Creating+a+STEM+Vision

STEM Vision--Pat Hough ISB HOW TO COME UP WITH SOMETHING THAT IS OPEN ENDED ENOUGH AND INNOVATIVE ENOUGH? To define initiative and vision? How to get this off the ground?

What doesn’t work: Bottom line --- there has to be buy in from Admin all the way down to faculty. It hasn’t organically grown.
 * Envisioning happened at the admin level -- then when shared with faculty it felt very top down….that made momentum very difficult to establish.
 * Formed a committee to get faculty buy-in. They needed to define what it is that trying to accomplish.
 * Then they hired STEAM coordinators -- to sit with teachers, understand curriculum, then identify threads and provide suggestions for collaboration. This hasn’t worked either.

Do Steam Coordinators push in? Very rarely. There just isn’t time.

Time is a huge concern. Finding the connections is really important. But it is important that it not become a checklist. Book -- different models from superficial to deep integrations.

Being intentional about understanding when math is happening in art class or science is happening in art -- mixing colors & proportions for example.

Another option is to chunk units into existing curriculum and revamp units that teachers aren't loving anyway. Summer curriculum development grants can also work.

Part of the problem is that there isn't one definition for STEM/STEAM. Is a designated Maker space necessary? That perhaps shouldn't come before curriculum. It's a bit of a chicken and the egg -- which needs to come first? Another option is that the materials be transported to the classroom instead.

Another question - how to get students to use the 3d printers.

Chair art project -- kid life size -- use Sketchup. Cura software will convert to be able to print with 3D printer (Taz6 printer):
 * sketch on paper
 * Sketchup version
 * print then build

Altimaker 2 3D printer -- very good by $3k.

Do people use the design process when creating projects? Yes. With simple machines and robotics (Lego). Identify a problem from a book they are reading in literature circles and then create a robot to address that problem. Then the students go back to science class with identified problems and brainstorming and begin prototyping. It is open ended with a great deal of trial and error.

We Do 2.0 scaffolds the process with amount of information students have to solve the problem.

Little Bits are used marginally. Vision is to have coding work in other classes. How can math teachers use Scratch and Hopscotch (free iPad app). There is an art bot that goes with Little Bits.

Having a clear mission or vision is a necessary first step. Faculty buy in is crucial. RYE COUNTRY DAY: Another school has maker space ambassadors (students) being trained this year in preparation for maker space coming. At Rye Country Day, goal is to have students teaching teachers. These 21 students will be in the maker space during the day. Workshop in the spring to create a coin from someone in history for black history month. Students are creating resources.

https://info.badgr.io/ -- badging. Provides students with opportunities to show understanding.

Grading? Are projects graded?
 * Not with elementary students
 * AP teacher -- serious grades but at lower grade level there are no grades
 * Tech and Library write reports
 * Middle school projects are graded according to a rubric
 * Grading also happens by the classroom teacher not the tech integrator

Next steps for Cathedral School? --- There has to be buy in from the faculty for it to be integrated. It's about making connections rather than reinventing the curriculum. There needs to be planning time and time in the school. Grade level meetings across departments are necessary and it helps if they are frequent (not a couple times a year) to foster conversation and development of projects. These are 21st century skills that students need when they get into the work force - collaborate, inquire, think, fail - and its difficult to get teachers to understand that.

The system has to shift. There are coverage issues, college entrance issues. How to make incremental change that's palpable for students and teachers. At IB the teachers are already legitimately overwhelmed.

TIME is a huge factor.

At Rye Country Day -- another practical solution that they are trying -- one computer science teacher lost time but she is now integrating with English and history (5th grade) 1x/6 days. Students meet with the tech teacher one per cycle also. It's been bumpy but the hope is the teachers will own the projects eventually and then this tech teacher can begin working with 6th grade.