“the” 9 defining features of integrative stem © 2013 iteea-stem center for teaching and...

© 2013 ITEEA-STEM CENTER FOR TEACHING AND LEARNING 1

“The” 9 Defining FeaturesOF INTEGRATIVE STEM


The 9 “Defying” Features?OF INTEGRATIVE STEM


S + T + E + MCommunity Involvement

Professional Development

Staffing Infrastructure

Facilitative Learning Environment

Standards-based Assessments

21st Century Skills (& WBL)

Articulated K-16

Research-Based Instructional Strategies


Each Feature has Defining Elements

Core Subjects

Life and Career Skills

Core Subjects

IT Skills


Integrates ALL Four STEM Content Areas ++

Curriculum is based on:

1. Standards for Technological Literacy, The Common Core, Mathematics and Science standards (including English-Language Arts).

2. The program is integrated and applies the connections between technology, engineering and other fields of study.

3. Content is delivered through action-based activities that involve the use of technology tools to design and develop solutions to authentic tasks (problem/project-based learning).

4. The Grand Challenges for Engineering, the work of Hacker/Devries or Custer/Daugherty are used as the context by which content is delivered.

No M

No S M

No T E

No S T M

No S

No T

No E

YES! S T E M


S.T.L. – Standards and Benchmarks

K-2

3-5

ET

I&I

TS

FoT

TSoc

TDes

ADA

ATA

EngD

Science

Math

5 Understanding the effects of technology on the environment 14

18

18

14

19

14

16

19

13

13

11

A Some materials can be reused and/or recycled. 4

BWaste must be appropriately recycled or disposed of to prevent unnecessary harm to the environment.

4

FDecisions to develop and use technologies often put environmental and economic concerns in direct competition with one another.

4 3 2

GHumans can devise technologies to conserve water, soil, and energy through such techniques as reusing, reducing and recycling.

4

3 2 2 3

HWhen new technologies are developed to reduce the use of resources, considerations of trade-offs are important.

3 4 2 3 4

IWith the aid of technology, various aspects of the environment can be monitored to provide information for decision-making.

4 2

9/S21/L

33/J

LDecisions regarding the implementation of technologies involve the weighing of trade-offs between predicted positive and negative effects on the environment.

4 4 4 3

9/S21/L

33/J,

62/H

Responsibility Matrix – It all begins HERE!


+


Putting the Grand Challenges for Engineering in an EbD Context

9


Alignment with


K-12 Standards-BasedIntegrative-STEM Model – The CORE

Endorsed by


Preparing for the NAEP 2014Technology & Engineering Literacy Assessment

National Assessment of Educational Progress

Grades 4, 8 and 12 – Random Assessments


http://www.nagb.org/publications/frameworks/tech2014-framework/ch_toc/index.html


Foundations of Technology

1. Technological Innovations & Inventions

2. History of Technology3. Systems4. Design5. The Designed World6. Integrated Transportation

SystemsTechnological Design1. Systems & Optimization2. Technology/Society &

Ethics3. Concurrent Engineering4. Modeling & Problem-

solving5. Design

Technology and Society1. Skills for Analyzing

Technology & Science Issues2. The Human Technical Paradox3. Change by Design4. Contemporary Issues in

Science & Technology5. Transportation & Space:

Reuse and Recycle

Gra

de 9

High School Core Program

Gra

des

10

-12


Advanced Design Applications

1. Manufacturing2. Construction3. Power & Energy4. TransportationEngineering Design

1. Principles of Design2. Engineering Resources3. Engineering Design Process4. Project Management5. Project Management – NASA

Style

Advanced Technological Applications

1. Information & Communication2. Agricultural & Related Biotechnologies3. Entertainment & Recreation4. Medical Technologies

Gra

des

10

-12

High School Advanced Technology & Engineering Program

Gra

des

10

-12

Cap

ston

eG

rad

e 1

2


Community Involvement

1. Parents, teachers, employers, school-based staff and school administrators are involved in the evaluation of data to improve programs.

2. A program advisory committee is formed that includes all aspects of the school community, and provides reports to the principal and central office supervisor.

3. The community annually reviews and provides feedback for curricula to ensure appropriateness and validity.


Become A Network SchoolCreating a Community of Learners

What is a Network School and Why Do I Want to Be One?

Requires Advisory Committee Exclusive and dynamic access to the

curriculum through the EbDPortal. Online learning community with over 500

teachers nationwide. Exclusive access to ebDonline.

• Resources for Classrooms that are not in the Guides.

• Classroom sets of assessments • Online facilitators.

Opportunities to field test the latest ITEEA standards-based materials.

Online pre/post- tests for each class.

What Should I Do NEXT? Download the Form from

www.engineeringbydesign.org Complete the Form & Get

Signatures Receive EbDPortal™ access Give Pre-Post Tests

• Pre-tests• Review data• Modify instruction• Give end of course tests and

the design challenge

http://www.engineeringbydesign.org/


Sustained Professional Development

1. Funds and training are dedicated to collaboration among teachers/advisors, guidance and administration.

2. Teachers are involved in professional learning communities at the school, local, and possibly at the State and National levels.

3. School issues, current research, grant writing, and data analysis are addressed as staff continues the process of developing and implementing STEM programs.


A NationalStandards-based Model

For Teaching and Learning


Stage 1Engagement

Stage 2Exploration / Explanation

Stage 3Extension

Stage 4Evaluation

Develop Learning Community• ebDonline enrollment• Training @ Conference or• Summer Professional

Development (weeklong)

Pilot Units and Lessons - Sharing• ebDonline participation• Implement Units/Lessons• Develop exemplars of student work• Share resources

Adapting & Extending Units• Conference collaboration• Resource development• Sharing

Improving Instruction and Student Achievement• EbD™ Student Assessment & Design Challenge• Use data to improve instruction• Use data to improve student achievement• Validate instruction


EbDportal™ - Cloud-based SolutionCurriculum – Assessment – Professional Development

Network Schools Get Access

20


EbD-TECS™Now available to do workshops in

YOUR State!

BIG IDEA: Develop a highly qualified community of learners that understands, communicates, shares resources and implements Engineering byDesign™ professional development opportunities consistent with EbD’s™ standards-based program model.

“Teacher Effectiveness Coaches”


EbD™ Summer InstitutesPick Up a PD Planner & Schedule!

REGISTER at www.iteea.org/EbD/PD

Registration Opens3/15/13


Staffing Organized for STEM Infrastructure

1. Teams of teachers are organized across departments so that teachers share the same students rather than the same subject.

2. Teams share a common planning time, and the responsibility for the curriculum, instruction and assessment, scheduling and the advisement and mentoring of a small group of students.


Engineering byDesign™

Program Planning

Year 1 - Planning / PD

Year 2 - Implementation

Reporting



1. The safe learning environment is conducive to a variety of activities that enable students to use study the content through hands-on, minds-on learning (project/problem-based learning).

2. These environments are up-to-date and adaptable and support student interactions and abilities to question, inquire, design, invent and innovate. (Inquiry AND Design)

3. The teachers utilize input from a diverse community in assessing student solutions to technological design problems, as well as evaluation of facilities and resources.


Facilitative Learning EnvironmentProject-Based Learning

InteractiveAuthentic


Standards-Based Assessments

1. Formative and summative assessments are valid and reliable and based on standards and benchmarks and are used to measure progress toward standards and ultimately inform instruction.

2. Assessments are a combination of strategies that assess progress and constructed solutions that measure student’s knowledge and skills of the STEM concepts.


EbDportal™ - Cloud-based SolutionCurriculum – Assessment – Professional Development

Network Schools Get Access

29


EbD™ Model Implementation Growth

2007 2008 2009 2010 2011 2012 2013

-

10,000

20,000

30,000

40,000

50,000

60,000

481 914 2,2025,630

16,268

27,987

56,426

EbD Online Assessment GrowthS

tud

en

ts

30


Program Articulated K-161. The content builds upon the knowledge and abilities encountered in

previous learning experiences or grade levels (vertical articulation), and enables all students of a given grade level to develop consistent knowledge and abilities.

2. The program is a sequence of rigorous courses that integrates with other fields of study and prepares students for post-secondary study and careers.

3. College courses are offered at the high school, that receive college credit, and high school outcomes may be offered at the middle school providing that students meet the appropriate standards.

4. The program is aligned with the Program Standards, and with state/provincial/regional accreditation systems.


NEW!EbDPathwayExtensions™


NEW!EbDPathwayExtensions™

4 credit articulated sequence Technical extensions to enhance core knowledge & skills Aligns with Cluster Pathway Plans Network Agreements & benefits for registering w/ITEEA


PartnershipsCollaborating to put the T & E in

STEM


21st Century Skills thru WBL1. Student experiences include those that extend beyond the school-

house walls. In the elementary, this includes career days, at the middle school it includes mentoring opportunities, and at the high school, work-based experiences, internships, mentoring and capstone experiences that bring students into contact with authentic experiences in technological careers.

2. The 21st Century Skill elements are the critical systems necessary to ensure 21st century readiness for every student. Twenty-first century standards, assessments, curriculum, instruction, professional development and learning environments are aligned to produce a support system that produces 21st century outcomes for today’s students.a) Core Subjectsb) Learning & Innovation Skillsc) Information, Media & Technology Skillsd) Life & Career Skills

38

THEMES AND CONTEXTS


Research-Based Instructional Strategies

1. Teachers use instructional strategies that provide students with clarity, include research-based principles of learning and successful models of teaching.

2. Teachers challenge students of all ability levels and are engaged in structured technological problem solving activities that are open and close-ended.


Project/Problem-Based LearningAuthentic Problem-Solving

Design & Inquiry In Context !

Design

Modeling

Systems

Analysis

• Food

• Energy

• Health & Safety/Security

• Mobility

• Shelter

• Water

K–2: What are different ways to solve problems and meet challenges? 3–5: How can people work together to create better designs? 6–8: How can different solutions to problems be compared, tested, and refined to arrive

at the best design? 9–12: How are quantitative investigations, analyses, and simulations used to define problems, and develop and refine solutions?


What Exists? Using SWOT

Positive Negative

Strengths Weaknesses

Opportunities Threats

Inte

rnal

Exte

rnal

• ---• ---• ---• ---• ---

• ---• ---• ---• ---• ---

• ---• ---• ---• ---• ---

• ---• ---• ---• ---• ---








Articulated K-16Research-Based Instructional

Strategies

Turn This









Strategies

Into ThisStrongWeak









Strategies

and This


Baseline Activity

• Complete SWOT Analysis – The CURRENT STATE• Create a Graphic Organizer – Highest to Lowest• Share• Divide into groups by Defining Feature• Action Plan

“the” 9 defining features of integrative stem © 2013 iteea-stem center for teaching and...

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