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Posts Tagged ‘STEAM

Assessing STE(A)M Learning

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In Learning in the Making, I discuss assessment as follows:

Educators should be clear about how and why they include assessment in their instruction. They need to be strategic and intentional in its use. Assessment should be about informing learners about their performance so increased learning and future improvements can result. “Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates when assessment results are used to improve subsequent learning” (Huba & Freed, 2000, p. 8). 

During Fall, 2019, I taught a graduate level STE(A)M [Science, Technology, Engineering, (Arts), Math] course for Antioch University. Their last major assignment was to create methods for assessing STE(AM) learning. My goal was for the students, who are classroom teachers, to develop assessment strategies based on above. The description of the assignment follows:

Create a list possible strategies to assess students STEM/STEAM projects. It should be tailored to the (expected) age level of your learners, the focus of your learning activities (STEM, STEAM, or STREAM). Discuss several forms of formative and summative assessments that you can draw upon when you teach STEAM-based lessons. Review the following:

In developing your strategies and ideas include at least one strategy from each of the following:

  • Documenting Learning Strategies (formative)
  • Reflecting on Learning (formative)
  • Strategies that Leverage Technology, e.g., blogs, podcasts, videos, online tools (formative and summative) 
  • Assessing the Cross-Curricular Standards and Goals Associated with STEAM Education (formative and summative)
  • Going Beyond the Rubric (formative and summative)

You can share it in written form or create your version of assessment ideas using one of the following EdTech tools (they have free versions):

Student Examples

Two example student projects follow. One chose to use Book Creator while the other selected Piktochart. What was impressive to me was the professionalism of their work – both in their content and presentation, and that they created work that has the potential to be beneficial and useful for a wide audience of educators.

STE(A)M Assessments via Book Creator

Assessing STREAM

STE(A)M Assessments via Piktochart

Written by Jackie Gerstein, Ed.D.

December 8, 2019 at 6:00 pm

micro:bits for good

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At the beginning of November, 2019, I had the opportunity to travel to Singapore to attend and present at Edutech Asia 2019. During that time, I had the opportunity to hear about their initiative to use micro:bits to help students learn technology in authentic ways. An article from 2017, Micro:bit launch: What you need to know about the coding gadget Singapore plans to introduce, explained it as:

School-going children in Singapore will soon be using a pocket-sized, codeable computer, called the micro:bit, to pick up coding skills. The move is aimed at instilling passion for technology among young Singaporeans. The Infocomm Media Development Authority (IMDA) will work with the Ministry of Education (MOE) to roll out micro:bit as part of its new Digital Maker Programme over the next two years.

In the exhibit hall at the conference, IMDA showcased the micro:bit-for-good projects that groups of Singapore students created. The following video provides a sampling of students explaining their projects.

micro:bit Global Challenge

The Micro:bit Education is sponsoring a challenge to use micro:bits to address two of the UN’s Global Goals: Life Below Water and Life on Land. They provide lots of resources on their website:

Previous micro:bit Global Challenge

In 2015, world leaders came together to decide on a series of “global goals” to build a better world. We challenged students aged 8-12 across the globe to consider how these goals could change the lives of themselves and others, and to design solutions to these goals using the micro:bit (https://microbit.org/global-challenge/)

Although this contest/initiative has officially ended, it could still be used by groups of students as a reference to create micro:bit-for-good projects. Some resources from this challenge follow:

The following is a guide developed by Canada Learn Code to help students prototype their micro:bit global challenge idea.

Written by Jackie Gerstein, Ed.D.

November 24, 2019 at 10:30 pm

A Maker Education PD Workshop

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I had the privilege of presenting a day long maker education workshop at Edutech Asia on November 7, 2019. I was excited about having teachers and other professionals from Singapore, Thailand, Philippines, Cambodia, India, Malaysia, and New Zealand attend. What follows are some details and highlights.

As they arrived in the morning, I asked them to access the workshop slides and create a name card lit up with an LED.

They then used these name cards to introduce themselves.

Next, they were provided with copper tape, coin batteries, LEDs, and Chibitronics’ circuit stickers along with instructions about how to make series and parallel circuits; and asked to create pictures from their circuits. Here is a video of some of the participants sharing their processes:

Then, they were asked to further reflect on their learning by playing my Maker Reflection Game.

They were then introduced to their next making segment in which they could pick to do one or more of the following projects:

  • Bristlebots
  • Gami-bots
  • More advanced paper circuits
  • micro:bit books
  • Makey-Makey Characters

I repeatedly encouraged them to take pictures throughout their making processes in order to document their learning.

To reflect on this making segment, they were introduced to several types of online educational technology creation tools to use for their reflective piece. I believe that reflection and assessment should be as fun, exciting, valuable, and informative as the making process itself. Here are some examples from the workshop:



Finally, they were instructed to create a poster using visuals and LEDs in their small groups about their day and how they can apply their learnings when they return to their work environments.

. . . and here are the slides provided to the participants:

Written by Jackie Gerstein, Ed.D.

November 18, 2019 at 2:36 am

Language Arts Lesson Using a micro:book

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In Learning in the Making I discuss the importance of and strategies for integrating technology into the curriculum.

Maker education needs to be intentional. It follows, then, that if we want to bring maker education into more formal and traditional classrooms—as well as more informal environments such as afterschool and community programs—it needs to be integrated into the curriculum using lesson plans. This chapter begins with a discussion of the characteristics of an effective maker education curriculum and then suggests a lesson plan framework for maker education– enhanced lesson plans.  A powerful maker education curriculum includes the following elements: 

  • Instructional challenges are hands-on, experiential, and naturally engaging for learners. 
  • Learning tasks are authentic and relevant, and they promote life skills outside of the formal classroom. 
  • Challenges are designed to be novel and create excitement and joy for learners. 
  • Learner choice and voice are valued. 
  • Lessons address cross-curricular standards and are interdisciplinary (like life).
  • Learning activities get learners interested in and excited about a broad array of topics, especially in the areas of science, engineering, math, language arts, and fine arts. 
  • Communication, collaboration, and problem solving are built into the learning process. 
  • Reading and writing are integrated into learning activities in the form of fun, interesting books and stories and through writing original stories, narratives, and journalistic reports. 
  • Educational technology is incorporated in authentic ways; the emphasis is not to learn technology just for the sake of learning it. 

Educators need to approach their curriculum and lessons with a maker mindset. With this mindset, they can figure out creative ways to integrate maker activities into existing lessons and instructional activities. Educators in these situations start with the standards and objectives of their lessons, as they typically do with “regular” lessons, and then design or identify maker activities that meet the standards and the lesson. It simply becomes a matter of “How can I add a making element to my lessons to reinforce concepts being learned?” 

The micro:book Lesson

After showing the micro:book activity (see https://make.techwillsaveus.com/microbit/activities/animated-microbook) to a bi-lingual co-teacher, Natalia, she took off with it to develop a lesson to teach her Spanish-speaking students types of sentences. See the video below for her explanation of this lesson and a student example.

Written by Jackie Gerstein, Ed.D.

November 9, 2019 at 2:44 pm

Creating a New Makerspace at Our School

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I am beyond elated – our PreK-6 elementary school received monies, through our district’s Computer Science Resolution 2025, to create a STEAM (science, technology, arts, math) makerspace. I never thought our Title 1 school would get the opportunity to create such a space. I never thought I would get the opportunity to help create a fully equipped makerspace. A few of use spent the past few weeks rearranging our library so that one side contains our books and the other our STEAM materials.

We received the following items. Some were put out in the STEAM makerspace and some items the teachers will check out for use in their classrooms:

  • Dremel Laser Cutter (in makerspace)
  • Makedo Kits (in makerspace)
  • Strawbees (in makerspace)
  • Dash and Dot (in makerspace and can be checked out)
  • OSMO Coding (in makerspace)
  • Makerspace Kit (in makerspace)
  • BeeBot Robots (in makerspace)
  • Squishy Circuits (in makerspace)
  • Makey-Makeys (can be checked out)
  • littleBits Base Invent Kit (in makerspace)
  • micro:bits (3rd-6th grade teachers received their own sets)
  • Circuit Playground (can be checked out)
  • SAM Lab (can be checked out)
  • Green Screen (in makerspace)

Integrating Maker Education Activities Into the Curriculum

As we (the steering committee) envisioned adding a STEAM – Makerspace at our school, we realized that its success will be dependent on the teachers integrating these activities into their curriculum rather than an extra “recreational” activity.

Maker education needs to be intentional. It follows, then, for maker education to be brought into more formal and traditional classrooms as well as more informal ones such as with afterschool and community programs, it needs to be integrated into the curriculum using lesson plans to assist with this integration (Learning in the Making).


To assist our teachers with integrating maker education activities into the curriculum, I created the following Pearltrees aggregate of possible classroom lessons and activities for each of the materials – products we purchased for our school:

https://www.pearltrees.com/jackiegerstein/curriculum-integration/id27094864

In this post, I am also including the following lesson plan template from my book, Learning in the Making that can help with integrating maker education activities into the curriculum :

Written by Jackie Gerstein, Ed.D.

October 5, 2019 at 10:25 pm

Design a Cardboard Chair Challenge

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In Learning in the Making: How to Plan, Execute, and Assess Powerful Makerspace Lessons, I discuss a Framework for Implementing Maker Experiences as depicted in the following diagram.

I recently asked my 9th grade students to do a cardboard chair challenge. What follows is how the students went through this framework.

Framing or Frontloading the Experience

Framing or frontloading a maker education experience increases the chances that transferable skills and knowledge result, is framing or frontloading the activities as part of introducing them.

This activity was framed as a continuation of the team building and group communication activities in which the students participated the previous week. They were told that they needed to practice the effective communication skills they identified during the previous activities.

The Experience

The experience is, obviously, the doing or making part of the framework. Below is a cardboard chair challenge guide I found from Creativity Lab and which was shared with students via Google Classroom.

Materials

Designs Created in Tinkercad

In their small groups, they created their chair designs using Tinkercad.

Chair Construction

In their teams, students built their cardboard chairs using the Zip Snip Cutting Tool and the Makedo screws to connect the cardboard pieces (worked wonderfully I want to add).

Reflecting on the Experience

To reflect on their maker experiences, student work groups were given a set of cards (see below) to, first, pick cards from the deck to verbally answer, and to, second, choose three of the cards to answer in a blog post.

Example Verbal Responses to the Reflection Questions

Reflection Card Blog Post Examples

The Conceptualization: Researching

Finally, students were asked to create a infographics

Example Student Infographics


Written by Jackie Gerstein, Ed.D.

September 18, 2019 at 11:51 pm

Expert Mentors: A Professional Development Model for STEM and Maker Education Implementation

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Implementing Maker, STEM, STEAM Education

In order to prevent STEM and maker education from becoming a flavor of the month, there needs to be specific strategies provided to educators on how to embed STEM and maker activities into their curriculum. A good number of educators have not received training on how to integrate activities into their classroom practices which entail resource heavy, hands-on learning.

One of the elementary schools where I work is going to implement maker education this coming school year. In a discussion with the principal and a small number of teachers, we realized that some of the teachers will be resistant due to their lack of experience with the activities, resources, and tools related to maker education, and frankly, their fear of doing something as foreign as maker education.

A key to increase their comfort with and chances for implementing these activities is to provide them with professional development opportunities, but the PD needs to be designed based on research.

Professional Development

Teacher professional learning is of increasing interest as a critical way to support the increasingly complex skills students need to learn in order to succeed in the 21st century. Sophisticated forms of teaching are needed to develop student competencies such as deep mastery of challenging content, critical thinking, complex problem solving, effective communication and collaboration, and self-direction. In turn, effective professional development (PD) is needed to help teachers learn and refine the instructional strategies required to teach these skills. (Effective Teacher Professional Development).

The Learning Policy institute examined rigorous studies that have demonstrated a positive link between teacher professional development, teaching practices, and student outcomes. They discovered that not all professional development experiences are equal and that effective PD has specific characteristics. Their findings included:

Active learning provides teachers with opportunities to get hands-on experience designing and practicing new teaching strategies. In PD models featuring active learning, teachers often participate in the same style of learning they are designing for their students, using real examples of curriculum, student work, and instruction. 

Curricular models and modeling of instruction provide teachers with a clear vision of what best practices look like. Teachers may view models that include lesson plans, unit plans, sample student work, observations of peer teachers, and video or written cases of accomplished teaching.

Effective professional development provides teachers with adequate time to learn, practice, implement, and reflect upon new strategies that facilitate changes in their practice. As a result, strong PD initiatives typically engage teachers in learning over weeks, months, or even academic years, rather than in short, one-off workshops (Effective Teacher Professional Development).

After attending the New Mexico Computer Science week whereby engineering college students acted as mentors for the participating teachers, I realized that having experts in the classroom working directly with educator can be a great form of professional development. In this case, it was the engineering college undergraduates but it could also be trainers from STEM-related organizations or other educators who have developed their STEM instructional practices. This model has the potential to discuss the properties of effective professional development discussed above. Mainly, educators would be able to see STEM and maker instructional practices being modeled.

Benefits

  • Directly observing how the expert interacts with their content and with the learners.
  • Experiencing the benefits of team teaching – pairing a content expert with an education.
  • Learning how to troubleshoot when the activities don’t work as planned.
  • Assisting both the educator and their learners to see failure as iteration and growth opportunities.
  • Getting to see how learners respond to the hands-on experiences . . . often with excitement and engagement.

Implementation Suggestions

Some suggestions for implementing this form of professional development follow. It obviously is just a beginning.

  • Train expert mentors in interacting with learners using hands-on activities.
  • Train and plan meetings between educators and mentor experts making sure that they include collaborative and active learning strategies.
  • Needs to occur over time through multiple sessions – not a single time experience.
  • Include educator reflection and follow-up as an integral component of the professional development.

An Example

An example of a mentoring program is my local area is the New Mexico STEM Mentor Collective.

The Northern New Mexico STEM Mentor Collective, funded by NSF INCLUDES (Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science) seeks to raise aspirations and expectations in Middle & High School STEM (Science, Technology, Engineering and Mathematics) topics by training and planting (in local schools and libraries) a paid STEM Mentor Corps comprised of caring, exemplary NNMC (Northern New Mexico College) undergraduates

Even though it is designed to bring Engineering undergraduates into the classroom to provide young people with mentors, I contend it could also be used to help educators learn how to implement STEM and maker education activities. I am planning to work with my principal this coming school year to help develop this as a model of professional development.

Written by Jackie Gerstein, Ed.D.

June 9, 2019 at 10:04 pm

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