The STEM design process involves asking, imagining, planning, creating, and revising. This cycle fits nicely into the model of project-based learning where students are creating an authentic product to show what they have learned. This shows you how you can incorporate the STEM design process into your projects to ensure maximize learning can take place. Part of this is creating a safe classroom environment where students are permitted to take risks. By doing this, you are giving students permission to fail, which is where the most learning takes place.
Student teacher relationships and learning outcomes flowerbomb22
This slideshow aims to provide teachers and pre service teachers with an understanding on student teacher relationships and learning outcomes through theories, research, a research proposal, recommendations and strategies for improving student teacher relationships in the classroom.
Discussion on the dynamics for teacher-student relationship, with specific reference to the advantages and disadvantages along with case study and group discussion
Teacher Tested Strategies for Differentiated InstructionEdutopia
Most educators agree that differentiated instruction can dramatically help students to succeed, but good differentiation needs careful planning to make sure students of all abilities are engaged and it can be a challenge when teachers are already so pressed for time.
That's why we searched the Edutopia community for tips and strategies that can help with differentiating instruction.
Student teacher relationships and learning outcomes flowerbomb22
This slideshow aims to provide teachers and pre service teachers with an understanding on student teacher relationships and learning outcomes through theories, research, a research proposal, recommendations and strategies for improving student teacher relationships in the classroom.
Discussion on the dynamics for teacher-student relationship, with specific reference to the advantages and disadvantages along with case study and group discussion
Teacher Tested Strategies for Differentiated InstructionEdutopia
Most educators agree that differentiated instruction can dramatically help students to succeed, but good differentiation needs careful planning to make sure students of all abilities are engaged and it can be a challenge when teachers are already so pressed for time.
That's why we searched the Edutopia community for tips and strategies that can help with differentiating instruction.
This presentation discusses the following topics:
What is Active Learning
Why is Active learning
Active learning Eco System
Passive vs Active Learning
Methods of Active Learning
Active Learning Spectrum
Blooms Taxonomy
Suggestion for Active Learning
Active Learning Strategies
Active Learning Examples
Exploration of student engagement and flow based this research:
Shernoff, D.J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E.S. (2003). Student engagement in high school classrooms from the perspective of Flow Theory. School Psychology Quarterly, 18, (2), 158-176.
When it comes to primary teaching, the biggest challenge to capturing the attention of their students. Another major stumbling block for them is when they must put across ideas in a manner such that it stays with the students even after they have walked out of the classroom. This is only possible when you, as a teacher, can redefine the classroom experience that enhances the effectiveness of the entire teaching session. If you have undergone a primary teacher training course in Delhi you would have learnt certain techniques to increase engagement of students in the classroom.
TO know more details please visit our website: http://www.teachertrainingdelhi.com
Embedding design thinking VALA Conference June 11-12 2015Adrian Bertolini
A common and constant challenge within schools is that of developing student skills including resilience, problem solving, questioning, creativity and critical thinking (amongst other skills)! The design thinking framework outlines a simple process and consistent language that can be use in every classroom to develop students to be self-regulated learners.
In this workshop teachers will collaboratively explore the design thinking process and how to plan for student learning. They will leave with a set of simple strategies and resources which they can use to immediately enact the design thinking process into their classes.
This presentation discusses the following topics:
What is Active Learning
Why is Active learning
Active learning Eco System
Passive vs Active Learning
Methods of Active Learning
Active Learning Spectrum
Blooms Taxonomy
Suggestion for Active Learning
Active Learning Strategies
Active Learning Examples
Exploration of student engagement and flow based this research:
Shernoff, D.J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E.S. (2003). Student engagement in high school classrooms from the perspective of Flow Theory. School Psychology Quarterly, 18, (2), 158-176.
When it comes to primary teaching, the biggest challenge to capturing the attention of their students. Another major stumbling block for them is when they must put across ideas in a manner such that it stays with the students even after they have walked out of the classroom. This is only possible when you, as a teacher, can redefine the classroom experience that enhances the effectiveness of the entire teaching session. If you have undergone a primary teacher training course in Delhi you would have learnt certain techniques to increase engagement of students in the classroom.
TO know more details please visit our website: http://www.teachertrainingdelhi.com
Embedding design thinking VALA Conference June 11-12 2015Adrian Bertolini
A common and constant challenge within schools is that of developing student skills including resilience, problem solving, questioning, creativity and critical thinking (amongst other skills)! The design thinking framework outlines a simple process and consistent language that can be use in every classroom to develop students to be self-regulated learners.
In this workshop teachers will collaboratively explore the design thinking process and how to plan for student learning. They will leave with a set of simple strategies and resources which they can use to immediately enact the design thinking process into their classes.
Project-Based Learning in Classroom: 5 Best Steps To Start | Future Education...Future Education Magazine
5 Steps to Get Started With Project-based Learning: 1. What is the goal? 2. Choose a specific problem or question 3. Plan and facilitate the process 4. Demo time! 5. Reflection
We now know what kinds of undertakings are successful and what kinds are doomed to fail. We have formalized certain aspects of the process while still allowing for the flexibility that is essential to a really unique final product.
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Questioning is the most powerful tool in a teaching repertoire. Being able to ask higher-level questions is a good way to differentiate in your class and challenge students. Using Bloom’s teachers can ask or write higher-level questions that will open up all sorts of avenues for rich dialogue, deep responses, and challenge your gifted students. It is more than just asking the right questions. It is about setting the culture in your classroom.
Although we are over 20 years into the 21st century, we still struggle to teach these skills that students will need to be successful in the real world. This presentation discusses what these skills are and how you can teach them in your classrooms.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
1. Using the STEM Process in Your
Project-Based Learning
Todd Stanley
Gifted Services Coordinator/Author
www.giftedguy.com
@the_gifted_guy
2.
3.
4. Questions you might have at the beginning
How do you combine Project-Based Learning and STEM
effectively?
What skills will students need to be successful?
How do you assess objectively?
What does the class look like?
What is the role of the teacher?
5. What is Project-Based Learning
Students are given an extended amount of time
to complete a product that demonstrates
mastery of the learning outcomes
Choice is given in the product used
Resources are either provided by the teacher or
discovered by the students
Final product can be performance based
6. Develop Solution
Options
Plan the Project
•What must be done?
•Who will do it?
•How will it be done?
•When must it be done?
•What resources will be
needed
Execute the Plan
Monitor and Control
Progress
•Are we on target?
•If not what must be
done?
•Should the plan be
changed?
Close Project
•What was done well?
•What should be
improved?
•What else did we learn?
Define the Problem
Steps to a Project
1. Define the problem
2. Develop solution options
3. Plan the project
4. Execute the plan
5. Monitor and control progress
6. Close project
7. 1. Define the problem
Essential Question: how do you make a better mousetrap?
8. 2. Develop Solution Options
Essential Question: What product
would demonstrate the mastery I
want students to be able to
achieve?
Begin with the end in mind
9. Backwards Building Process
Identify what you want to accomplish.
Determine the product that will show what you learned.
Plan how you will develop this product.
11. A model of the mousetrap with the
constraint that it cannot harm the animal
12. 3. Plan the Project
Steps to the project – Continuing the Backwards Building Process
Start from the end and plot out each step of the project
• Must include skills that need to be taught
• Time to accomplish tasks
• Modeling for students
13. DAY ELEVEN
Demonstration of
how mousetrap
works
DAY TEN
Practice the speaking
part of the
demonstration
DAY NINE
Finish construction of
model of mousetrap,
test to make sure it
works as intended
DAY EIGHT
Test mousetrap and
make any
improvements you
might think are
needed
DAY SEVEN
Construction of model
of mousetrap
DAY SIX
Construction of
model of mousetrap
DAY FIVE
Students create a list
of materials needed to
make the model of
the mousetrap
DAY FOUR
Students finish
designing their new
mousetrap
DAY THREE
Students begin to
design their new
mousetrap, can
research to make sure
it does not already
exist
DAY TWO
Take students through
the engineering
design process. Allow
them to begin to
brainstorm ideas
DAY ONE
Introduce the
project – go over
the design of the
original mousetrap
14. 4. Execute the Plan
Making the plan clear to all stakeholders
Must clearly communicate to students (and
parents) what the project involves and what
the expectations are going to be
Can do this using various tools
Syllabus
Calendar
Rubric
15.
16.
17. 5. Monitor and Control Progress – the Role
of the Teacher
• Figure out what skills students do and do not have
that you might need to council them on.
• If the student already has these skills
• provide resources
• coach from the sideline
• give them space
• get out of the way
18. 5 Steps to Successful Coaching
1. Managing stress
2.Giving students space
3.Keeping students focused on the goal
of the lesson
4.Conferencing with students
5.Training them in group work
19. Giving Students Space
Mental
Set long term deadlines rather than daily checks
Not looking over their shoulder all the time
Allow them to struggle a little rather than solving their problems
Show them you trust them
Physical
Staying away from the front of the class (10 minute rule)
Do they have the materials and resources they need to complete their work
Allowing them to create an effective working environment
Is the setting one in which they can independently work
23. 6. Close project
How do you know what a student truly learned from a
project
There is what you wanted them to learn, and what
they actually learned
The final assessment might not be enough to
determine the true lesson
The use of a reflection can be very powerful in
determining what was learned
24. Reflection
How does your mousetrap compare to the original mousetrap?
What advantages does your mousetrap have over the original? What disadvantages?
Which of the two is better and why?
If you could change anything about your mousetrap, what would it be and why?
Of the other mousetraps that were presented, which one did you think would be effective and why is that?
25. Ask
What are problems?
What are the Constraints
Imagine
Brainstorm ideas
Choose the best fit
Plan
Draw a diagram
Gather materials
Create
Follow the plan
Test it out
Improve
Figure out what can work
better
Repeat the cycle to make
changes
What is the STEM Process
27. Define a problem
What is it you want students to learn?
Can be a content standard(s)
Could be a specific 21st century skill
Might be a combination of these
Other learning objectives
28. Identify what is needed
Materials
Resources
Skills
Places
Mentors
Guest speakers
29. Design activities
You do not have to create the project in detail, just provide a framework
The less clearly you define the activities the more opportunity you give to students to define it for
themselves
Allow for student choice when it comes to things such as product, group members, method of
learning, and possibly topic
Use the backwards building process Can use items to help guide
Calendar
Contract
Rubric
30. Train student engineers
Simply putting students into groups and hoping for the best
is not the most effective way to approach
Have to be purposeful about how you teach students to collaborate
Need to provide a structure to the group where each person can play
his/her role
Important to provide responsibility on the part of the students in the
assessment of the collaboration
Try to help students gain an awareness of their contributions while
working in a group
31. Group Goals
• Have the group set a goal of what they want to accomplish
• Could be a certain grade they want to attain
• Could be getting the project done in a timely manner
• Could be making sure everyone contributes to the project
• This goal is what drives the group
• Every decision they make then needs to take the group towards that goal
• If the group seems to be off task, remind them of their goal, not their actions and see
if they are able to self-correct
• Revisit the goal constantly
• Reflect whether the progress of the group matches this goal
• Make sure the goal is written down
32. Advantages of combining the STEM Process
with PBL
STEM and projects naturally lend themselves
to 21st century skills.
Equips them with critical thinking, problem
solving, creative, and collaborative skills.
Because of its hands-on approach as well as
relevant learning, it goes beyond the
acquisition of knowledge.
Teaches skills that will benefit a student long
after he has forgotten the content.
Because of the authentic nature of the final
product, students also develop
communication skills as well as self-direction.
33. Why is it specifically beneficial to gifted
students?
Students can go as deep as they want
to in a project.
No having to wait for the rest of the
class to catch up, can set own pace.
Can use skills in any way they choose.
Have the chance to use creative as well
as academic ability.
Will give them confidence.
34. Develop Solution Options
Plan the Project
Execute the Plan
Monitor and Control Progress
Close Project
Define the Problem
Project
design
process
Identify
what is
needed
Design
activities
Train
student
engineers
Define a
problem
35. DAY ONE
Introduce the
project – go over
the design of the
original mousetrap
Ask
DAY TWO
Take students through
the engineering
design process. Allow
them to begin to
brainstorm ideas
Ask/Imagine
DAY THREE
Students begin to
design their new
mousetrap, can
research to make sure
it does not already
exist
Imagine/Plan
DAY FOUR
Students finish
designing their new
mousetrap
Plan
DAY FIVE
Students create a list
of materials needed to
make the model of
the mousetrap
Plan
DAY SIX
Construction of
model of mousetrap
Create
DAY SEVEN
Construction of model
of mousetrap
Create
DAY EIGHT
Test mousetrap and
make any
improvements you
might think are
needed
Improve
DAY NINE
Finish construction of
model of mousetrap,
test to make sure it
works as intended
Improve
DAY TEN
Practice the speaking
part of the
demonstration
Improve
DAY ELEVEN
Demonstration of
how mousetrap
works
36. Example of what this looks like:
Egg Drop Challenge
Big Idea: Using engineering to plan, test, and refine an idea.
Problem Statement: How can you use engineering to safely drop an egg.
Essential Question: How would you build a structure that you can use to drop an egg a
height of at least 10 feet.
Deliverables: Students must create a structure made of the listed materials that can help
absorb the impact of a drop of various heights.
37. Constraints
Can use only 5 of the
following materials
Plastic straws
Popsicle sticks
Tape
Paper
Glue
Plastic bags
Cardboard
Sock
Balloon
38. Calendar
Day 1
Introduction of
project including
constraints
Ask
Day 2
Team will plan what
materials they are
going to use
Imagine
Day 3
Team will choose what
materials they are
going to use
Imagine
Day 4
Team will begin to
plan the structure that
will protect the egg
Plan
Day 5
Team will begin to
make the structure
that will protect the
egg
Create
Day 6
Team will continue
to make the
structure that will
protect the egg
Create
Day 7
Team will finish the
structure that will
protect the egg
Create
Day 8
Team will test their
device to determine if
it will be successful or
not
Improve
Day 9
Team will make
necessary changes to
their structure based
on their test to
improve the chances
being successful
Improve
Day 10
Final test of dropping
eggs
