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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

Engaging Students with STEM Challenged Based Learning Activities

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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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Page 1: Engaging Students with STEM Challenged Based Learning Activities

Engaging Students with STEM Engaging Students with STEM Challenged Based Learning Challenged Based Learning

ActivitiesActivities

Lancaster Lebanon Intermediate Unit 13Lancaster Lebanon Intermediate Unit 13

Sunny Minelli Weiland – Curriculum & Instruction

Page 2: Engaging Students with STEM Challenged Based Learning Activities

DefinedSTEM.comDefinedSTEM.com

Joel JacobsenJoel Jacobsen [email protected][email protected]

Drue FeilmeierDrue [email protected][email protected]

Sunny M. WeilandSunny M. [email protected] [email protected]

Page 3: Engaging Students with STEM Challenged Based Learning Activities

Who are we?Who are we?

Most of you already know….Most of you already know….But you may not know...But you may not know... I am here today because... I am here today because...

Page 4: Engaging Students with STEM Challenged Based Learning Activities

Perfection ChallengePerfection Challenge

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

Page 5: Engaging Students with STEM Challenged Based Learning Activities

Why??Why??

Did You Know?Did You Know?Rising Above the Gathering Storm – 10 Rising Above the Gathering Storm – 10

years Lateryears LaterYour ticket out Your ticket out What are your top 5 What are your top 5

indicators for urgency?indicators for urgency?

Page 6: Engaging Students with STEM Challenged Based Learning Activities

DefinedSTEM.comDefinedSTEM.com

An opportunity to provide An opportunity to provide relevance and motivation to relevance and motivation to

students in grades 7-12 students in grades 7-12

Page 7: Engaging Students with STEM Challenged Based Learning Activities

DefinedSTEM.comDefinedSTEM.com

Welcome from Chicago, IllinoisWelcome from Chicago, IllinoisOverview Overview

Defined Learning: http://definedlearning.com/ Defined Learning: http://definedlearning.com/ Defined STEM: Defined STEM:

http://definedlearning.com/defined-stem.cfm http://definedlearning.com/defined-stem.cfm

Page 8: Engaging Students with STEM Challenged Based Learning Activities

DefinedSTEM.comDefinedSTEM.com

Overarching IdeasOverarching IdeasRelevanceRelevanceMotivationMotivationCareer LinksCareer Links to Academic Content to Academic Content

Scope of Technology in Cell Phone Design: Scope of Technology in Cell Phone Design: http://stem.definedlearning.com/connect.cfm?http://stem.definedlearning.com/connect.cfm?asset_guid=fa87353e-7dc4-4809-bed0-asset_guid=fa87353e-7dc4-4809-bed0-913bac107901&blnSearch=1913bac107901&blnSearch=1

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DefinedSTEM.comDefinedSTEM.com

Page 10: Engaging Students with STEM Challenged Based Learning Activities

STEM in PA SchoolsSTEM in PA Schools

President Bush’s business-led State Scholars Initiative calls for requiring…

In Pennsylvania, this percent of school districts meets the requirement…

In math: Algebra I 52%

Geometry 39%

Algebra II 20%

In science: Biology 77%

Chemistry 24%

Physics 12%

Page 11: Engaging Students with STEM Challenged Based Learning Activities

Three Forces Changing Our Nation’s Three Forces Changing Our Nation’s FutureFuture

Inadequate literacy and numeracy skills Inadequate literacy and numeracy skills among large segments of our student and among large segments of our student and adult populations adult populations

An ongoing shift in the demographic profile of An ongoing shift in the demographic profile of our population, powered by the highest our population, powered by the highest immigration rates in nearly a centuryimmigration rates in nearly a century

The continuing evolution of the economy and The continuing evolution of the economy and the nation’s job structure, requiring higher the nation’s job structure, requiring higher levels of skills from an increasing proportion levels of skills from an increasing proportion of workersof workers

Page 12: Engaging Students with STEM Challenged Based Learning Activities

GlobalizationGlobalization• • Bachelor’s degrees in science and engineering Bachelor’s degrees in science and engineering

make up sixty percent of the total degrees make up sixty percent of the total degrees earned in China. earned in China.

• • Five percent of the degrees earned in the United Five percent of the degrees earned in the United States last year were in science and States last year were in science and engineering. engineering.

• • This year, China alone will graduate 350,000 This year, China alone will graduate 350,000

engineers. engineers. • • By 2010 it is predicted that 90 percent of all the By 2010 it is predicted that 90 percent of all the

world’s scientists and engineers will be in Asia. world’s scientists and engineers will be in Asia. ••

Page 13: Engaging Students with STEM Challenged Based Learning Activities

GlobalizationGlobalization

U.S. enrollment in science and engineering has dropped by U.S. enrollment in science and engineering has dropped by 12 percent in the last five years. 12 percent in the last five years.

• • Nearly one-half of all U.S. enrollments in science, Nearly one-half of all U.S. enrollments in science,

technology, engineering and mathematics are students technology, engineering and mathematics are students who are non-U.S. citizens. who are non-U.S. citizens.

• • In 1975, the United States ranked third in the world in the In 1975, the United States ranked third in the world in the

percentage of its students who were received degrees in percentage of its students who were received degrees in science and engineering. Today we are 17th in the science and engineering. Today we are 17th in the world. world.

Page 14: Engaging Students with STEM Challenged Based Learning Activities

Regarding Competitive Regarding Competitive AdvantageAdvantage

“ “If you look at India, China, and Russia… If you look at India, China, and Russia… even if you discount 90 percent of the even if you discount 90 percent of the people there as uneducated farmers…you people there as uneducated farmers…you still end up with about 300 million people still end up with about 300 million people who are educated. That’s bigger than the who are educated. That’s bigger than the U.S. work force.”U.S. work force.”

Bob Herbert, New York TimesBob Herbert, New York Times

Page 15: Engaging Students with STEM Challenged Based Learning Activities

Number of ParticipantsNumber of ParticipantsIntel International Science Intel International Science

CompetitionCompetition

U.S.U.S. 50,00050,000

ChinaChina 6 Million

SOURCE: Craig Barrett, CEO Intel

Page 16: Engaging Students with STEM Challenged Based Learning Activities

ChallengesChallenges The United States ranks tenth among industrialized The United States ranks tenth among industrialized

nations in the percentage of 25-34 year olds with an nations in the percentage of 25-34 year olds with an Associate’s degree or higher, and stands as one of the Associate’s degree or higher, and stands as one of the only nations where older adults are more educated than only nations where older adults are more educated than younger adults. younger adults.

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

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

Page 17: Engaging Students with STEM Challenged Based Learning Activities

ChallengesChallenges The US will produce approximately 48 million new undergraduate The US will produce approximately 48 million new undergraduate

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

16 million degrees will be needed to meet domestic workforce 16 million degrees will be needed to meet domestic workforce needsneeds

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

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Literacy ResearchLiteracy Research 6 million students in grades 6-12 will not graduate HS, or 6 million students in grades 6-12 will not graduate HS, or

will be unprepared for post secondary educationwill be unprepared for post secondary education 30% of HS students do not graduate nationally30% of HS students do not graduate nationally 51% of Black HS students graduate51% of Black HS students graduate 52% of Hispanic HS students graduate52% of Hispanic HS students graduate 75% of students with literacy problems in 375% of students with literacy problems in 3rdrd grade will grade will

have literacy problems in 9have literacy problems in 9thth grade grade The US is 15The US is 15thth in the World in literacy scores in the World in literacy scores 25% of all HS students read below basic levels25% of all HS students read below basic levels HS dropouts are 3 times more likely to be on welfareHS dropouts are 3 times more likely to be on welfare 75% of state prison inmates did not complete HS75% of state prison inmates did not complete HS

NASSP. (2005). NASSP. (2005). Creating a Culture of LiteracyCreating a Culture of Literacy. Reston: . Reston: VAVA

Page 19: Engaging Students with STEM Challenged Based Learning Activities

The National ChallengeThe National Challenge More than 3,000 students drop out of high school More than 3,000 students drop out of high school

every dayevery day US reading scores have remained flat for 30 yearsUS reading scores have remained flat for 30 years 31% of high school students take the minimal 31% of high school students take the minimal

credits required for college admissioncredits required for college admission 49% of entering college freshmen need some 49% of entering college freshmen need some

remediationremediation 1/4 to 1/3 of freshman do not return for a 21/4 to 1/3 of freshman do not return for a 2ndnd year year

of collegeof college

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

Page 20: Engaging Students with STEM Challenged Based Learning Activities

Engaging Students in STEMEngaging Students in STEM

STEM Career PathwaysSTEM Career PathwaysSTEM CareerLinkingAcademiesSTEM CareerLinkingAcademiesSTEM Job ShadowingSTEM Job ShadowingClassroom Integration: DefinedSTEMClassroom Integration: DefinedSTEM

Page 21: Engaging Students with STEM Challenged Based Learning Activities

DefinedSTEM.comDefinedSTEM.com

RelevanceRelevance

How Engineering Design Applies to How Engineering Design Applies to Consumer Products:Consumer Products:

http://stem.definedlearning.com/http://stem.definedlearning.com/connect.cfm?asset_guid=99721848-28d0-connect.cfm?asset_guid=99721848-28d0-4906-b171-2391470ed136&blnSearch=14906-b171-2391470ed136&blnSearch=1

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DefinedSTEM.comDefinedSTEM.com

Work EnvironmentWork Environment

Jobs of a Civil EngineerJobs of a Civil Engineerhttp://stem.definedlearning.com/http://stem.definedlearning.com/

connect.cfm?asset_guid=857b2d51-140a-connect.cfm?asset_guid=857b2d51-140a-458a-8968-560dc713ab80&blnSearch=1458a-8968-560dc713ab80&blnSearch=1

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DefinedSTEM.comDefinedSTEM.com

Connected Educational Extensions & Connected Educational Extensions & Standards Linked to the VideosStandards Linked to the Videos

Using Virtual Technology to Assist in Using Virtual Technology to Assist in Rocket DesignRocket Design

http://stem.definedlearning.com/http://stem.definedlearning.com/connect.cfm?asset_guid=6d37717d-0305-connect.cfm?asset_guid=6d37717d-0305-4740-ab70-a5fa946e793c&blnSearch=14740-ab70-a5fa946e793c&blnSearch=1

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DefinedSTEM.comDefinedSTEM.com

Website navigationWebsite navigationSearching contentSearching contentStandards AlignmentStandards AlignmentWeb Based Education ResourcesWeb Based Education ResourcesSocial NetworkingSocial Networking

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DefinedSTEM.comDefinedSTEM.com

The Performance TaskThe Performance TaskProblem Based LearningProblem Based LearningMultiple Intelligences Multiple Intelligences Differentiated InstructionDifferentiated InstructionAuthentic AssessmentAuthentic Assessment

Alignment with Standards & CurriculumAlignment with Standards & Curriculum

(Sample Handout)(Sample Handout)

Page 26: Engaging Students with STEM Challenged Based Learning Activities

DefinedSTEM.comDefinedSTEM.com

PasswordsPasswordsProfessional DevelopmentProfessional Development

Page 27: Engaging Students with STEM Challenged Based Learning Activities

DefinedSTEM.comDefinedSTEM.com

Questions and AnswersQuestions and Answers

Thank you!!!Thank you!!!

Page 28: Engaging Students with STEM Challenged Based Learning Activities

Motivation and LearningMotivation and Learning

Learning and student achievement, always Learning and student achievement, always having been a priority, has new meaning.  having been a priority, has new meaning.  

Can we motivate and prepare students to Can we motivate and prepare students to be successful in a variety of assessment be successful in a variety of assessment circumstances while cultivating critical circumstances while cultivating critical thinking, problem solving skills, innovation, thinking, problem solving skills, innovation, imagination, creativity and collaboration?  imagination, creativity and collaboration?  

Page 29: Engaging Students with STEM Challenged Based Learning Activities

Experiential learning ~ Experiential learning ~ construction of knowledge ~ powerful construction of knowledge ~ powerful

Performance tasks ~ blur the line between Performance tasks ~ blur the line between teaching and assessing!teaching and assessing!

Page 30: Engaging Students with STEM Challenged Based Learning Activities

Our PurposeOur Purpose

Understand that good assessment is good Understand that good assessment is good instruction and vice versa!instruction and vice versa!

Experience processes involved in using Experience processes involved in using and designing performance tasksand designing performance tasks

Develop performance assessmentsDevelop performance assessments

Page 31: Engaging Students with STEM Challenged Based Learning Activities

Assessing AssessmentsAssessing Assessments

Performance TaskPerformance Task Traditional AssessmentTraditional Assessment

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Performance AssessmentsPerformance Assessments

Students Students construct construct responses and knowledgeresponses and knowledge Create products, or perform demonstrations to Create products, or perform demonstrations to

provide evidence of their knowledge and skillprovide evidence of their knowledge and skill Adapt the content knowledge and apply it to a Adapt the content knowledge and apply it to a

situation based in realitysituation based in reality Motivate students with engagement in a scenarioMotivate students with engagement in a scenario Students solving problems nurturing critical Students solving problems nurturing critical

thinking, communication, teamwork, and problem thinking, communication, teamwork, and problem solvingsolving

Page 34: Engaging Students with STEM Challenged Based Learning Activities

Why Performance Assessments?Why Performance Assessments? Learning should prepare students for life by being an Learning should prepare students for life by being an

integral part of life itself -- John Deweyintegral part of life itself -- John Dewey Simulating real problems and real problem-solving is Simulating real problems and real problem-solving is

one way to encourage this connection!one way to encourage this connection! Performance assessments give students Performance assessments give students

opportunities to choose among a diverse selection of opportunities to choose among a diverse selection of projects projects

Performance assessments facilitate the creation of Performance assessments facilitate the creation of learning opportunities based upon students’ individual learning opportunities based upon students’ individual interests and strengths interests and strengths

Shift from “How will we test students on what we Shift from “How will we test students on what we have taught?” to “What performances can we design have taught?” to “What performances can we design to see what students can do with what they know?” to see what students can do with what they know?”

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““One of the challenges in teaching is One of the challenges in teaching is designing, and to be a good designer you designing, and to be a good designer you have to think about what you're trying to have to think about what you're trying to accomplish and craft a combination of the accomplish and craft a combination of the content and the instructional methods, but content and the instructional methods, but also the assessment.”also the assessment.”

Grant Wiggins, co-author of “Understanding by Design"Grant Wiggins, co-author of “Understanding by Design"

Page 36: Engaging Students with STEM Challenged Based Learning Activities

Characteristics of Performance Characteristics of Performance AssessmentsAssessments

Students as active participants, not passive Students as active participants, not passive selectors of a right answerselectors of a right answer

Outcomes should be identified and should guide Outcomes should be identified and should guide the design of the taskthe design of the task

Student activities should match the objectives Student activities should match the objectives and allow student demonstration of mastery of and allow student demonstration of mastery of intended outcomesintended outcomes

Students should actively apply knowledge and Students should actively apply knowledge and skills to reality based situations and scenariosskills to reality based situations and scenarios

Clear set of criteria should be available to help Clear set of criteria should be available to help judge the proficiency of student responsejudge the proficiency of student response

Page 37: Engaging Students with STEM Challenged Based Learning Activities

CBL & GRASPS CBL & GRASPS Designing a Designing a Challenge Based ~ Performance Challenge Based ~ Performance

AssessmentAssessment1.1. OverviewOverview2.2. Defined Learning Integration Defined Learning Integration 3.3. Essential QuestionsEssential Questions4.4. Title Title 5.5. GOAL GOAL Reflect on standards identified Reflect on standards identified 6.6. * Identify * Identify observableobservable and and measurable measurable indicators for each indicators for each

standardstandard7.7. ROLE ROLE Generate a meaningful context for the task (real issues, Generate a meaningful context for the task (real issues,

problems, themes, student interest areas)problems, themes, student interest areas)8.8. AUDIENCE AUDIENCE Identify an audience for which the students are Identify an audience for which the students are

workingworking9.9. SITUATION SITUATION Crete a scenario in which the student learning is Crete a scenario in which the student learning is

embedded. Promote thinking skills & processes that encourage embedded. Promote thinking skills & processes that encourage application of knowledge and skillsapplication of knowledge and skills

10.10. PRODUCTS OR PERFORMANCESPRODUCTS OR PERFORMANCES11.11. STANDARDS FOR SUCCESSSTANDARDS FOR SUCCESS

Page 38: Engaging Students with STEM Challenged Based Learning Activities

OverviewOverview

The purpose of this section is to provide the The purpose of this section is to provide the teacher and/or student with the big idea. teacher and/or student with the big idea. The first sentence should consider the essential The first sentence should consider the essential

content aligned with the appropriate academic content aligned with the appropriate academic standard. standard.

The second sentence should provide the overarching The second sentence should provide the overarching connections for utilization of the Defined STEM connections for utilization of the Defined STEM videos. videos.

The final statement should connect the potential The final statement should connect the potential career connections that may be associated with the career connections that may be associated with the performance task. performance task.

Considerations may also be given to the career Considerations may also be given to the career pathways that may be followed through course pathways that may be followed through course selection.selection.

Page 39: Engaging Students with STEM Challenged Based Learning Activities

DefinedSTEM IntegrationDefinedSTEM Integration

http://stem.definedlearning.comhttp://stem.definedlearning.com After you review the various Defined STEM After you review the various Defined STEM

videos associated with the theme and/or big idea videos associated with the theme and/or big idea for your task, you will choose three or four for your task, you will choose three or four videos to provide relevance, engagement, and videos to provide relevance, engagement, and motivation for your students. motivation for your students.

The videos should be placed here in the order The videos should be placed here in the order that they will be most useful for completing the that they will be most useful for completing the performance task. performance task.

Page 40: Engaging Students with STEM Challenged Based Learning Activities

Essential QuestionsEssential Questions Essential questions are broad in scope and are relevant Essential questions are broad in scope and are relevant

beyond the classroom experience. A good essential beyond the classroom experience. A good essential question should cultivate a sense of curiosity and question should cultivate a sense of curiosity and motivate student to seek answers. motivate student to seek answers.

They should be open-ended and thought provoking and They should be open-ended and thought provoking and not answerable with a simple yes or no (Wiggins & not answerable with a simple yes or no (Wiggins & McTigue, 2005). A strong essential question provides a McTigue, 2005). A strong essential question provides a link to prior knowledge as well as gives personal link to prior knowledge as well as gives personal meaning to the student. meaning to the student.

For the performance task, one and a maximum of two For the performance task, one and a maximum of two should be present. These questions bring about student should be present. These questions bring about student inquiry. They should help set the focus for the inquiry. They should help set the focus for the performance task. They should be compelling and performance task. They should be compelling and promote higher order thinking skills. promote higher order thinking skills.

Page 41: Engaging Students with STEM Challenged Based Learning Activities

Sample EQs!Sample EQs! Delaware Department of Education:Delaware Department of Education: http://www.doe.k12.de.us/infosuites/staff/ci/DRC/http://www.doe.k12.de.us/infosuites/staff/ci/DRC/

Essential%20Questions.pdfEssential%20Questions.pdf Derry Village School:Derry Village School: http://www.derry.k12.nh.us/dvs/staff/cmccallum/http://www.derry.k12.nh.us/dvs/staff/cmccallum/

curricmap_essential.htmcurricmap_essential.htm Glastonbury Public Schools:Glastonbury Public Schools: https://www.glastonburyus.org/curriculum/https://www.glastonburyus.org/curriculum/

foreignlanguage/foreignlanguagecurriculum/foreignlanguage/foreignlanguagecurriculum/essentialquestions/Pages/default.aspxessentialquestions/Pages/default.aspx

Greece Central School District:Greece Central School District: http://www.greece.k12.ny.us/instruction/ela/6-12/http://www.greece.k12.ny.us/instruction/ela/6-12/

Essential%20Questions/Index.htmEssential%20Questions/Index.htm Greenville County Schools Online:Greenville County Schools Online: http://www.greenville.k12.sc.us/league/esques.htmlhttp://www.greenville.k12.sc.us/league/esques.html

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TitleTitle

After you create your GRASPS, be sure to After you create your GRASPS, be sure to give it a catchy title!give it a catchy title!

May want to relate the title to the goal, May want to relate the title to the goal, role, scenario for students!role, scenario for students!

Page 43: Engaging Students with STEM Challenged Based Learning Activities

Academic StandardsAcademic Standards Please choose the academic standards, big idea Please choose the academic standards, big idea

and essential question from Pennsylvania and essential question from Pennsylvania http://pdesas.org that best meet the teaching http://pdesas.org that best meet the teaching and learning expectations associated with this and learning expectations associated with this performance task. performance task.

The standards should reflect what a student The standards should reflect what a student should know and be able to do at the completion should know and be able to do at the completion of this task. of this task.

When choosing the standards, please be sure to When choosing the standards, please be sure to select the appropriate benchmarks that link the select the appropriate benchmarks that link the content and processes with the appropriate content and processes with the appropriate grade level.grade level.

Page 44: Engaging Students with STEM Challenged Based Learning Activities

GOALGOALThinking about the objective for Thinking about the objective for

students…students… Reflect on the assessment anchors ~ select Reflect on the assessment anchors ~ select

ideas that you would like to investigate in your ideas that you would like to investigate in your classroom!! classroom!! What What performancesperformances would allow students to would allow students to

demonstrate mastery of the knowledge and skills demonstrate mastery of the knowledge and skills identified within the academic standard or identified within the academic standard or assessment anchor?assessment anchor?

How can students create answers or products to How can students create answers or products to demonstrate knowledge and skills?demonstrate knowledge and skills?

Page 45: Engaging Students with STEM Challenged Based Learning Activities

Why performance tasks?Why performance tasks? The performance task is an authentic, “real-world” The performance task is an authentic, “real-world”

problem or scenario that provides students the problem or scenario that provides students the opportunity to demonstrate understanding of critical opportunity to demonstrate understanding of critical content, concepts, and processes. content, concepts, and processes.

The first four sections are concerned with building an The first four sections are concerned with building an appropriate context in which students can operate. The appropriate context in which students can operate. The products should compliment the context. Decisions will products should compliment the context. Decisions will need to be made by educators in terms of which need to be made by educators in terms of which products may be required, which products are part of products may be required, which products are part of student choice and differentiation, and which products student choice and differentiation, and which products will be scored formally. The answers to these questions will be scored formally. The answers to these questions may vary by system, school, classroom, and/or student.may vary by system, school, classroom, and/or student.

Page 46: Engaging Students with STEM Challenged Based Learning Activities

GoalGoal

GGOAL:OAL: Establish the goal or problem that begins Establish the goal or problem that begins to set the context for the scenario.to set the context for the scenario.

Please consider the following guiding Please consider the following guiding stems to help with development:stems to help with development:

Your goal is to …………….Your goal is to …………….The problem that you must solve is The problem that you must solve is

……………..……………..

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Observable OutcomesObservable Outcomes

My performance assessment will focus on My performance assessment will focus on the ability of my students to: the ability of my students to:

Compare and contrast simple machines to Compare and contrast simple machines to complex machinescomplex machines

Page 48: Engaging Students with STEM Challenged Based Learning Activities

3.3. Generate a meaningful context for the task Generate a meaningful context for the task (real issues, problems, themes, student (real issues, problems, themes, student interest areas) interest areas)

4.4. Identify thinking skills or processes that Identify thinking skills or processes that encourage application of knowledge and skillsencourage application of knowledge and skills

5.5. Identify student products or performancesIdentify student products or performances

Next Steps…Next Steps…

Page 49: Engaging Students with STEM Challenged Based Learning Activities

ROLEROLE Define the role of the students in the Define the role of the students in the

performance task that aligns appropriately with performance task that aligns appropriately with the context for the scenario. the context for the scenario.

This role should have a connection to a career This role should have a connection to a career and potentially to the careers discussed in the and potentially to the careers discussed in the DefinedSTEM videos.DefinedSTEM videos.

Please consider the following guiding stems to Please consider the following guiding stems to help with development:help with development:

Your job is ………….Your job is …………. You have been asked to ……………You are a You have been asked to ……………You are a

graphic designer and have been asked to assist graphic designer and have been asked to assist in the creation of cartoon characters created in in the creation of cartoon characters created in the likeness and movement of simple and the likeness and movement of simple and complex machines. complex machines.

Page 50: Engaging Students with STEM Challenged Based Learning Activities

Possible “Roles” for these tasksPossible “Roles” for these tasks AdvertiserAdvertiser AuthorAuthor Political CandidatePolitical Candidate Cartoon CharacterCartoon Character CoachCoach ComposerComposer FilmmakerFilmmaker TeacherTeacher LawyerLawyer NewscasterNewscaster PhotographerPhotographer DetectiveDetective InterviewerInterviewer

ResearcherResearcher PlaywrightPlaywright Park RangerPark Ranger Tour GuideTour Guide Travel AgentTravel Agent NutritionistNutritionist Board MemberBoard Member CatererCaterer TranslatorTranslator EngineerEngineer ScientistScientist DoctorDoctor Fire FighterFire Fighter Police OfficerPolice Officer

Page 51: Engaging Students with STEM Challenged Based Learning Activities

AUDIENCEAUDIENCE

Identify the target audience within the Identify the target audience within the context of the scenario.context of the scenario.

Please consider the following guiding Please consider the following guiding stems to help with development:stems to help with development:

Your clients are ………Your clients are ………You will need to convince ………You will need to convince ………Your creation will be evaluated by Your creation will be evaluated by

executives at Disney???executives at Disney???

Page 52: Engaging Students with STEM Challenged Based Learning Activities

SITUATIONSITUATION

Set the context of the scenario and explain Set the context of the scenario and explain the situation so the students understand the situation so the students understand the background and why they need to the background and why they need to solve the problem.solve the problem.

Please consider the following guiding Please consider the following guiding stems to help with development:stems to help with development:

The problem to be solved is ……The problem to be solved is ……The challenge you face is ………The challenge you face is ………

Page 53: Engaging Students with STEM Challenged Based Learning Activities

PRODUCT/PERFORMANCEPRODUCT/PERFORMANCE Clarify what the students will create and why they will create it.Clarify what the students will create and why they will create it. Consider the multiple intelligences in terms of how students’ learn and the Consider the multiple intelligences in terms of how students’ learn and the

ways in which they can demonstrate their understandings of the content and ways in which they can demonstrate their understandings of the content and the processes. the processes.

May be developed as a number of smaller projects that can involve student May be developed as a number of smaller projects that can involve student choice or the teacher may consider a required assignment and the choice or the teacher may consider a required assignment and the opportunity for students to select supplementary products that may reinforce opportunity for students to select supplementary products that may reinforce the required product.the required product.

Products are vehicles for the students in terms of demonstration of Products are vehicles for the students in terms of demonstration of understanding. understanding. The products should include a writing prompt(s) to provide the students with The products should include a writing prompt(s) to provide the students with

writing practice. By providing writing prompts, teachers can provide 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 inspiration, provide students with initial focus and purpose for writing, and ease students into the habit of writing.students into the habit of writing.

As you review the samples, you will see considerations for technology, As you review the samples, you will see considerations for technology, hands-on learning, global attributes, and integration with the arts. The hands-on learning, global attributes, and integration with the arts. The potential products also have strong alignment with the multiple intelligences.potential products also have strong alignment with the multiple intelligences.

Page 54: Engaging Students with STEM Challenged Based Learning Activities
Page 55: Engaging Students with STEM Challenged Based Learning Activities

Possible products for these tasks…Possible products for these tasks…

AdvertisementAdvertisement BrochureBrochure PuzzlePuzzle Magazine ArticleMagazine Article MemoMemo Position PaperPosition Paper PoemPoem QuestionnaireQuestionnaire StoryStory TestTest JournalJournal BlogBlog MovieMovie DiscussionDiscussion

SkitSkit SpeechSpeech SongSong DanceDance NewscastNewscast PlayPlay AdvertisementAdvertisement CollageCollage CollectionCollection GraphicGraphic DiagramDiagram ModelModel MapMap PaintingPainting PhotographPhotograph

Page 56: Engaging Students with STEM Challenged Based Learning Activities

Standards/Criterion IndicatorsStandards/Criterion Indicators

Create rubrics for students or Create rubrics for students or collaboratively develop them with the collaboratively develop them with the students. students.

May consider the creation of performance May consider the creation of performance standards/anchor products.standards/anchor products.

Page 57: Engaging Students with STEM Challenged Based Learning Activities

Aligning with PDE SASAligning with PDE SAS

www.pdesas.org www.pdesas.org

Page 58: Engaging Students with STEM Challenged Based Learning Activities

Thank You!Thank You!

Sunny Minelli Weiland

[email protected]