| About the Author |
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xiii | |
| Introduction |
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1 | (4) |
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1 | (1) |
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Who Should Read This Book |
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2 | (1) |
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2 | (3) |
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3 | (1) |
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Part 2 Discover STEM Learning Principles |
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3 | (1) |
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Part 3 Explore STEM Pedagogy |
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3 | (2) |
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PART ONE Start STEM Early |
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5 | (30) |
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Chapter 1 Inspiring Students With STEM Narratives |
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7 | (12) |
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Exploring Science and Engineering |
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8 | (1) |
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Seeing Integrated STEM in Action |
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9 | (4) |
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Searching for Life on Mars |
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10 | (1) |
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Discovering a Key to the C0VID-19 Vaccine |
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11 | (1) |
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Capturing the First Black Hole Image |
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12 | (1) |
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Visualizing Cells to Accelerate Drug Discovery |
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13 | (1) |
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13 | (4) |
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Determine Where STEM Fits Into Your Curriculum |
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13 | (1) |
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Start Students' STEM Learning by Teaching About STEM People and Projects |
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14 | (1) |
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Provide Students With Examples of Authentic STEM Connections |
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14 | (2) |
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Visit Other Schools to Observe STEM Instruction |
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16 | (1) |
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Have Spaces Dedicated to Exploring, Tinkering, and Iterating |
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16 | (1) |
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17 | (2) |
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Chapter 2 Teaching STEM in Elementary School |
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19 | (16) |
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20 | (1) |
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Understanding Why All Students Can Become STEM Learners |
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21 | (1) |
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Exploring the Interdependency of STEM Skills |
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22 | (3) |
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25 | (8) |
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Find Ways to Incorporate STEM Into Your Elementary Classroom |
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25 | (1) |
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Emphasize That All Students Can Learn STEM (or Any Subject) |
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26 | (1) |
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Incorporate More Spatial Reasoning Into Your Lessons |
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27 | (2) |
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Connect STEM to Students' World |
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29 | (1) |
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Begin a STEM Teaching Journal |
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29 | (4) |
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33 | (2) |
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PART TWO Discover STEM Learning Principles |
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35 | (36) |
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Chapter 3 Focusing on Authentic Engagement, Choice, and Collaboration |
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37 | (18) |
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37 | (9) |
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38 | (2) |
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40 | (1) |
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41 | (1) |
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41 | (3) |
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44 | (2) |
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Understanding How Classroom Management Affects Student Motivation |
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46 | (1) |
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Collaborating to Enhance Learning |
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47 | (3) |
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50 | (4) |
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Use the Five Drivers of Student Motivation |
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50 | (1) |
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Provide Students With Authentic Connections |
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51 | (1) |
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51 | (1) |
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52 | (2) |
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54 | (1) |
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Chapter 4 Creating Risk Takers |
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55 | (16) |
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Viewing Failure as a Goal |
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56 | (2) |
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Understanding Failure and the Engineering Design Process |
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58 | (6) |
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Grades K-2 Project: Design and Create a Chair or Bed for Your Favorite Stuffed Animal |
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59 | (3) |
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Grades 3-6 Project: Design and Create a Container for the Egg Drop Challenge |
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62 | (2) |
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64 | (5) |
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Reframe Your STEM Lessons So Failure Is the Goal |
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65 | (1) |
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Create Your First Penguin Award |
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65 | (1) |
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Embrace the Engineering Design Process |
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65 | (1) |
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Model That It Is OK to Make Mistakes |
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66 | (3) |
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69 | (2) |
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PART THREE Explore STEM Pedagogy |
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71 | (80) |
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Chapter 5 Exploring STEM Teaching and Guided Discovery Learning |
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73 | (18) |
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Understanding Knowledge Versus Skills |
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74 | (2) |
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76 | (2) |
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Clarifying the Differences Between Unguided and Guided Discovery Learning |
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78 | (6) |
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Using Effective Classroom Discussions for Guided Discovery Learning |
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80 | (1) |
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Modeling Effective Classroom Discussions |
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80 | (2) |
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Implementing Guided Discovery Learning |
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82 | (2) |
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84 | (6) |
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Use Guided Discovery Learning in a First-Grade STEM Lesson |
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85 | (1) |
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Use Guided Discovery Learning in a Third-Grade STEM Lesson |
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86 | (4) |
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90 | (1) |
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Chapter 6 Making Assessment Student Centered in Elementary STEM Classrooms |
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91 | (26) |
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Defining the Purpose of Assessment and Grading |
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92 | (3) |
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92 | (2) |
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94 | (1) |
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Making Assessment Student Centered |
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95 | (12) |
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96 | (1) |
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Cocreate Learning Targets |
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97 | (3) |
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Use Ongoing Formative Assessment |
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100 | (3) |
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Adjust Teaching as Needed |
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103 | (1) |
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Use Conversation-Based Grading |
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104 | (3) |
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107 | (8) |
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Cocreate Learning Targets in Grades K-3 |
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107 | (2) |
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Use an Engineering Notebook in Grades K-3 |
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109 | (1) |
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Use Formative Assessment Strategies |
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110 | (1) |
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111 | (1) |
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Build a Learning Profile for Your Students |
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112 | (3) |
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115 | (2) |
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Chapter 7 Exploring STEM and Creativity |
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117 | (14) |
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Understanding Creativity as a Habit |
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118 | (2) |
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120 | (6) |
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Understanding Mini-C and Little-C Creativity |
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121 | (3) |
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Using the Engineering Design Process to Teach Creativity |
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124 | (2) |
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126 | (4) |
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Believe That All Students Can Be Creative and You Can Teach Creativity |
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126 | (1) |
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Recognize Different Types of Creativity Exist |
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126 | (1) |
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Have Students Think More About a Problem Before Trying to Solve It |
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127 | (1) |
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Model Creativity for Your Students |
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127 | (3) |
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130 | (1) |
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Chapter 8 Bringing It All Together |
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131 | (20) |
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Organizing STEM Learning While Building a Tower |
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131 | (3) |
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133 | (1) |
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Ensuring Group Work Works by Rescuing an Astronaut |
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134 | (2) |
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135 | (1) |
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Creating a Classroom Culture Where Failure Is OK by Moving a Mars Rover |
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136 | (4) |
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139 | (1) |
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Being Creative by Preparing to Design a Crane |
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140 | (3) |
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142 | (1) |
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Making Choices and Collaborating in a Robotics Competition |
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143 | (2) |
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144 | (1) |
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Teaching STEM Across Grade Bands by Creating a Weather Station |
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145 | (4) |
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148 | (1) |
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149 | (2) |
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149 | (1) |
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149 | (1) |
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Create an Implementation Plan |
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150 | (1) |
| Epilogue |
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151 | (2) |
| References and Resources |
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153 | (10) |
| Index |
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163 | |
Biežāk uzdotie jautājumi par e-grāmatām