Had a wonderful visit with Wonder Years Learning Center early childhood teachers in Totowa, NJ. During the six-hour training, teachers were introduced to principle foundations of science, technology, engineering, art, and math (STEAM) practices and content appropriate for toddlers through pre-Kindergarten-age. We started off the session by exploring patterns and shapes in nature and in man-made objects and how engineers and architects incorporate patterns and shapes in their building designs. Time was also spent out in the schoolyard to observe patterns and shapes of the school building and local neighborhood. Teachers made observations and drew in their journals. Teachers were also introduced to a wide-array of STEAM-based children’s literature that was aligned with each of the STEAM investigations that were undertaken throughout the training. Teachers were introduced to age-appropriate and low-cost technology that can be incorporated within the early childhood classroom on a daily basis. Many of these tools can be incorporated within the block center such as levels, rulers, tape measures, and journaling. Additionally, each of the STEAM-based investigations undertaken during incorporated 21st-century learning skills: critical thinking, creativity, communication, and collaboration. As always during my trainings, I like to introduce teachers to new STEAM-based products that are well-made and truly incorporate at least three of the STEAM disciplines. Teachers were introduced to Fisher-Price Think and Learn Code-a-Pillar Toy which introduces young children to coding skills on the very simplest level. Teachers had the opportunity to test out Start-Up Circuits which is a well-made toy to teach young children about electric circuits. Another well-made STEM-based toy the teachers were introduced to was Grippies Builders which is a soft grip magnetic building toy for toddlers. Participants were also introduced to a number of robot building kits including Educational Insights Design and Drill Robot, and Velcro Kids Robot Building Kit by Velcro Brand Blocks. At the close of the session, teachers were introduced to tinkering, where children are given opportunities to take-a-part broken toys and household gadgets. Tinkering is perhaps one of the most powerful STEM-based learning experiences and center for any age. As always it was inspiring to see such a motivated group of early childhood educators, as well as a supportive administrator who wanted to provide her staff with a quality and engaging introduction to incorporating STEAM practices and content within the classroom. I look forward to hearing how the Wonder Years Learning Center Staff will incorporate STEAM investigations and practices within their classrooms for the 2018-2019 school year. To get a “bird’s eye view” of the training, check out a sampling of the photos taken during the STEAM training for early childhood educators. [envira-gallery slug=”early-childhood-steam-teacher-training-workshop-wonder-years-learning-center”]
Tag: 21stcenturyskills
The State of STEM Report, May 2018
For the latest findings on STEM education and workforce in the United States check out The State of STEM Report: A Comprehensive View of the STEM Ecosystem, with Recommendations for Where Collaborations Should Focus Future Investments at STEM Connector.
Washington Teachers Explore STEM and MakerEd Challenges During Teacher Training Workshop
I recently had the pleasure of sharing my knowledge and expertise of STEM and MakerEd strategies with elementary and middle school teachers in Washington. During the two day training teachers were introduced to the engineering design process, incorporating lessons that develop and strengthen 21st century skills, the design cycle, and methods/strategies to incorporate Makerspaces within their school library and classrooms. During the two-day training teachers were given the engineering design challenge of designing a roller coaster marble run using recycled materials, designing and creating a vehicle that was powered by air, using recycled materials, as well as designing and building a Vibrobot. Teachers were introduced to strategies on incorporating a Makerspace within their library, as well as ideas for Maker Centers within their classrooms. Teachers were introduced to a wide-array of technology, tools and kits that are commonly used in school library and classroom Makerspaces such as: Makey Makey, Snap Circuits, LittleBits, Makedo, Ozobot, Fisher Price Code-A-Pillar, Squishy Circuits and more. Additionally, teachers were introduced to incorporating tinkering/ take-apart centers within their Makerspaces. Teachers were given the task of analyzing a toy or household gadget with their group, they were then asked to take the gadget apart. They were to identify and label the parts etc. The components from the deconstructed broken gadgets can be used to create new gadgets and inventions, or used to repair similar gadgets. Students of all ages love to tinker, and I find that adults love to tinker and take part in deconstructing gadgets as well. The process of tinkering, and deconstructing gadgets indeed develops and strengthens 21st century skills, and incorporates science and engineering practices. The following photos are a sample of the STEM and Maker Explorations that were conducted during the two day STEM and MakerEd teacher training workshop. To schedule a STEM, MakerEd, or NGSS teacher training workshop complete the contact form found on the contact page.
St. Paul School Hanoi Staff Attend STEAM Institute
My childhood days were spent growing up in Bangkok, Thailand and Vientiane, Laos thus when I was contacted to conduct science, technology, engineering, art, and math (STEAM) training for the entire teaching staff of St. Paul School in Hanoi, Vietnam I was elated! During a four-day STEAM Institute early childhood-grade 8 teachers and school administrators were introduced to STEAM practices and content. To make the training as beneficial and meaningful to all the staff, the staff was separated into grade levels. There was also scheduled time to meet with individual departments across the disciplines in small groups. The training started off with introducing and modeling inquiry-based teaching practices and learning to the staff. The staff was also introduced to incorporating journaling across the disciplines. All investigations incorporated 21st century skills, and were aligned with the Next Generation Science Standards. Throughout the four day institute teachers conducting hands-on-minds-on inquiry-based STEAM investigations including: engineering design process, materials science, connecting mathematical principles and architecture, building science, reverse engineering, building dimensional structures with recycled materials, sustainable engineering, incorporating meaningful technology and more. It was a great group of teachers, with a very supportive administrative staff that will help the teaching staff in their efforts to incorporate “meaningful STEAM experiences” within their classrooms in the 2017-2018 year. The entire teaching staff and administrators truly embraced the benefits of incorporating STEAM-based practices and content across the disciplines and all grade levels. I look forward to hearing how St. Paul American School in Hanoi students become immersed in exploring STEAM this year. The following photos are a small sampling of the STEAM-based investigations that were undertaken during the STEAM institute. For more information about the STEM, STEAM, and NGSS professional staff development Dr. Diana Wehrell-Grabowski conducts worldwide complete the contact form found on this website.
Tennessee Teachers Attend Two-Day STEAM-Teacher Training Institute
I recently had the pleasure of conducting a two-day STEAM-based teacher training institute for Metro Nashville Public School System. Sixty K-8 educators were introduced to STEAM practices and content via conducting hands-on-minds-on, inquiry-based STEAM investigations. All investigations were directly aligned with Next Generation Science Standards (NGSS) as well. The training started off with lively discussion to assure that all participants had a clear understanding of: What a student-driven classroom looks like; Teaching via inquiry-based practices; Incorporating 21st century learning skills and practices within all lessons; Incorporating the engineering design process within STEAM experiences, and Incorporating reflective journaling within the classroom. Throughout the two-day STEAM Institute teachers conducted investigations to explore: materials science principles, architecture and mathematics connections, aeronautics, force, solar energy, reverse engineering, motion and energy concepts. Additionally, teachers were introduced to incorporating meaningful technology including low-tech ed tools and kits, as well as incorporating STEM-related children’s literature. All experiences were inquiry-based, incorporated 21st century skills, and made connections to the related engineering careers such as Materials Science Engineer, Civil and Architectural Engineer, etc. For more information about the STEM and NGSS teacher training workshops Dr. Diana Wehrell-Grabowski conducts world-wide contact her via the contact form on this website. The following photos were taken during the two-day STEAM Institute.