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    Final nsba teams_2014_master Final nsba teams_2014_master Presentation Transcript

    • STEM 2.0: Transformational Thinking about STEM for School Board Leaders National School Boards Association, Technology & Learning Leadership Webinar, January 15, 2014 JIM BRAZELL jimbrazell@ventureramp.com
    • • STEM is as fundamental to education in the 21st Century as the humanities and the arts in the 20th Century.
    • • STEM does not; however decrease our need to cultivate the humanities, arts, and health education. In fact, it makes these subjects more important than ever…
    • • STEM is for everyone—even school leaders.
    • When our predecessors stood at the edge of the world and gazed up at Sputnik in 1957, they did not respond with a narrow focus on technology education or training. General Robert F. McDermott, Academic Dean, of the U.S. Air Force Academy, founded the new academy on the idea that in a world of increasing technological complexity, education needs to increase emphasis in both classical and contemporary studies. Brigadier General Robert F. McDermott
    • The Fundamental Question of the 21st Century is: How do we cultivate innovation and innovators in our schools? Dr. Francis X. Kane Military Father of GPS (Col. USAF, 1918- 2013)
    • Health Arts CTEAcademics Leadership Character Citizenship How do we cultivate innovation and innovators?
    • What is STEM? Whole School STEM Reform Implications for your School Community, Pedagogy, and Leadership
    • 9 What is STEM?
    • 10 Measure EducationTIMS, PISA, Common Core
    • 11 Measure Workforce Productivity, Job Changes, & Skill
    • 12 Measure Economy R&D, Innovation, & Efficiency
    • 13 Society Force acting on society resulting in change to the structure, flow, and composition of social institutions and personal identity: family, education, work, economy, law, government, and war.
    • We are here Old Way 21st Century Economic Shift STEM is facilitating transformation of: Knowledge Organizations Industries Markets Technical Systems Human Capital Curricula Natural World New Way
    • 15 S&T Policy Begins with founding of National Academies of Science by President Abraham Lincoln.
    • 16 What is STEM in education practice?
    • What is STEM in K-12 Education Practice? STEM is an acronym for science, technology, engineering and mathematics. STEM has many meanings in theory and practice. STEM practice in schools is widely varied across levels of education. In K-12 education, STEM practice is typically designed to improve math and science education outcomes and to improve the flow of students into STEM career fields and higher education.
    • STEM practice is culturally and geographically bound,
    • http://www.dentonrc.com/sharedcontent/utilities/clickedimage/index.html Denton ISD, Texas
    • RAM STEM Academy, San Antonio, TX
    • Fredericksburg High School & ISD – SystemsGO, Texas Hill Country
    • . Environmental impact study during the reconstruction of Koie’ie Fishpond located in north Kihei– Kihei Charter School
    • Waipulani Longitudinal Algae Research Project – Kihei Charter School
    • Makena Hawaiian Green Sea Turtle Fibropapiloma Virus Study– Kihei Charter School
    • STEM practice is culturally and geographically bound; however, communities and schools should transcend provincial notions of STEM in favor of global perspective and practice.
    • What is STEM in K-12 Education Practice? Alief ISD hosted a workshop with key stakeholders to provide conceptual input to the design of a network of STEM middle schools. In order to set up a definition and concept for STEM at Alief, the following STEM purpose and goal were articulated at the outset of the workshop by the chair of the STEM Committee. The stated purpose of the STEM initiative is to improve student and teacher performance outcomes using STEM as a “thematic integrator” with embedded academic standards. The goal of the initiative is to systematically transform the teaching process, the learning experience, and the performance outcomes of students and teachers by integrating academic- and skill-based learning strategies.
    • In Harvard Pathways to Prosperity, Bill Symonds, et al
    • In general, the goal of STEM is to get everyone ready for postsecondary education, entry- level work, and the rigors of 21st Century Society. Today, the entry-level requirement for middle skill jobs and some high skill jobs is at least 2 years of education beyond high school.
    • What is STEM in K-12 Education Practice? STEM is an acronym for science, technology, engineering and mathematics. STEM has many meanings in theory and practice. STEM practice in schools is widely varied across levels of education. In K-12 education, STEM practice is typically designed to improve math and science education outcomes and to improve the flow of students into STEM career fields and higher education. To the academic community, STEM usually means more people meeting minimum standards without remediation and also it means higher levels of academic course completions in AP enhancing placement to universities.
    • What is STEM in K-12 Education Practice? To the K-12 Career and Technical Education Community (CTE), STEM can mean using applied learning to teach rigorous academic content within the context of “practical arts” courses such as engineering, information technology, or technical arts (3-D digital art, technical stagecraft from theatre, and/or videography). Pedagogically, CTE generally sees STEM as the integration of knowledge (science and math) and skill (engineering and technology). For CTE, STEM also means systematic planning including course sequences, college and career pathways, rigorous programs of study (academic and CTE plan). The RPOS includes inter-institutional agreements for college course credit and/or industry licenses and certifications.
    • What is STEM in K-12 Education Practice? To the K-12 arts community STEM can mean transformational technologies in the arts—new materials, new tools, new processes. For arts, STEM is also seen as an opportunity for arts integration—traditionally teaching math and science through art as a value add. Some State Arts Associations practice STEM integration with arts as a way to advance copyright industry arts jobs, which contrary to public perception pay high wages similar to STEM jobs. Copyright industry jobs include: architecture, movies, TV, sound engineering, digital games, motion, music, web, etc. (“Arts A/V Tech” in CTE parlance).
    • What is STEM in K-12 Education Practice? In practice, STEM has many different representations including a general trend toward interdisciplinary faculty and classroom teaming designed to increase student retention, interest, and performance. Various types of interdisciplinary STEM teaching include: STEM and arts, STEM and Career and Technical Education, STEM and liberal arts, STEM and entrepreneurship, STEM and research, and STEM and medicine initiatives have appeared in the literature and in practice since 2005.
    • What is new in 21st century education is the mainstreaming of engineering, arts, computer science, and Career and Technical Education processes within the academic context— integration of liberal arts and practical arts. (New subjects and courses (Eng/CS), POS, interdisciplinary teaching and projects, content integration)
    • Reconciling Opposites Knowledge Academics Liberal Arts Practical Arts Skill Career & Technical Education, Arts, Engineering, and Computer Science
    • Tell me, and I forget Show me, and I remember Let me do, and I understand —After Confucius, China, 5th century BC
    • Engineering Arts Computer Science CTE
    • http://www.olin.edu/
    • http://www.olin.edu/
    • http://www.olin.edu/
    • http://www.olin.edu/
    • “What are we going to do to change the world today?” Dr. Francis X. Kane Military Father of GPS (Col. USAF, 1918-2013)
    • Computer Science
    • Cyber Patriot uscyberpatriot.org http://www.mysanantonio.com/default/article/Students-hoping-to-ridethe-cybersecurity-wave-1043235.php#ixzz1IBe4Gqls
    • The meaning of STEM is culturally bound.
    • code.org ‘Hour of Code’ event aims to demystify computer science (Seattle Times) Students and teachers in classrooms around the globe will join in a worldwide initiative called Hour of Code next week. Presented by Seattle-based nonprofit Code.org, The event aims to demystify computer science for educators and students alike. Thus far, some 28,000 groups plan to host tutorials next week across 166 countries. Code.org created the free tutorial in collaboration with engineers from Microsoft, Google, Twitter and Facebook. It uses puzzles featuring characters from popular online games like “Angry Birds” to introduce students to coding concepts.
    • CODE.org
    • ArtsFlorida’s 8th Grade to PhD TEAMS Pipeline
    • Arts, Crafts, and Literary Avocations Correlate with Scientific Success • Compared with typical scientist, Nobel laureates are at least: • 2X photographers • 4X musicians • 17X artists • 15X craftsmen • 25X writers • 22X performers Source: Innovations in the Formal Education of Future STEM Innovators, Robert Root-Bernstein, Michigan State University
    • Ocoee Demonstration Middle School
    • Orlando Tech – High School Program
    • Orlando Tech – High School Program
    • Orlando FIEA University Program
    • http://www.thefoundry.co.uk/case-studies/package-design-made-easy-in-modo/ Of the two million U.S. arts jobs requiring significant technology proficiency: 10% architects 11% artists, art directors and animators 7% producers and directors and 7% photographers The products of copyright industries represent 6.4% of the U.S. economy and over $126 billion annually in revenue from foreign trade. Read more at Arts in the Workforce. http://www.nea.gov/research/ArtistsInWorkforce.pdf
    • http://www.thefoundry.co.uk/case-studies/package-design-made-easy-in-modo/ For our clients, the 3D illustrations I produce have cut costs by reducing or completely replacing the need for physical comps and final art photography. Gene Dupont, genedupont.com
    • STEM, IT, Arts Integration Leaders US Digital Convergence Centers • New York City • Washington DC MSA • Central Florida • San Francisco/Silicon Valley • Los Angeles • San Diego MSA • Phoenix • Denver • Las Vegas • Austin-San Antonio-Waco Global Digital Convergence Centers • South Korea • Finland • China • Taiwan • Sweden • Denmark • Germany • UK • Israel • Malaysia • Japan Evans, Eliza, Michael Sekora, Alexander Cavalli, Kinman Chan, Jeeyoung Heo Kenneth Kan, Yue Kuang, Prakash Mohandas, Xiaoxiang Zhang, and Jim Brazell. Digital Convergence Initiative: Creating Sustainable Competitive Advantage in Texas. San Marcos, Texas: Greater Austin- San Antonio Corridor Council, 2005. Full Report: http://www.dcitexas.org/DCI_report.pdf
    • CTE
    • 1,000 MPG eq. Fuel Cell Car
    • Common Core State Standards & Career and Technical Education: Bridging the Divide between College and Career Readiness was prepared for Achieve by Hans Meeder and Thom Suddreth of the Meeder Consulting Group, with the Association for Career and Technical Education and the National Association of State Directors of Career Technical Education Consortium. “...all too often, the focus on “college readiness” and “career readiness” remains in two distinct silos...”
    • (POS, interdisciplinary teaching and projects, and content integration) Emerging K-12 STEM practice in U.S. schools underscores a fundamental process-level change in educational pedagogy. This pedagogical shift is one that embraces applied practice in addition to traditional academic concepts of learning, teaching, and knowledge in an effort to open learning through the connection of knowledge- and skill-based learning strategies.
    • What is STEM? Whole School STEM Reform Implications for your School Community, Pedagogy, and Leadership
    • Health Arts CTEAcademics Leadership Character Citizenship Classical Contemporary Education
    • In the classical contemporary education model, schools preserve the important classical notions of teaching, learning, and knowledge, while bridging to the future through integration of contemporary themes, technologies, and projects. Classical contemporary education is focused on connecting students and school staff to contemporary opportunities and challenges effectively moving the center of learning motivation into the world outside of the school doors. The key ingredient of classical contemporary education is the intersection of classical knowledge and contemporary skill with the goal of enabling student- driven transformation of society and the natural world through innovation: the creation of new discourse, knowledge, processes, systems, tools, and/or languages. At the heart of TEAMS schools is the belief that students and teachers can and will make contributions to advancing society through creativity and innovation if we simply facilitate, teach, support, and enable students to integrate school learning with transformational initiatives in the world at large. Rather than closing the door and saying: The real world is out there but the classroom is the only world that matters now; this approach to human development throws the doors of education open and asks students to make a difference in the world by making a unique and compelling contribution to the world. Defining Characteristic of Classical Contemporary Education
    • SURVIVAL OF SPECIES GOVERNANCE SECURITY & SAFETY QUALITY OF CIVIL LIFE WEALTH JOBS MARKETS Innovation Classical Contemporary Education
    • Pedagogy - The key to Project-based Learning is learner engagement in the public sphere. The learning theory flows from Piaget’s constructivism (V word) and is extended by Papert’s Constructionism (N word): "Constructionism-the N word as opposed to the V word- shares contructivism's view of learning as "building knowledge structures "through progressive internalization of actions... It then adds the idea that this happens especially felicitously in a context where the learner is consciously engaged in constructing a public entity, whether it's a sand castle on the beach or a theory of the universe ( Papert, 1991, p.1 in Ackermann, n.d.)
    • 1. Philadelphia Performing Arts Charter School (K-8), ppacs.net, PA. 2. Clark Magnet School, clarkmagnet.net, La Crescenta, CA. 3. Indian River State College, irsc.edu, Fort Pierce, FL. 4. University of Maryland Baltimore County, umbc.edu, Baltimore, MD. 5. Olin College, olin.edu, Needham, MA. Model classical contemporary schools that integrate academic and applied arts with success in terms of improving learning outcomes for students include:
    • On the way to 103,126 feet.
    • 103,126 feet
    • Marine Science Research Clark Magnet STEAM School, La Crescentia, CA
    • Engineering and Robotics Clark Magnet STEAM School, La Crescentia, CA
    • Clark Magnet STEAM School, La Crescentia, CA Environmental Sciences
    • Denton ISD, Texas Programs of study connecting pathways to both 2 year and 4 year post secondary degrees.
    • Well Rounded Student in 21st Century 4 Year2 Year College Prep Workforce entry readiness requires at least 2 years of education beyond high school.
    • For Dr. Francis X. “Duke” Kane liberal education and the arts are part and parcel to STEM education and the cultivation of the “creativeforce” we need for the missions ahead. For Duke, “creativity and collaboration” were the two necessary qualities to engender in the education of what he affectionately called the “Speed of Light Generation.”
    • ADAPTIVE LEADERSHIP - Adaptive leadership is specifically about change that is led by a broad spectrum of community stakeholders who are empowered to innovate. In short, adaptive leadership is about leaders who empower their people to innovate from within. Adaptive leadership is also change led from the bottom up and the top down simultaneously. (See “Native Innovation” section below) INNOVATION LABORATORIES – Positioning challenges and opportunities from the community (local and/or global) in the center of learning and education goals through student- and teacher-driven innovation projects. CULTURE of INNOVATION – In the TEAMS School, the context and frame for learning is real world and purpose driven, incorporating failure as feedback to the learning process. A culture of innovation is conducive to learning, improving, and adapting while fostering risk taking. In this view, learning cannot be achieved without a culture accepting and encouraging risk taking while incorporating feedback into the learning loop. PRE-K to PhD NETWORKS, SYSTEMS, & PATHWAYS – TEAMS Schools work on creating meaningful and evolving programs of study. Programs of study include integrated academic, arts, and CTE courses. Programs of study are also sequenced programs designed by students to achieve life, learning, and career goals. Programs of study also connect K-12, Community College, University and the Adult Continuing Education pathways into a coherent system. A primary concern in creating modern human capital systems is the transferability of credit among institutions and the creation of non-linear networks of learning rather than linear “pipelines.” Classical Contemporary Education - Systems Innovation
    • INTEGRATED ACADEMICS & CTE PRACTICE - Delivering integrated arts, CTE, and academic courses and programs of study (coherent course sequences and linkages); MAINSTREAM ARTS INTEGRATION - Integrating fine arts, performing arts, cultural arts, commercial arts, and creativity as foundational to school culture and outcomes (not an add on); ENGINEERING DESIGN FOCUS - APPLIED LEARNING PRACTICE - Applying knowledge and skill-based learning through experimentation, the practice of engineering design, and project work. Important to the idea of applied practice is cultural apprenticeship, expert modeling, and developing mentor networks; INTERDISCIPLINARY LEARNING - Integrating disciplinary knowledge across subjects using themes, projects, competitions, and areas of mutual reinforcement--common areas of focus to boost student performance in identified areas of learning difficulty (often common road blocks and hurdles to students); and, INTERDISCIPLINARY DESIGN & TEACHER PROFESSIONAL DEVELOPMENT - Integrating professional development within and across faculty professional development subjects/disciplines and empowering teachers to lead, co-design, and create communities of learning practice. In general, fostering teams of faculty and students working on projects and initiatives to connect knowledge, processes, and people across the disciplines. Classical Contemporary Education – Pedagogical Innovation
    • What is STEM? Whole School STEM Reform Implications for your School Community, Pedagogy, and Leadership
    • We are here TEAMS STEM Key Change to Enable Innovation
    • TEAMS Organization of people and technology across institutions and disciplines to innovate.
    • Education Economic Development IndustryWorkforce Community Innovation Laboratories TEAMS Implications for Leadership
    • Health Arts CTEAcademics Classical Contemporary Education TEAMS Implications for Pedagogy
    • 103 The 2 Most Important Words in STEM
    • SURVIVAL OF SPECIES GOVERNANCE SECURITY & SAFETY QUALITY OF CIVIL LIFE WEALTH JOBS MARKETS STEM is the creation of new knowledge, processes, systems, and tools to meet human need. The result is transformation of the human and natural world by design. Innovation
    • SURVIVAL OF SPECIES GOVERNANCE SECURITY & SAFETY QUALITY OF CIVIL LIFE WEALTH JOBS MARKETS TEAMS Innovation What is STEM?
    • “There are kids on Maui who have never been to the top of the mountain or to Hana much less have they traveled off of the island.” How do we cultivate innovation and innovators in our schools? Indigenous Invention - “We must move beyond school reform through the implementation of outside ideas to a new approach, one that embraces inside innovation, imagination, and invention…” Source: School Reform: The Flatworm in a Flat World: From Entropy to Renewal through Indigenous Invention, PAUL E. HECKMAN, University of California, Davis and VIKI L. MONTERA, Sonoma State University.
    • http://www.npr.org/2013/11/11/230841224/lessons-in-leadership-its-not-about-you-its-about-them When we face a challenge where people have to change, leadership’s role is to engage the people with the problem to solve it for themselves—rather than prescribing a solution from the top down. Adaptive Leadership Ronald Heifetz Harvard University
    • http://hbr.org/product/the-theory-behind-the-practice-a-brief-introductio/an/3241BC-PDF- ENG Successful adaptive changes build on the past rather than jettison it. Organizational adaptation occurs through experimentation. Adaptation relies on diversity.
    • A Message from Kansas
    • “We can’t be in our silos like we have been in the past.” --D Smith, Visioneering Wichita
    • National Institute for Aviation Research “If we don’t have a trained workforce, we’ll create technology and export jobs.” -- John Tomblin, Executive Director Butler Community College April 7 to 11, 2008
    • “Workforce development and economic development are the same thing…” --Linda Sorrell, Workforce Center, Wichita
    • Butler County Economic Development “In the world of economic development, people talk about the importance of location, location, location… but without the labor force location means nothing.” --David Alfaro, Director Butler County Economic Develoipment Butler Community College April 7 to 11, 2008
    • What is STEM? Whole School STEM Reform Implications for your School Community, Pedagogy, and Leadership
    • The Fundamental Question of the 21st Century is: How do we cultivate innovation and innovators in our schools? Dr. Francis X. Kane Military Father of GPS (Col. USAF, 1918- 2013)
    • Health Arts CTEAcademics YOU TEAMS
    • Education Economic Development IndustryWorkforce YOU TEAMS
    • SURVIVAL OF SPECIES GOVERNANCE SECURITY & SAFETY QUALITY OF CIVIL LIFE WEALTH JOBS MARKETS YOU TEAMS
    • “What are we going to do to change the world today?” Dr. Francis X. Kane Military Father of GPS (Col. USAF, 1918-2013)
    • STEM 2.0: Transformational Thinking about STEM for School Board Leaders National School Boards Association, Technology & Learning Leadership Webinar, January 15, 2014 JIM BRAZELL jimbrazell@ventureramp.com