1. LIBERTY’S STEM PHILOSOPHY
• Integrated Curriculum
• Problem-Based Learning
• Trial and Error
• More Than One Right Answer
• Teacher as Facilitator
How to facilitate STEM
lessons to prompt students
to justify design &
evaluate ideas?

2. THE ROLE OF FACILITATOR
What does it look like in the
elementary classroom?
• Construct meaningful and
challenging learning experiences
• Create an environment and time to
articulate ideas
• Drive students to higher-level
thinking and questioning
• Justify outcomes with data and
evidence
• Reflect on STEM processes

3. LOWER-LEVEL QUESTIONING
Remember Understand Apply
What challenge/problem
were you asked to solve?
How would you describe
your project?
What do you think might
happen next?
Explain how this works.
What in your project shows
(new idea or criteria
given)?
Could this have
happened/been used in
(real life scenario given in
design brief)?
What elements would you
change if you did this
again?
How would you solve
(problem in their design)
with what you have
learned so far?

4. BLOOMING QUESTIONS IN STEM
Analyze Evaluate Create
What are the parts or features
that match the criteria being asked
of you?
What was the turning point in your
design?
What is the function of (point to
part of project)?
Why do you think this will work?
What evidence can you find that
will support your thoughts?
Why did you decide to change
that part of your project?
How is this similar/different
compared to your brainstorm
design?
Why was this better than your first
design?
How would your rate or evaluate
your project so far?
What changes to the project would
you recommend?
Is there a better solution to
(problem with project)?
How would you have handled
(come up with problem they may
have faced during project)?
How effective do you think your
project is? Explain.
What would you recommend to
other students who haven’t started
this project yet?
What could be combined to
improve how that works?
How would you adapt this to
create a different design?
What changes would you make to
solve that problem?
How would you improve (part that
may not be a strong aspect)?
How would you change/modify this
so it does meet the criteria?
Can you invent a solution for that
issue?
What would happen if (come up
with issue that may arise)?

5. FANCY FOOTWORK DESIGN BRIEF
In this guided inquiry lesson, students are invited to explore the effect of surface texture
on ease of motion. Through their investigation, students will discover the concept of
frictional force. They will use data gathered in an engaging experiment to answer the
question, “What is the relationship between various shoe sole materials and ease of
motion?” A pre-lesson assessment will inform the teacher about students’ skills, prior
knowledge, and misconceptions. In particular the results of the pre-lesson assessment will
help to identify students who may need additional support with measurement, data
collection, and graphing.

6. LET’S SEE YOUR FANCY FOOTWORK!!!
TWEET DESIGNS AND FINISHED PRODUCTS TO
@LIBPRINCIPAL
#VCEC2015

7. DESIGN BRIEF INTRODUCTION
Setting the background, criteria, and design challenge
The student will investigate and
understand characteristics and
interactions of moving objects -
friction is a force that opposes
motion.

8. WHAT IS THE PROBLEM?
Restating the design challenge in your own words

9. TEACHER AS FACILITATOR OF THINKING

10. BLOOMING QUESTIONS IN STEM
Analyze Evaluate Create
What are the parts or features that
match the criteria being asked of you?
What was the turning point in your
design?
What is the function of (point to part
of project)?
Why do you think this will work? What
evidence can you find that will support
your thoughts?
Why did you decide to change that
part of your project?
How is this similar/different compared
to your brainstorm design?
Why was this better than your first
design?
How would your rate or evaluate your
project so far?
What changes to the project would
you recommend?
Is there a better solution to (problem
with project)?
How would you have handled (come
up with problem they may have faced
during project)?
How effective do you think your
project is? Explain.
What would you recommend to other
students who haven’t started this
project yet?
What could be combined to improve
how that works?
How would you adapt this to create a
different design?
What changes would you make to
solve that problem?
How would you improve (part that
may not be a strong aspect)?
How would you change/modify this so
it does meet the criteria?
Can you invent a solution for that
issue?
What would happen if (come up with
issue that may arise)?

11. TEACHER AS FACILITATOR OF THINKING

12. HIGHER LEVEL QUESTIONING
STRATEGIES IN STEM LESSONS
FACILITATING DESIGN WITH STRATEGIC QUESTIONING
Paul Pack and Deborah Haynie, Liberty Elementary School
Tweet designs and finished products to @LIBPrincipal #CEC2015
Download this presentation and handouts at www.TinyURL/LibertyElemCEC15.com
TWEET AN WORD, PHRASE OR IDEA THAT YOU TOOK AWAY FROM