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Tag: STEAM

  • Academic Vocabulary Tech Strategies Taking STEAM

    I wanted to share some resources that I came across from my literature review this weekend that addresses a topic that all teachers are working with this school year. I found the information very useful and thought I would pass it along.

    Some key resources and ideas:

    1. Learn from Visual Display of Word Relationships with Text. Many of you are already using http://www.wordle.net/ or http://www.tagxedo.com/.

    Questions that you can use in with the tools could be the following:  How do these words go together? Why do you think the Wordle designer chose this shape of word cloud? What superordinate terms reflect the main ideas? Creating with art can inspire kids to learn more and give the lesson a meaningful purpose. Besides printing the Wordle for peers and the school to enjoy, you can also embed in a class blog, share via social media, or insert in a PowerPoint.

    Another free word cloud tool is WordSift, http://www.wordsift.com/

    2. Take a Digital Vocab Field Trip: TrackStar allows you to collect a series of websites and annotate them so you that students can follow the online journey. Literary field trips are also popping up in Google earth.

    3. Games: There are many vocabulary games that you can utilize with your smart board. http://www.vocabulary.co.il/ , http://www.sheppardsoftware.com, http://www.vocabulary.com/

    4. Have students use media to express vocabulary knowledge. Many teachers practiced this during STEAM camp. Animoto, Prezi, SlideShare, Keynote, PowerPoint are all easy ways to foster creativity and build academic vocabulary. One easy way to create academic flash cards or photos is to save an individual slide in PowerPoint as a picture.

    5. Take advantage of online word reference tools that are also teaching tools. I use this every day and find that it is a wonderful way to increase your own vocabulary.  Check out SAT Vocabulary Word Videos.

    Try www.visualthesaurus.com, which  includes a Behind the Dictionary and Teachers at Work feature.

    Dictionary.com is a another resource that we have downloaded as an app on many devices.

    6. Develop Strategic Digital Readers with On-Demand” Vocabulary Help. One way to facilitate this is to support reading and world learning with just in time vocabulary reference support. I have a very long list of these tools if you are interested.

    7. Use Language Translators to Provide Just in Time help for ELs. Yahoo! Kids dictionary supports 90 languages and includes a translator, and students need to know how to utilize this option. The value of a translator is that it supports learning words as they occur naturally in authentic texts and allow students to view bilingual versions of a text side by side so they can use their first language knowledge to develop their English vocabulary. Babelfish, Google translator, Bing Translator are not always perfect but they are a great start.

    8. Increase Reading Volume by Reading Digital Text: Reading current events is a great way to tap into digital reading. Time for Kids, Weekly Reader, National Geographic Kids, National Geographic Kids’ blogs, Science News for Kids are some current event resources.

    9. Text To speech tools and audio books: Anything viewed in Safari can be read to an audience aloud.

    10. Combine Vocabulary Learning to Social Service

    Students desire to to create, participate in global communities, and utilize web 2.o and social media environments. Free Rice, is a great way to give students the opportunity to give back to the planet and extend their learning experience to a greater cause.

    GratefulGram  is a tool that I think can help facilitate the same ideology.

    Take Action: Analyze your current vocabulary instruction and the needs of you students. What current low tech task might be replaced or embraced with an eVoc strategy that uses multimedia? Are there gaps in your students’ vocabulary learning skills that can be supported with a digital tool? Be sure to include time for sharing students’ new knowledge about words, strategies for using digital tools and media, and their creative products. Remember, we have computers in an offsite curriculum center where we can showcase student work. View your integration of technology and vocabulary as an opportunity for exploration and inquiry. How might you share what you are learning with other teachers? Do not forget how much fun words can be, especially when evoked in a digital content.

     

     

    Dalton, B., & Grisham, D. L. (2011). eVoc Strategies: 10 Ways to Use Technology to Build Vocabulary. The Reading Teacher, 64(5), 306-317. doi:10.1598/RT.64.5.1

  • Learning with Media Reflections

    After reviewing Robert H. Kozma’s (1991) article entitled “Learning with Media,” I am convinced that the continued evolution of learning technologies and instructional design will further the need to scientifically explore how media influences the learner. Systemic and theoretical research approaches continue to provide insight on how media is influencing the learner’s ability to connect working memory to long term memory using images, both printed and electronic textbooks, video, gaming, social media, and other forms of hypermedia. Strategic targeting of needs to diverse learners to aide in academic growth using media provides the instructor with the ability to address a variety of abilities and learning styles.

    Including the arts element in an integrated STEM approach, (science, technology, engineering, and math), can aide in a greater understanding of how academic vocabulary applies to the topic at hand. Students conduct research of a term and create an artistic expression from their prior research. This activity deepens the learning experience to connect long term memory to working memory. Digital technologies and mediums can provide for the activity to be more engaging, allow for the student to teach others, and contributes to the overall learning process.

    STEAM ideas

    Kozmo is accurate in identifying how video, television, technologies provide a window of “cognitive engagement” (p. 194). Students strive to understand why content is important. Good teaching can occur when students understand that the subject at hand has a purpose. Teachers must explain how objectives and materials connect to real world scenarios that learners can relate to. Media allows for learners to become exposed to a variety of perspectives, encouraging critical thinking skills that are much needed. Ignoring technologies and media’s role in the learning process is prevents all stakeholders from the ability to tap into rich learning experiences. Media can both add or take away from a learners cognitive ability. Teachers still lack training and knowledge on how to design instruction that foster media related decisions. Teachers must also be empowered with the ability to be creative in the classroom and model life long learning.

    References

    Kozma, R. B. (1991). Learning with media. Review of Educational Research, 61(2), 179-211. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ429464&site=ehost-live&scope=site

  • Instructional Design for STEAM Camp

    STEAM Academic Camp:  TAP (Topics, Audience, and Purpose)

    Topics

    Careers in Science, Art, and Technology:  Exploring Career Opportunities in STEAM

     

    Learn To Talk Like An Astronaut:  Building Scientific Academic Vocabulary

     

    Fun With Magnets:  Understanding Magnetic Force

     

    What Is The Big Deal With Space Weather?   

     

    You Be The Teacher:  Checking for Understanding

     

    Creating eBook Reflections:  Reflecting on Solar Storms, MMS Mission, Magnetic Force, Career Opportunities, and extended learning field trips

     

    Building a Zip Line

     

    Designing and programing a Robot

     

    Building a Community Showcase

     

    Purpose:

     

    Students will be placed in small groups and will learn about the process and purpose of the MMS mission so that students understand the background of magnetic force, space weather, auroras, solar storms, careers, and the MMS Mission.  Afterwards, students can complete the MMS Challenge and create a community showcase.  Students and teachers will learn how STEAM affects all content areas during this exercise.  Teachers will also be placed in small groups and will pick the area that they feel would benefit them the most in the classroom next fall and/or area of interest. 

     

    Audience 4-6 grades students:  STEAM (Science, Technology, Engineering, Art, and Math)

     

    NEEDS

     

    Instructor Needs:  Introduction to objectives and purpose of STEAM camp, science vocabulary on NASA’s MMS mission, options for integration tools for teachers to facilitate, concerns, training on integration apps and how to build an eBook, Questions and connections to content area needed., strategies to evaluate student work and progress.   

     

    Student Needs:  Engaging activities that are “camp” like that will expose students to new academic vocabulary that address diverse learning styles, hands on activities, planning, communication with parents,  inclusion of multicultural activities and perspectives, options on choices for students, feedback from students, student evaluation strategies. 

     

    Environmental Resources:  iPads, iPods, and MacBook Airs, Lego WeDo and Lego NXT systems, Smart Boards, Projectors, and Speakers, paper, markers, art supplies, tape, and Legos.

     

    Instructors are being trained daily on different skill sets, and these 18 teachers received training on Tuesday June 12 and Wednesday June 13 from 4:00-5:00 PM. 

     

    Learning Expectations:

     

    Course Goals and Objectives:

     

    Learning goal 1.0:  Students will explore scientific academic vocabulary and on solar storms, auroras, the sun, scientific method, and the Earth’s magnetosphere. 

     

    Objective 1.1:  Students will create an informative video on the meaning of their favorite scientific vocabulary term relating to solar storms, auroras, scientific method, the sun, or the Earth’s magnetosphere.

     

    Learning goal 2.0:  Students will conduct collaborative research and apply the scientific method to evaluate results. 

     

    Objective 2.1:  Students will research from a variety of preselected resources in collaborative groups questions important to the background of NASA’s MMS Mission on solar storms, the sun, the Earth’s magnetosphere, MMS Mission,  and the scientific method.

     

    Objective 2.2:  Students in collaborative groups will create an instructional presentation from research.  Research presentations will be published and shared to a mobile audience. 

     

    Learning goal 3.0:  Students will explore and experiment with magnetic fields following the scientific method. 

     

    Objective 3.1:  Students will create their own magnet following the scientific method approach.   

     

    Objective 3.2:  Students will create their own compass to further understand magnetic force following the scientific method approach. 

     

    Objective 3.3:  Students will create an ebook in collaborative groups to reflect learning experiences. 

     

    Learning goal 4.0:  Students will understand robotic design concepts, practice teamwork, apply problem solving, and understand simple machine language.

     

    Objective 4.1:  Students will plan, design, build, and work as teams to have a lego bicycle ride a zip line.

     

    Objective 4.2:  Students will be able to identify and understand how math and science applies to simple machines. 

     

    Objective 4.3:  Students will design, build, and work as teams to build a robot.

     

    Objective 4.4:  Students will be able to modify and problem solve to enhance their robotic production.

     

    Objective 4.5:  Students will be able to program their robot to utilize sensors. 

     

    Learning goal 5.0:  Students will explore career pathways and opportunities in the field of STEAM. 

     

    Objective 5.1 Students will develop questions to ask an expert in the field of STEAM: scientist, artist, journalist, technologist, engineer, or architect.  Questions will be shared electronically. 

     

    Learning Activities: 

     

    1. Students will think about questions to ask a career professional in the area of STEAM. 
    2. Students will record pre-interview questions for a professional in their career interest.
    3. Students will interview via video conference/in person a professional in the field of STEAM. 
    4. Students will pick their favorite scientific word from an academic word wall.
    5. Students will research the word to find the scientific meaning and create a vocab video on the meaning of the word using 3-5 images.
    6. Students will explore magnets and magnetic force.  Students will build an electro-magnet following the scientific method.  Students will record reflections.
    7. Students will explore and research topics related to the sun and solar weather.   Students will understand how to predict solar weather and review past solar weather activity to compare and contrast solar weather reporting and solar weather impact on human life. 
    8. Students will create an informative eBook from experiences in Careers, solar weather, academic vocabulary, and magnetic force learning experiences.
    9. Students will conduct a pre-evaluation on what they know and/or need to know about robotic systems.

    10. Students will become familiar with robotic kits, classroom management of robotics, and

    11. Students placed in teams will problem solve to build a zip line.

    12. Students will plan, design, and build a robotic system.

    13. Students will program their robotic system to utilize a sensor.

    14. Students in teams will plan, coordinate, and produce a  community showcase or museum exhibit based on complete learning experiences . 

     

    Assessment: 

     

    Scientific Community Showcase

     

    Evaluation: 

     

    Peer Review, Student Self Evaluations, Reflections

     

    Timeline/Calendar: All training with teachers is small group based. 

     

    June 4:  Teacher PD On purpose of STEAM camp, MMS mission purpose, and practiced 21st century skills:  Worked You Be The Teacher and was given a STEAM camp overview.

     

    June 11:  STEAM camp kick off with Digital artist, ice breaker activities, and participate in You Be the Teacher, Learn To Talk Like An Astronaut, and Fun With Magnets. 

     

    Teacher training after camp on what is the Big Deal with Space Weather, Careers in Science, Art, and Technology.

     

    Juen 12:  STEAM Camp:  Build paper rockets, What is the Big Deal with Space Weather, Careers in Science, Art, and Technology, You Be the Teacher, Learn to Talk Like an Astronaut , and Fun With Magnets.

     

    Teacher Training:  Using Gimp for Academic vocabulary, Using Animoto for Vocabulary and Video Production, Blogging tools and Introduction to iPad Apps

     

    June 13:  MMS Challenge with students at STEAM camp

     

    Teacher Training:  Building an eBook, Design a Zip Line

     

    June 14-17:  NASA trip, teachers and students will build an eBook

     

    June 19:  eBook Reflections with students, Design a Zip Line

     

    Teacher Training:  Strategies to help student design and  Build a Community Showcase

     

    June 22:  Build a Community Showcase Event

     

    Student Evaluations Daily

     

    Teacher Training and Learning Evaluations:  June 11 and June 22

  • Student Digital Art Exhibition on NASA’s MMS 2014 and Solar Weather

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