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Purpose: Frontline staff and volunteers will be able to foster the use of a variety of documentation strategies in STEM learning experiences. This training helps those who have some familiarity with the skill of “Supporting Documentation” such as a previous meeting or training.

Time Required:

Pre-session preparation by participants: 15 minutes Workshop session length: 90 minutes Post-session follow-up by participants: 15 minutes Post-session follow-up by trainer: 15 minutes

Objectives:

As a result of the training, frontline staff and volunteers will be able to:

o Understand the importance of conveying STEM concepts in multiple formats, particularly using symbols, drawings, models, diagrams, charts, tables, text or non-verbal means.

o Identify strategies to foster the use of a variety of documentation strategies.

o Connect the process of documenting data, observations, inferences and conclusions to real-world scientific processes.

o Connect the process of documenting design ideas, sketches, testing results and design solutions to real-world engineering processes.

Session Outline:

Welcome—5 minutes Introduction—15 minutes See the Skill in Action—15 minutes

Applying Strategies for Documenting STEM

Professional Development Situation: Face-to-Face Training Level 2 Skill Focus: Applying Strategies for Documenting STEM Time Required: 90 Minutes

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Hands-on Learning and Practice—40 minutes Conclusions—15 minutes

Materials & Supplies:

Trainer Supplies— **Note—for the hands-on activity, there will be three stations to demonstrate the importance of choosing an appropriate form of documentation. Each station has an activity. Copying each set of activity directions on a different color of paper will be helpful during the training to reference which sheets go with which station. ***

o Computer with Internet connection o LCD projector o Flip chart paper (if it is not self-adhesive, tape will be needed) o Markers (to be used with flip chart paper) o 5-6 pieces of paper for each participant (for name tent, notes, paper airplane activity) o For Sink and Float Activity:

o Small tub or container to hold water o Water (enough to fill container 2/3 full) o Small objects to experiment with (cork; paperclips; Styrofoam; coins; rocks;

sponge; small ball; etc.)—Ensure that some sink and some float o Video of Skill in Action (Supporting Documentation of STEM) o Training Resources:

o Training Resource A: Sample pre and post-workshop emails to participants o Training Resource B: Supporting Documentation of STEM Self-Reflection o Training Resource C: Supporting Documentation of STEM Goal Setting & Action

Plan Handout o Training Resource D: Supporting Documentation of STEM Pre-Plan and Design

Considerations o Training Resource E: Supporting Documentation of STEM Child Journal o Training Resource F: Supporting Documentation of STEM Observation and

Reflection Sheet o Training Resource G: Supporting Documentation of STEM Sink and Float Activity o Training Resource H: Supporting Documentation of STEM Paper Airplanes Activity o Training Resource I: Supporting Documentation of STEM Comparison Activity o Training Resource J: Supporting Documentation of STEM Background

Information and Additional Research Articles for Trainers

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Participant Supplies—

o Training Resource B: Supporting Documentation of STEM Self-Reflection (if it wasn’t completed ahead of time—)

o Training Resource C: Supporting Documentation of STEM Goal Setting and Action Plan Handout

o Training Resource D: Supporting Documentation of STEM Pre-Plan and Design Considerations

o Training Resource E: Supporting Documentation of STEM Child Journal o Training Resource F: Supporting Documentation of STEM Observation and Reflection

Sheet o Training Resource G: Supporting Documentation of STEM Sink and Float Activity o Training Resource H: Supporting Documentation of STEM Paper Airplanes Activity o Training Resource I: Supporting Documentation of STEM Comparison Activity

***Note: Rather than making copies beyond those used in the training, a sign-up sheet could be passed around for participants to identify which resources they would like copies of. These could then be mailed as attachments in the follow-up email after the training. ***

Before the Session Step One: Read through this training guide to become familiar with the content and allow

time to personalize the activities to best suit your presentation style; review all videos and informational materials (Trainer Resources A-J).

Step Two: Prior to the training, send an email (Training Resource A) with the Supporting and Documentation of STEM Self-Reflection attached. Ask participants to fill it out ahead of time and bring it with them to the training (Training Resource B).

Step Three: Gather all materials needed for the training o Develop a list of possible questions participants might have during the training. Create

potential responses to be explored through informal conversation. o Review any key terms or ideas that may be unclear. o Develop a list of personal examples or ideas to further explore each of the key objectives

for the session.

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o Develop a list of open-ended questions to ask during the session to support each of the objectives. To help your staff learn strategies for using technology in documenting STEM learning, check out the resource, “Using Technology for Supporting Documentation of STEM learning.”  

Want to Earn Credit? Click2Science has teamed up with Better Kid Care to provide continuing education units. Check it out at: http://extension.psu.edu/youth/betterkidcare/school-age-practitioners/click2science  

Training Outline Welcome - 5 minutes

What I Say What I Do

Welcome. I’m happy to be here with you today. The focus of our session will be on supporting documentation of STEM experiences.

We will be working together to apply strategies used to support documentation of STEM concepts in multiple formats, particularly symbols, drawings, models, diagrams, charts, tables, text or non-verbal means.

We also will have opportunities to share with one another strategies we currently use to document STEM experiences in our settings.

Greet participants as they arrive. Make sure

everyone feels welcome and comfortable in the

learning environment.

Determine any participants require

accommodations (viewing video; hearing; etc.).

Ensure participants are aware of the locations of

restrooms facilities, refreshments, etc.

As people arrive, confirm that they completed the

Supporting Documentation of STEM Self-

Reflection (Training Resource B). If they have not,

distribute blank copies for them to complete

during the opening.

***Note—if participants have completed a Self-Reflection from a different training/ coaching/ meeting, ask that them to fill out another one, as their ratings can change over time. ***

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Introduction Activity - 15 minutes

What I Say What I Do

Before you came today, I emailed you a copy of the Self-Reflection for Supporting Documentation of STEM experiences. (Training Resource B) We will be using this later in our session. If you did not complete it prior to coming, please do so to be ready to use it at the end of the session. To introduce ourselves we are going to do two things: 1) Fold a piece of paper into 3 sections to

make a name tent—please write your name on one side and

2) On the other side, write down one way you document STEM experiences in your setting and how you encourage children to tell/show what they know about the information they are learning. Think about ways you document during an activity/experiment and ways you may document an entire project.

After you have completed your tent and written down the information about documentation in your setting, please place the tent in front of you. Introduce yourself to your ‘elbow partner’ (person sitting next to you) and share with them the information about ways you document in your setting. Now that you’ve had time to share with your partner, let’s make a list of the ways as a group we are currently documenting children’s work in our settings.

o What ways do you currently document

Distribute 5-6 pieces of paper to each

participant (for creating a name tent, taking

notes, and for the paper airplane activity in

the hands-on activity).

Attach two pieces of chart paper to a wall

(with tape) that can easily been seen by all

participants.

Explain directions to participants and demonstrate how to fold the paper to make a name tent. Ask participants put their tent in front of them so others at their table (and you) can easily see their names.

Walk around the room and help those who

need help making the tent. Answer any

questions about the documentation question.

Make a chart on a piece of chart paper

labeled like this to record responses:

Documentation During After

If a variety of ways are not recorded, ask:

What are some other ways we could record

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children's work in your setting? o Is this during the experience or after?

***As you are recording responses, note to the group: We are using a chart to organize and tally marks to count for each of the responses. Are there ways you could do something similar in your setting with children’s experiments?

children’s work?

Prompt to elicit responses such as graphs,

charts, diagrams, symbols, pictures/

sketches, video, scrapbooks, etc.

Why is it important to document what we are

doing during our experiments/experiences?

How does this model what mathematicians,

scientists, and engineers do? (They record

results in journals/notebooks to keep track of

the steps they’ve taken and, in some cases, use

these notebooks for legal purposes to justify or

prove what they did.)

How can we preserve this data for each

individual child and/or group project? (By

keeping vertical files for each child and

exploring ways to document projects after they

are complete—scrapbooks, memory books,

posters, etc., to share with others.)

Does it matter what type of tool (chart,

diagram, etc.) we use to record our

experiments? Are some better suited for

certain experiments than others? We’ll look

closer at these questions as we watch the Skill

in Action Video and complete our hands-on

activities today. Be thinking of ways to use the

information you see and hear about in your

own setting.

On a second piece of chart paper, record the

group’s responses to the questions.

*** Be sure to add content given in

parentheses in the ‘What I Say’ column after

each prompter question if participants do not

share this information spontaneously. ***

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See the Skill in Action - 15 minutes

What I Say What I Do

We will now take a look at the Skill in Action

video. In the video you will see adults working

with youth to organize themselves prior to

experimenting with materials, as well as

supporting them in documenting results during

their exploration.

As you watch the video, take note of:

• Materials used to organize • Materials used to document the

experiment • What the adult says/does • What the children say/do

If at any time you want me to stop the video or

you have a question, let me know.

Begin the video:

http://www.click2sciencepd.org/fostering-­‐

meaningful-­‐interaction-­‐data

Watch for signs of questions or interest by the

group.

Pause the video, if needed.

Repeat the video, if requested.

o What type of experiment were they

doing?

o What documentation did they use to

record the results of the experiment?

o What type of materials did they use to

organize themselves?

o What did the adult need to do ahead of

time to prepare the space and

materials?

After the video, ask the prompter questions to

gain a deeper understanding of what was

happening in the video. You may record the

responses on a piece of chart paper or just

have a conversation as a whole group.

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Hands-on Learning Activity: 40 minutes

What I Say What I Do

Now that we’ve seen the Skill in Action through

the video and have had a good discussion about

documentation, we are now going to conduct

our own experiments and record our own data.

We have three stations: Sink and Float, Paper

Airplanes, and a Comparison Activity.

Before we divide up, we’ll use the Pre-Plan and

Design Consideration Sheet to think about

which type of documentation should/could be

used for each of the stations. There are two

pages to this sheet. We’ll focus on the first

page for our purposes today. Take this with

you and utilize the second sheet as well when

you are beginning new experiments/projects

with children in your setting.

Note that the pre-plan and design is similar to

what STEM professionals use when

The Hands-on Activities should be set up ahead of time into 3 stations:

1. Sink and Float 2. Paper Airplanes 3. Comparison

Distribute The following training resources to each participant (identify by color if you used different colors for copies)

• Pre-Plan and Design Considerations (Resource D)

• Child Journal (Resource E) and the Observation and Reflection Sheet (Resource F)

Each station should have its own set of resources that correspond with the station:

• Sink and Float (Resource G) • Paper Airplanes (Resource H) • Comparison Activity (Resource I)

A sign up sheet could be provided for participants to indicate which (if any) activity resources they would like to have sent to them.

o How could they document the

experiment to share with others later?

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determining how to design a project or

experiment, and it becomes the first step in the

scientific process. Plan the experiment to

decide how to test it, record (document) the

results, analyze the documentation, re-test

based on the analysis and draw conclusions. In

each thing we do with youth, we need to take

opportunities to remind them of the language

of the scientific process and the steps we take

with each activity/experiment/experience.

Station #1 is a Sink and Float experiment.

Based on the information in the chart (on the

pre-plan and design sheet), which type of

documentation could be used in this case? In

other words, which type would best show the

results of the Sink and Float experiment?

(tallies, bar graph)

At Station #2, you’ll experiment with Paper

Airplanes. Based on the information in the

chart, which type of documentation could be

used if you wanted to show which airplane flew

the farthest if you added different amounts of

weight with paperclips?

At Station #3, you will compare characteristics

of fish and amphibians to discover similarities

and differences between them. Based on the

information in the chart, which type of

documentation could be used in this case?

(Venn diagram)

We’ll now split into the three stations (count

off participants or another quick way to

transition them to stations). You’ll have a few

This would avoid having to make copies for each participant at the training. Discuss responses as a group— if time allows, could prompt by asking why we would or would not use different types of documentation. Divide participants into three equal groups. **If the entire group is larger than 15, duplicate stations may be needed to avoid

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minutes to experiment with the materials.

Record your data/results with the information

provided at the station as well as the Child

Journal. Be sure to record information in more

than one way—written, sketch, symbol, etc.

Also, review the Observation/Reflection sheet

for the adult. How could you, as the adult,

utilize this tool or one like it to better

understand what children in your setting are

thinking and learning?

overloading any one station. ** Move about the stations to ensure any questions are answered regarding the purpose of the station or how to record/document the information. As time allows, groups could experiment with another station (there won’t be enough time to experiment with all of them). It’s fine if time allows people to work at only one station, since the follow-up discussion will focus on the variety of ways to document used in the different stations. As groups slow their engagement, transition to the closure.

Closure: 15 minutes

What I Say What I Do

We’ve experimented with ways to document a

variety of activities. I’d like to wrap up today

thinking about the ways we could record entire

projects or multiple steps of a project and how

we might share this information with others.

This could be done in partners, whole groups,

or even with family or community members.

There might be ways you are currently doing

this in your own settings, so please share those

with us.

What are some ways we could document entire

projects or steps we take within projects?

Hang two pieces of new chart paper where they can easily be seen. On one, create a chart like this: Experiment Ways to

document after

Ways to share with others

Sink Float Paper Airplanes

Comparison Input the information as participants share their responses. Include other ideas as content if people are having difficulty coming

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How could we share this information with

others?

Why is it important to document?

up with ideas (photos, posters, scrapbooks, newsletters, brochures, flyers, family event focused on an experiment, etc.). Also talk about keeping vertical files for each child or project, journals, notebooks, etc. On the other chart paper, record responses to the question about why it is important to document and how it models what happens in Science, Technology, Engineering, and Math.

Thank you for coming today. I’d like you to

take some time now to complete an Action Plan

based on your Self-Reflection and information

you learned today. If you have difficulty

incorporating any of these concepts, feel free to

talk with a supervisor or co-worker to try and

strategize how to incorporate documentation

into your setting. Consider completing training

level 1 if you haven’t already done so, as well as

any coaching sessions or meetings. These

types of opportunities can help reinforce the

need for documentation as well as give insight

to new ways to do it.

Thank you for your time.

If time permits, distribute the Goal Setting and Action Plan Handout (Resource C). Collect the chart paper

After the Session:

Step One: From notes you took on the pieces of chart paper, compile a list of strategies for

organizing, recording and documenting experiments/experiences shared by the

group.

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Step Two: Within 2-3 weeks of the training, use the post-email sample (Training Resource

A) to send an email to all participants. Attach to the email the list of strategies

used to support documentation of STEM (recorded in Step 1) as a resource of

ideas for participants.

Training Resource A Sample pre and post-workshop emails to participants Pre-session Sample Email to Participants - Send 10-14 days prior to the session

The next professional development opportunity to enhance our STEM skills will be on DATE at TIME at LOCATION. Our focus for this session will be “Supporting Documentation of STEM.”

Please complete and bring with you to the training the Supporting Documentation of STEM Self-Reflection attached to this email. This sheet will take 5-10 minutes to complete.

I am happy to answer any questions you have and look forward to seeing you at the workshop. I can be reached at CONTACT INFO. Post-session Email to Participants (Sample)

• Send 10-14 days after the session Thank you for your participation in the recent “Supporting Documentation of STEM” training. I hope you found some value in the information explored and have implemented at least one of the goals you developed in the session. I am including a list of strategies participants from the training identified as things they use or could use to document STEM learning in their settings for you to use as a resource as you consider different ways to incorporate documentation your setting. I am also including a Goal Setting Handout to be used as part of your goal implementation and the activity resources you requested. Consider meeting with a co-worker, supervisor, or friend to share the goals you are working on.

I look forward to continuing our learning at the next session on SKILL/FOCUS on DATE at TIME at LOCATION. Please let me know if you have any questions. I can be reached at CONTACT INFO.

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Training Resource B Supporting Documentation of STEM Self-Reflection Consider each of the statements below. Circle the number that best describes you. There are no right or wrong/good or bad responses. 1= not at all true 3=somewhat true 5= very true 1 2 3 4 5 I encourage children to communicate in written or spoken form 1 2 3 4 5 I encourage children to describe their observations precisely 1 2 3 4 5 I encourage children to clarify their thinking and to justify their arguments 1 2 3 4 5 Notebooks are used in the setting to model the importance of the scientific process and as an essential tool in Engineering 1 2 3 4 5 Youth are asked to use diagrams, maps, and other models as tools to help them elaborate their ideas and present them to others 1 2 3 4 5 Notebooks are used in the setting as a scientific and legal record of an engineer’s work 1 2 3 4 5 I support youth in conveying STEM concepts through symbols, models, or other non- verbal language. 1 2 3 4 5 I support and facilitate youth in recording data or observations about events, actions, and objects 1 2 3 4 5 Each child in the setting has a vertical file to archive charts and observations (A collection of resource materials, such as pamphlets, clippings from periodicals, and mounted photographs, arranged for ready reference, as in a library or an Archive.)

1 2 3 4 5 Journals with visual depictions are present in the setting 1 2 3 4 5 I encourage children to journal or use other means of documenting data and observations to model the importance of the scientific processes 1 2 3 4 5 I encourage youth to create diagrams and to represent data and observations with plots and tables, as well as with written text, in journals 1 2 3 4 5 I support youth in recording data or observations about events, actions, and object

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Training Resource C Supporting Documentation of STEM Goal Setting & Action Plan Handout Supporting Documentation of STEM Learning requires: Time—for children to explore materials alone, with partners, in whole groups, with adults; to document what they have learned; to share with others and develop deeper understandings; to make connections with relatable content Space—enough space to experiment with materials and collaborate with others Materials—to organize thoughts; to record/document results; to discover next steps in project work; to write about experiences Questions—open-ended questions and statements that require children to consider other options and to ‘push’ thinking to a next level (questions to each other and from adults) Think of ways you can offer Time, Space, Materials, and Questions to help children Document STEM Learning in your setting. Develop 1-2 goals to focus on within the areas of Supporting Documentation of STEM. Time: 1. I want to focus on_______________________________________________

I will _______________________________________________________ Space:

1. I want to focus on_______________________________________________ I will _______________________________________________________

Materials: 1. I want to focus on______________________________________________ I will offer _______________________________to document STEM experiences Questions: 2 questions/statements I will use: 1. _______________________________________________________________________ 2. _______________________________________________________________________

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Training Resource D Supporting Documentation of STEM Pre-Plan and Design Considerations

Common Ways to Document and Their Uses The way information is recorded and shared should be determined based on what type of documentation will best express the experience. The ‘raw data’ can be recorded using tally marks, bulleted points, or just writing down the data. The raw data can then be put into a format (chart, graph, diagram) to reflect and analyze the information. Through reflecting and analyzing information, conclusions about the experiment/experience can be made and shared with others.

Type Uses Venn Diagram To compare the characteristics of two things. To show the

similarities and differences between two things. To show the logical relationship between two things.

Scatter Plot To compare two variables and their effect on a phenomenon. Example: how speed is affected by weight when testing a model car.

Line Graph To show changes over time (or experiments)

Bar Graph To show differences between two or more variables

Pie Chart To show proportion (how much of something takes up the whole of it)

Tallies To record a unit of information (how many times something happens)

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Consider the following prior to beginning an experiment/experience.

1. Describe the experiment/experience.

2. What materials will be needed?

3. How much time will be needed?

4. What things should be recorded/documented about the experiment/experience?

5. How should the information be recorded/documented?

6. What tools are needed to record/document the experiment/experience?

7. Should the information be shared with others? If so, who and how? a. Who?

b. How?

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Training Resource E Supporting Documentation of STEM Child Journal

***Use the .docx file provided***

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Training Resource F Supporting Documentation of STEM Observation and Reflection Sheet

What happened? (what, how, when,

why)

How does it relate to STEM?

What is something that could be done next?

(time, space, materials—include ways to write about the

experience)

Science— Technology— Engineering— Math—

Questions (Adult or Child)

to explore

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Training Resource G Supporting Documentation of STEM Sink and Float Activity Mark a tally for each item that ‘sinks’ or ‘floats.’ You may also draw the item in the correct column.

Sink Float

Total

Total

Sketch what 1 of the items looked Sketch what 1 of the items looked like when it ‘sank.’ like when it ‘floated.’

What do you think caused the items to sink or float?

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Training Resource H Supporting Documentation of STEM Paper Airplanes Activity ***Use .pdf provided for the airplane model***

Scatter Plot for Paper Airplanes Activity

2 clips

1 clip

0 clips

1 2 3 4 5 6 7

Num

ber o

f Clip

s ad

ded

for w

eigh

t

Distance Airplane Traveled in Feet

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Training Resource I Supporting Documentation of STEM Comparison Activity Use the information provided here to complete a Venn diagram.

Class of Vertebrates

Characteristics Examples of Animals

Habitat Type of

Blood

Body Breathing Organ

Reproduction Fertilization

Fish Water Cold Covered with scales

Gills Lays eggs External fertilization

Eel Fish

Amphibians Water and Land

Cold Covered by skin

Gills (tadpole) Lungs (adult)

Lay eggs External fertilization

Todd Frog

Chart in part reproduced from form2notes.blogspot.com

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Reflection questions based on the Venn diagram:

1. What can be said about Fish and Amphibians? (similarities/differences)

2. How did the Venn diagram help to understand this information?

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Training Resource J Supporting Documentation of STEM Background Information and Additional Research Articles for Trainers Research Articles Ashbrook, P. (2010). Documenting learning. Science & Children, 48 (3), p. 24. Kroeger, J. (2006). Documentation: A hard place to reach. Early Childhood Education Journal, 33 (6), pp. 389-398.

Table 2 in this article is very beneficial in outlining the types of documentation that can be used to record entire projects.

Bers, M. U. & Portsmore, M. (2005). Teaching partnerships: Early childhood and Engineering students teaching Math and Science through robotics. Journal of Science Education and Technology, 14 (1), pp. 59-73. Benenson, G. (2001). The unrealized potential of everyday technology as a context for learning. Journal of Research in Science Teaching, 38 (7), pp. 730-735. McGinn, M. K., & Roth, Wolff-Michael, R. (1999). Preparing students for competent scientific practice: Implications of recent research in Science and Technology. Educational Researcher, 28 (3), pp. 14-24. Forman, George. (1986) Observations of young children solving problems with computers and robots. Journal of Research in Childhood Education, 1 (2) pp. 60-74. Websites http://www.citytechnology.org/kids

Use Educator’s link for simple experiments.

http://www.sciencekids.co.nz Wide variety of Science related experiments, lessons, images, and videos.

Types of Tools to Record Data

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Drawing Jed draws his bike, CD by George Forman https://www.videatives.com/store/node/1859 Scatter plot Chart http://www.itl.nist.gov/div898/handbook/pri/section5/pri592.htm Importance of graphing http://people.ioe.ac.uk/dave_pratt/Dave_Pratt/Graphing_files/active.pdf