresented Minorities National Science Foundation, Division of Science Resources Statistics Women, Minorities, and Persons with Disabilities in Science and Engineering: Special Report NSF Arlington, VA. Available at Why is it important to create a positive, bias-free environment to support STEM in after school? Let s take a few moments to learn about the ethnic and gender gap in STEM. The National Science Foundation (N.S.F.) graph on this slide shows the science and engineering degrees earned by minorities in 1989 through Although the graph indicates gradual increases, the total number is still below 20 percent for undergraduate degrees, 15 percent for master s degrees, and less than 10 percent for doctorates. These statistics reveal that minorities are largely underrepresented in science and engineering, one indicator of an ethnic gap in STEM. 13

14 Science and Engineering Degrees Earned by Minority Women National Science Foundation, Division of Science Resources Statistics Women, Minorities, and Persons with Disabilities in Science and Engineering: Special Report NSF Arlington, VA. Available at Now let s take a look at an N.S.F. graph of science and engineering degrees earned by minority women from 1989 to The U.S. Department of Labor reports that women currently hold less than 25 percent of STEM jobs in the country, even though females comprise nearly half of the workforce in the nation. These numbers indicate an alarming gender gap in STEM, and remind educators to help female students build skills in high-demand areas. It is very important to avoid stereotyping of any sort in educational settings in order to help all students reach their potential. 14

15 STEM in After School Learning in Afterschool Active Collaborative Meaningful Conducive to mastery Aimed at expanding students horizons Complementary of school learning The After-School Corporation (TASC) Hands-on and inquirybased Thematically connected Assessed Student-driven Program-appropriate One of the main challenges to STEM in after school is the limited number of age-appropriate curricula and resources, according to The After School Corporation (TASC), a New York-based organization. The Learning in Afterschool Project recommends learning that is active, collaborative, and meaningful in general. Learning that supports mastery and expands students horizons is also suggested. Similar principles of learning in after school are also reflected in the Science After School: How to Design and Run Great Programs and Activities Guidebook for Program Leaders, published by TASC. This guidebook recommends learning that is hands-on and inquiry-based, student-driven, thematically connected, assessed on an ongoing basis, and based on the program s structure and needs. To access more information about TASC or the Learning in Afterschool Project, see the resources section at the end of this training. 15

16 A Positive, Bias-Free Environment 3 Essential Es: 1. Expectations 2. Exposure 3. Engagement A positive, bias-free environment is fundamental to address the ethnic and gender gaps in STEM. Remembering the three essential Es is a great way to begin addressing these disparities: First, set and maintain high expectations for all students, regardless of gender, ethnicity, or ability levels. All students can and will succeed if given the right supports and instruction. Second, expose students to high-quality STEM content continually. There is no need to reinvent the wheel, download lessons or activities that have not been tried and tested from the Internet, or spend a lot of money buying curricula. The California After School Resource Center library offers a variety of materials that have been rigorously reviewed for after school appropriateness, standards alignment, and research basis. Third, keep the engagement level high. Using hands-on lessons and activities that pique the students interests is the most effective way to get and retain their attention. 16

17 Real-World Connections Science Fairs Guest Speakers Study Trips After school programs lend themselves to excellent opportunities for students to learn about STEM in real-world contexts. Study trips to museums and science centers, as well as camp-like experiences, allow students to learn and make real-world connections between school and the larger global community. Many local science centers offer student activities, exhibits, and classes, and low-cost workshops and trainings for educators. Another idea to bring classroom learning to life is to invite guest speakers to your program to share about careers in STEM or other fields. Career day or career events allow students to make connections between the skills they learn at school and their future. This allows them to understand how to be really good at something, which supports them in building mastery of skills. In addition, guest experts are often available at low or no cost to after school programs. For instance, parent volunteers or acquaintances can serve as career day guests. Participating in science fairs not only gives students an opportunity to investigate topics of interest to them and to practice their presentation skills. It also exposes them to a variety of other concepts and ideas, and gives students a community venue to showcase what they learn in after school. 17

18 Partnerships to Support STEM Oakland Unified Techbridge Professional Learning Community Goals Expanding knowledge base Developing core competencies and innovation Increasing knowledge of strategies to promote equity in science Increasing student interest Increasing awareness of careers in science Obtaining buy-in from local stakeholders Some after school programs have joined forces with external STEM providers to bring high-quality STEM to their sites. Partnerships offer a strategic approach to serve students if both sides share mutual goals and objectives. It is important to understand that partnerships are founded on clear communication and strong relationships between the provider and the after school program. For example, Oakland Unified School District (O.U.S.D.) entered into a partnership with Techbridge, an organization that originated at the Chabot Space and Science Center, whose mission it is to promote students STEM interests and skills, and to develop resources for teachers, role models, families, and partners. The O.U.S.D.-Techbridge partnership created a professional learning community in 2010 aimed at expanding the knowledge base of participants, developing core competencies and innovation among after school staff, increasing knowledge of strategies to promote equity in science, increasing interest in science among students, and obtaining buy-in and support from local stakeholders. 18

19 Program in Action: AfterSchool KidzScience Science inquiry Family involvement Career exploration The students on this slide are completing a lesson from the AfterSchool KidzScience Falling and Flying Kit. They built and tested paper rockets using readily accessible materials as they learned about air resistance, gravity, and rocket design principles. This curriculum focuses on science inquiry, family involvement, and career exploration, in addition to providing science skills and knowledge. 19

20 Program in Action: MOUSE Squad Information Technology Job Skills Embedded Training Another partnership sample involves the MOUSE Squad of California Student Tech Leadership Program currently serving over 100 sites throughout the state. Students who participate in this program become certified MOUSE Squad Technicians through the curriculum, which focuses on information technology, customer service, teamwork, communication, and leadership skills. Guided by a trained advisor, students apply the skills as they track and respond to computer support requests to help their school or after school program. Students learn how to ask questions, research and identify problems and solutions, document the process, and provide feedback. The technical lessons focus on a variety of areas, such as computer configuration basics, user errors, hardware, and software. This slide shows students working on a lesson that requires them to design a computer hub. Collaboration with the instructional day faculty and administration is essential for optimal results. So what are some intentional ways to connect to the instructional day? 20

21 Connect to the Instructional Day 1. Engage in ongoing communication. 2. Access curriculum maps. 3. Collaborate with an academic coach. 4. Support key standards with: Endurance (long-lasting and foundational) Leverage (connected to other standards) Support for the next grade level Connecting with the school day can be done in a variety of ways. You may access the Connect to the Instructional Day Handout available at the end of this training to learn more about the practices shown on this slide: 1. Engage in ongoing communication. 2. Access curriculum maps. 3. Collaborate with an academic coach. 4. Support key standards with endurance, leverage, and support for the next grade level. 21

22 Build Conceptual Understanding Professional development opportunities: Reading Workshops/Trainings Professional Learning Communities If your after school program is unable to hire a STEM coach or is not ready to build partnerships, encourage your staff to build conceptual understanding of STEM. Completing this training alone is a useful step toward having a basic understanding of STEM and its relevancy to after school programs. In the meantime, any after school educator can engage in self-guided reading about STEM, attend workshops or training opportunities to continue building their capacity, or create small professional learning communities where they can support each other in incorporating STEM. The California After School Resource Center library offers a variety of useful resources to help with professional development, as well as with instruction, such as the books, Teaching the Female Brain by Abigail Norfleet James, Inquire Within by Douglas Llewellyn, or Helping Children Learn Mathematics by Jeremy Kilpatrick and Jane Swafford. 22

23 The 5 Es Inquiry Learning Model Inquiry-based learning is popular in science, and is becoming increasingly used across other disciplines due to its effectiveness in raising student engagement. Students interests are at the core of inquiry learning. There are many visual representations of this instructional approach. The one shown on this slide depicts the 5 Es Inquiry Learning Model. It consists of engagement, exploration, explanation, elaboration, and evaluation. After completing this training, you may continue to part two in the series, Hands- On STEM: Dig In! for more detailed information about inquiry-based learning. 23

24 STEM Readiness Checklist Does your learning environment promote STEM for every student? Are you helping students find real-world connections to STEM? Have you secured partnerships to support STEM in your program? Are you deliberately connecting to school day instruction? Are you actively building a conceptual understanding of STEM? Are you in the process of applying inquiry-based learning? You may access the STEM Readiness Checklist available at the end of this training to get a better sense of how you are doing with incorporating STEM into your program, and for additional ideas to support the essential practices presented in this training. 24

25 Wrap-Up Today, you learned about The interdisciplinary nature and importance of STEM. Six essential practices for supporting STEM: 1. Foster a bias-free learning environment. 2. Provide real-world connections. 3. Forge partnerships. 4. Connect to the school day. 5. Build a conceptual understanding. 6. Apply the inquiry-based model. How to access STEM resources. In this training you learned about the interdisciplinary nature and importance of STEM, as well as the six essential practices for supporting STEM in your program. You may now proceed to access library resources, handouts, and other resources to support you with STEM. 25

26 Thank You! Congratulations! You have reached the end of the Hands-On STEM: Explore It! training. You will now have the opportunity to take a quiz to test the knowledge you have acquired in this training. If you receive a passing score, a completion certificate will be ed to you at the address you provided. If you don t receive a passing score, you will have the opportunity to take the quiz again at any time. Following the quiz, you will be asked to complete a brief feedback survey. After you complete the survey, you will be able to access sample California After School Resource Center library resources and additional information about STEM. You may start the quiz by selecting the quiz link. Thank you for your participation! 26