It’s been a very busy six months, and I’m finally, getting a chance to share what I’ve been up to. From conducting teacher training within the state of Florida, throughout the nation, Southeast Asia, and the Carribbean it has been a fulfilling and very rewarding past six months. In February I had the opportunity to travel to East St. Louis to provide professional staff development to early childhood educators at Southside Early Childhood Center. What an impressive school, staff, and administrators with a long history of providing quality childcare to children of families with low-income. During the training, early childhood teachers were introduced to the foundational principles of the Theory of Loose Parts. The Theory of Loose Parts was developed by Simon Nicholson in 1971. Loose parts are materials that can be moved, carried, combined, redesigned, lined up, and taken apart and put back together in multiple ways. The idea of ‘loose parts’ uses materials to empower a creative imagination. The more materials and individuals involved, the more ingenuity takes place. The theory of Loose Parts and foundational principles of STEM are a natural blend. Both promote exploration and creativity, are student-centered and encourage building and engineering. The teachers were immersed in exploring methods of connecting STEM practices and content with Loose Parts throughout the day-long training. Teachers were introduced to inquiry-based STEM explorations, journaling, the engineering design process, as well as having the opportunity to review a wide array of children’s literature that make great connections to STEM and loose parts. As always the teachers truly enjoyed themselves as they became students for the day exploring, investigating, and discovering the powerful impact STEM has on developing and strengthing 21st-century learning skills, as well as empowering and engaging the learner. Check out the following photos of the STEM and Loose Parts training.
Tag: STEM
Turkish Teachers Introduced to Best Practices in STEM Education
I had the pleasure of traveling to Turkey in January 2019 as the STEM Expert for an American Embassy Grant Program to provide a five-day Train the Trainer STEM Education Institute to middle school teachers. ORAV the hiring agency obtained a grant from an American Embassy Grants Program to provide a two + year project to provide sustainable STEM education to teachers and students throughout Turkey. The project was kicked off in January of 2019 when I provided an intensive five-day STEM Institute for 40 + lead trainers and administrators. During the five-day Train, the Trainer STEM Institute participants were introduced to best practices in STEM education which included inquiry-based teaching practices, developing and delivering investigative-based STEM lessons and learning experiences, 21st-century learning skills, engineering design process, journaling and connecting STEM across the disciplines. These lead trainers will provide STEM training and mentor over 250 teachers throughout Turkey over a five-month period. The 250 teachers trained will incorporate STEM learning experiences within their classrooms reaching thousands of students. I am truly grateful to have been selected to provide the foundational STEM training to the leader trainers of this project. These educators and administrators are extremely dedicated and motivated and have embraced the foundational principles of best practices in STEM education. I look forward to seeing the long-term benefits of this project on both the teachers and children of Turkey. The following video provides a sampling of the STEM learning experiences and discussions that took place during the five-day Train the Trainer STEM Institute in 2019.
Loose Parts and STEM Teacher Training Workshop
It’s been quite a while since I’ve shared summaries of my training sessions with my readers, I will try and catch up over the next couple of weeks with summaries. As always I’m so grateful to have the opportunity to share my passion and knowledge of science and STEM with educators throughout the world. It’s always nice when I am able to conduct teacher training sessions within the state of Florida, where I’m based out of. In December of 2018, I had the privilege of providing a Loose Parts and STEM training session at Forty Carrots in Sarasota, Florida. During the training, early childhood teachers were introduced to the foundational principles of the Theory of Loose Parts. The Theory of Loose Parts was developed by Simon Nicholson in 1971. Loose parts are materials that can be moved, carried, combined, redesigned, lined up, and taken apart and put back together in multiple ways. The idea of ‘loose parts’ uses materials to empower a creative imagination. The more materials and individuals involved, the more ingenuity takes place. The theory of Loose Parts and foundational principles of STEM are a natural blend. Both promote exploration and creativity, are student-centered and encourage building and engineering. During the training, teachers were immersed in exploring strategies for incorporating loose parts within STEM-based learning experiences. Teachers were actively engaged in using low-cost technology tools, building structures with loose parts, exploring states of matter, exploring the senses through loose parts, and more. Additionally, teachers were introduced to STEM-based themed children’s literature. The following photos provide a glimpse of what the training entailed. For more information about Loose Parts and STEM teacher training workshops please complete the inquiry form found on the Contact Page. [envira-gallery id=”1697″]
STEM Teacher Training Course in Vietnam
In early Fall I was contacted by eGroup Education Corporation Joint Stock Company located in Hanoi, Vietnam to conduct an intensive introductory STEM teacher training course for STEAMe Garten and Apax English Teachers. STEAMe GARTEN is part of Egroup Education Group which is one of the first preschools to introduce STEM education methods to preschool programs in Vietnam. For five days 40 STEAMe GARTEN and 10 Apax English Teachers were immersed in delving deep into what a quality STEM education program looks like, observing best practices in STEM teaching practices such as inquiry, student-driven classroom, and designing STEM-based lessons and experiences that engage and empower each individual student. The five day STEM teacher training course started off with introducing the participants to inquiry-based teaching practices, 21st-century learning skills, engineering design process, reflective journaling, and incorporating children’s literature. The first STEM-based investigation I introduced the teachers to was exploring matter of all kinds, in the engineering world, this is called materials science. So much of STEM learning is based on conducting engineering challenges whether it’s building a prototype of a bridge, house, or roller coaster ramp. It’s imperative that teachers give students the opportunity to explore the materials they are expected to use or have the option of using, as well as introducing students to the newest materials that have been developed. During the STEM-based matter lessons teachers compared and contrasted physical characteristics of a wide array of common household materials such as cardboard, cement bricks, wood, Styrofoam and more, as well as unique materials such as super-absorbing polymers, polymers, and Oobleck. After participants became acquainted with the characteristics of building materials and unique types of matter we progressed on to study patterns and shapes and why patterns and shapes are so important to all the STEM disciplines. Participants compared structural integrity of triangles vs. squares, they created 3-dimensional structures with toothpicks and garbanzo beans and then dipped them into a soap solution to observe faces, vertices and edges and more. We also made connections to geometry and architecture. Participants were given the challenge of designing and creating a dimensional structure of their choice within a limited time frame. They were only allowed to use cardboard, tape, string, and decorative materials. These type of engineering challenges provide plenty of opportunities to strengthen and develop 21st-century learning skills (creativity, critical thinking, communication, and collaboration). It was amazing to see all the different type of structures that were created. A gallery walk was undertaken to observe all the structures, and each group was also asked to provide an oral presentation of their building experience and structure. We then moved onto exploring mechanical, electrical and systems engineering via analyzing and taking apart broken household gadgets and toys. This is perhaps one of the most authentic STEM learning experiences a student of any age can undertake to truly understand what engineering is all about. Participants were separated into small working groups where they spent several hours analyzing, deconstructing and organizing internal and external components that made up their gadget. At the completion of the deconstructing engineering challenge a gallery walk was had, and each group gave a presentation to the class about their experience deconstructing the gadget. The teachers shared that from having had this experience they would no longer throw away “outdated or broken appliances or toys” but instead bring them to their classrooms for the students to deconstruct. Depending on the grade level of the students, this engineering experience can be taken to the next level by having students try and fix the gadget, reconstruct the gadget, create a new gadget from the components, or create art from the components. The last of the engineering challenges the teachers undertook was to design and create a marble roller coaster which had to have a minimum of one turn and one loop, using limited supplies which included paper tubes, insulation tubes, cardboard, straws, blocks, tape, string, and decorative materials. Teachers were given a limited amount of time to undertake the challenge. At the completion of the building, a gallery walk of the roller coasters was undertaken where group members demonstrated how their roller coaster worked and discussed the entire learning experience with their peers. As always designing and […]
STEM Explorations for Young Children
Looking for ideas to incorporate STEM practices and content within your early childhood through the primary-level classroom. Check out the following photos of VPK and Kindergarten students conducting hands-on STEM investigations as they rotate through a dozen or so STEM-based exploration centers. Children were free to explore a dozen STEM exploration centers of their choice and spend as much or as little time as they chose. Children had the opportunity to build dimensional structures with recyclable materials, code with simple robotics, explore electronics with Snap Circuits and Circuit Conductors, build a model robot, explore unique states of matter, test out an earthquake table, build with bricks, build ramps with paper tubes and marbles, use levels and draw in the block center, tinker, take household gadgets apart and more. Each of the centers helped to develop and strengthen 21st-century learning skills as well. The following photos and video provide a wide-array of STEM-based exploration centers that are age-appropriate and manageable. The following photos and video are from a recent STEM-based program I conducted for a local school for VPK and Kindergarten students. [envira-gallery id=”1568″] [embedyt] https://www.youtube.com/watch?v=HvRLomlZstQ[/embedyt]
Teachers Explore the Principles of Biomimicry During STEM Teacher Training Workshop
One of my favorite teacher training workshops focuses on the concept of biomimicry. Biomimicry (from bios, meaning life, and mimesis, meaning to imitate)is a new science that studies nature’s best ideas and then imitates these designs and processes to solve human problems. Think of biomimicry as “innovation inspired by nature.” Nature has inspired scientists and engineers in developing camouflage clothing, adhesives, solar energy, filtration systems, transportation systems, drones and beyond. During the biomimicry-based teacher training workshops, teachers are introduced to the concept of biomimicry by studying a wide array of man-made gadgets and systems and discussing how scientists were inspired by nature in designing the gadget. During a recent STEM teacher training workshop, I conducted teachers were introduced to the principles of biomimicry. We ventured outside to observe “real-world” examples of biomimicry. Upon returning to the classroom teachers studied a wide array of examples of gadgets that were inspired by nature, teachers used an assortment of mathematical and scientific tools in their analyses including incorporating digital photography. Each group was asked to construct a mind map of their discussions of biomimicry as well. Teachers were then given the engineering challenge to look to nature in designing a prototype of a gadget that would help to solve a problem that humans face. Teachers incorporated the engineering design process as they brainstormed, designed and built prototypes of gadgets and structures that were based on inspiration from nature. Teachers built solar chargers, shelters, floatation devices, lighting systems, and more. When teachers introduce their students to biomimicry concepts, as well as giving the students an engineering design challenge based on the principles of biomimicry, this is truly an authentic and “real-world” STEM-based learning experience. For additional information on biomimicry check out the Biomimicry Institute website. The following photos were taken during the biomimicry/ STEM teacher training workshop. [envira-gallery id=”1526″]
Early Childhood Teachers Explore STEAM Practices and Content
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”]
Science and STEM Exploration Centers to Inspire and Empower Young Children
The school supplies are flying off the shelves, it’s that time of year again when parents and teachers are getting ready for the start of a new school year. If you are an early childhood educator, you are perhaps the most influential individual in the eye of a young child. As you begin to plan for the upcoming school year think about what changes you may be able to make within your classroom and even teaching practices that will provide plenty of opportunities for the young child to explore, discover, and investigate. Learning experiences that will lead to the child being inspired and empowered. Take the time to find out what each child’s interests are, and provide learning experiences that will fuel their natural curiosity and interests. With the push to incorporate more science, STEM and technology within the early childhood classroom think deeply about what science and STEM experiences you will introduce the children to. When it comes to incorporating technology within the early childhood classroom think beyond the computers and Ipads, and tool a child places in their hand to make observations, and gather more data about the world around them is considered a form of technology. Thus, incorporating mathematical tools such as rulers, measuring tapes and levels are a great way to introduce the children to tools and technology. Providing simple hand lenses and microscopes, plastic pipettes and beakers, simple household tools and tool belts are ideal for science and STEM exploration centers. Science and STEM exploration centers should allow children to use as many of their senses as possible, incorporate journaling and drawing, as well as access to children’s literature. The following video provides snippets of hands-on-minds-on science and STEM exploration centers that provide opportunities for children to truly explore and discover and make sense of the world around them. The science and STEM exploration centers are highly engaging and the concepts being learned are meaningful to the child. These type exploration centers are sure to inspire and empower the young child. For more information about the science and STEM professional staff development and interactive keynotes Dr. Diana Wehrell-Grabowski conducts worldwide contact her via the contact page. [embedyt] https://www.youtube.com/watch?v=j2vzWty0Zi8[/embedyt]
Teaching STEM Through Children’s Literature Training for 21st CCLC Staff
I had the pleasure of presenting at the 2018 Promising Practices- Proven Strategies Extra Learning Opportunities Conference in Harrisburg, Pennsylvania. The conference was open to schools with established 21st Century Community Learning Centers (21st CCLC). I conducted a session entitled “Teaching STEM Through Children’s Literature“, the session was designed for afterschool staff working with 3rd-5th graders. During the three-hour workshop participants were introduced to approximately sixty plus STEM-themed children’s titles that are ideal for incorporating within STEM lessons. Titles included many from the NSTA list of Outstanding STEM Trade Books for 2017-2018. Participants conducted numerous hands-on-minds-on, inquiry-based STEM investigations during the training from materials science, to reverse engineering, engineering journaling, and exploring electricity-based kits and more.. Throughout the nation afterschool programs are continuing to incorporate more STEM experiences for the students within their programs. From conducting building engineering challenges to robotics STEM is making its way into afterschool programs. For more information about the conference check out the following link. The following photos were taken during the hands-on-minds-on, inquiry-based workshop. For more information about scheduling STEM professional staff development for 21st CCLC Staff and K-12 teachers complete the Contact Form on Contact Page.
Activities to Celebrate PiDay
Pi Day is celebrated on March 14th (3/14) around the world. Pi (Greek letter “ππ”) is the symbol used in mathematics to represent a constant — the ratio of the circumference of a circle to its diameter — which is approximately 3.14159. Pi has been calculated to over one trillion digits beyond its decimal point. As an irrational and transcendental number, it will continue infinitely without repetition or pattern. While only a handful of digits are needed for typical calculations, Pi’s infinite nature makes it a fun challenge to memorize, and to computationally calculate more and more digits. Resource PiDay.org Looking for engaging and fun ways to celebrate PiDay with your students check out the JPL site. https://www.jpl.nasa.gov/edu/share/pi-day-whats-going-round