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STEM Tuesday – Shining the Light on Technology, Engineering, and Math — Writing Craft & Resources

By on June 19, 2018   /   Engineering, Math, MUF Contributor Books, Nonfiction, STEM Tuesday, Technology  

TEM From An “S” Guy

When I first saw the June STEM Tuesday June topic, Shining the Light on the TEM in STEM, I did a double take. Being a scientist, I felt left out. I threw stuff. I cursed. I ranted to my friendly Aeromonas bacterial cultures in the lab about feeling left out.

Fortunately, my cultures are good listeners and the wise bacteria kindly pointed out the fact that, if looked at from a neutral eye, the “S” in STEM actually does get a lion’s share of the STEM attention. I took this prokaryotic wisdom into consideration, returned the agar plate to the incubator, and went home to contemplate the need to shine a light specifically on the technology, engineering, and mathematics side of STEM.

It turns out that the science component of STEM does appear to hog the limelight and push the TEM to the shadows. The “T”, the “E’, and the “M” often get a bad rap. So I’ve changed my tune. Welcome to June, TEM! Glad to give you guys a moment in the electromagnetic energy waves of the solar spectrum.

But I also want to ask the TEM what we can do better to present and teach technology, engineering, and mathematics so they don’t seem quite so foreign to the majority of us. What can we do to make these things easier for young people to grasp? What can we do to help the young people who gravitate toward the TEM?

TEM Brain Muscle

TEM thinkers are often put into their own lane from the time they are young and kept there safely in that lane as they mature. Instead of expanding their knowledge base and widening their talents, TEM thinkers are often pigeon-holed to their specific skill set. Is this because they look at the world through the somewhat unique lenses of logic, design, and formula? Is there a certain level of trepidation for us to guide others down this TEM path when we ourselves are uncomfortable guiding them in those subjects?

What can we do to draw the non-TEM thinkers into at least an understanding of basic ideas and power of technology, engineering, and math? On the other hand, how can we develop TEM thinkers without slotting them down a narrow, pocket-protector lane in life?

Both TEM-phobics and TEM-philics need to be given problems to solve instead of shown the solutions. Allow them to develop their brain muscles and unique skills through problem-solving rather than simply giving them the names and uses of the tools in the toolbox. They need the space to try. They need the freedom to fail. They need an environment where mistakes are a step in the learning process and not an environment where the learning process is gauged solely by counting the mistakes.

Story

I’ve been preaching for years that the scientific method is not a series of lifeless, formulated steps but is a full technicolor philosophy of problem-solving. It’s scientific storytelling! The scientific method is to problem-solving as plot and story structure is to a writer. It gives us a plan. It gives us a beginning, a middle, and an end.

Instead of looking at TEM as solely a conglomeration of code, circuits, calculations, and formulas, we should look at the code, circuits, calculations, and formulas as tools we use to tell a story.

Unfortunately, we often get caught up and confused by the tools instead of focusing on telling the problem-solving story. The story/solution is more important than the tools. For example, what’s more important when writing a simple program to calculate the slope of a line, the programming logic or the programming language? The language is the tool we can reference or find as needed, but the logic and the design are where the real magic lies.

Is it enough to only know that the Slope = (y2-y1) / (x2-x1) or can we be a better problem solver by understanding that the rise and run of the line numerically define the slope? By defining the slope in measurable terms, we define the characteristics of the line. Once we understand the characteristics of the line, we can use that knowledge to develop a ramp to help Mrs. Hays transport her gigantinormous suitcase of books easily up the school stairs and into her classroom each and every day. Now that’s a story!

Framing the TEM (and the “S”!) in terms of telling the story of the way something works or how a problem is solved can help young thinkers expand their STEM skills without getting tangled up in the sometimes confusing toolbox.

Novel Engineering

Novel engineering is a pretty cool concept I first learned about at the 2017 nErDcampKS. I wandered into this session with no idea what novel engineering was, and as a non-teacher, no idea of its power. The concept is surprisingly simple. The teachers use a text or a story and assign the students a problem to solve from the story. The students then work in groups or as individuals to analyze, design and build a solution to the problem. Makerspace rooms or areas in the schools can be set up to give the students the resources needed.

Linda Sue Park’s A LONG WALK TO WATER was a popular choice for middle school novel engineering projects. The teachers in the session talked about how the kids worked out solutions on how to find, carry and store water more effectively.

Another upper-elementary teacher gave the example of how she used the Rapunzel fairy tale in her classroom as a novel engineering project. The goal for the students was to design an alternative system for Rapunzel (a Barbie doll) to escape the four-foot tower built in the classroom without the aid of any knights in shining armor. This teacher said her students really got into the project and came up with great solutions, including an adventurous escape from the tower on a zip line.

Thinkers & Tinkerers

In the classroom, in the lab, or in the home, let young minds be thinkers and tinkerers. No matter what letter of the STEM acronym these young minds gravitate toward, they need the platform and the space to learn. Provide books and lessons and leadership to promote a maker environment for our STEM learners. Teach them to how to use the tools of code, structures, pathways, classifications, circuits, calculations, and formulas, to help them solve problems, not get trapped or intimidated by them.

The tools don’t solve problems, problem solvers do.

Thinkers and tinkerers rule!

Now back to work. Hopefully, those Aeromonas bacteria will allow me some of my own thinking space to work through the experimental problems I’m currently experiencing.

Have a great TEM month!

Mike Hays, STEMologist, Class I

 

The O.O.L.F Files

The Out Of Left Field files this month focus on the TEM of STEM. I have to admit, there’s some pretty cool stuff listed below to check out. Readers and teachers, if you have any interesting O.O.L.F. files links you’d like to share, please leave them in a comment below. The STEM Tuesday community appreciates it! We’re all in this together!

 

 

 

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Think Like Socrates: Middle Grade Readers and Socratic Discussion

By on June 15, 2018   /   Articles, Curriculum Tie-in  

A teaching tactic from antiquity…in the MG classroom, library, homeschool group, summer reading program, or book club? Absolutely! Perhaps you’ve heard of or participated in a Socratic discussion (also called Socratic method, dialogue, seminar, and questioning). It’s been a great way to get learners thinking, listening, and expressing since Socrates encouraged his students to do the same in Ancient Greece!

Socratic discussion allows each group member to contribute ideas and to listen to the ideas of others, while thinking critically about an open-ended topic or question. Even elementary students can become skilled in the techniques of Socratic discussion—and middle graders, with their developing abilities in complex thinking and making connections, are excellent candidates for this activity. In a Socratic discussion on a book, chapter, or reading passage, middle grade readers have the chance to articulate their ideas and serve as active listeners to other readers doing the same.

What are the goals with Socratic discussion in a reading group? Whether you are a librarian, a teacher, a book club guide, a homeschooling parent, or a summer program facilitator, Socratic discussion can fulfill many reading goals for your group of middle graders:

  • provide readers with an opportunity for sharing ideas;
  • promote critical thinking skills;
  • demonstrate how each reader’s takeaway from a book can be different, and to teach acceptance of differing viewpoints;
  • allow an outlet for a variety of levels of thinking, listening, and speaking;
  • encourage and motivate readers through active learning.

How is a Socratic discussion different from a debate? Open-ended questions guide Socratic discussions—the kinds of questions that do not have defined, simple answers. There is no right/wrong, winner/loser, argument/refutation/rebuttal. Ideally, the ideas flow from all readers, and all readers listen and respond when moved to contribute. Readers can disagree with an idea, and offer a different thought for consideration—but unlike a debate, the objective is not to prove the other “side” wrong—because there is no opponent.

Also, while a debate may focus primarily on one issue, a Socratic discussion welcomes new, connected questions into play—maybe even questions that you (as the discussion guide) hadn’t considered.

Some methods for a successful Socratic discussion:

  1. Let readers know at least a day in advance that they will be participating in a special activity called Socratic discussion. They may need a quick briefing on the concept, if it is new to them.
  2. Explain that readers should arrive having read the MG book (or a particular chapter, passage, or part) in advance of the discussion day. (Consequently, Socratic discussions work very well with the “flipped classroom” model.) Each reader should bring his or her copy of the book, for handy reference during the discussion.
  3. If you have a particularly reserved group, you might let them know the discussion question(s) ahead of time, and encourage each reader to bring 2-3 ideas to the discussion.
  4. You’ll need chairs in a circle, so that readers can see each other. If the group is so large that two smaller discussion groups are warranted, the waiting group might need an activity while waiting, or they can enjoy extra reading time.
  5. Create several guiding questions that are open-ended, involve reader reaction, and can be supported or detailed with moments from the reading. Here are some examples of guiding questions for two MG novels I read recently. (Though, as open-ended questions, with a bit of tweaking they might work well for many others too.)

The Crossover by Kwame Alexander

  • Remember that a character can be dynamic or static. Relationships between characters can be dynamic, too. How are the relationships in The Crossover dynamic? (Extension question—how do dynamic characters in the book cause their relationships to be dynamic as well?)
  • How does the format (verse) of this novel impact its storytelling?
  • Choose any secondary character and describe him or her with three adjectives, explaining the moments in the book that led you to your choices.

The Inquisitor’s Tale by Adam Gidwitz (with awesome medieval-style illuminations by Hatem Aly)

  • Whose story is this, ultimately? In other words, if you had to choose, which one (and only one) character is the book mostly about—one of the three children, one of the storytellers, someone else? What events and/or character reactions lead you to feel that way?
  • What theme topic (or theme statement) comes out most prevalently in this story? What parts of the book support your choice?
  • How did the method of storytelling (multiple first-person retellings, each one acting as an omniscient narrator!) impact your reader experience? What predictions or questions did you have while reading? 

 

6. Just prior to the discussion, briefly review these guidelines with your middle graders before revealing or reviewing the guiding question to discuss:

When a reader would like to contribute an idea, he or she does so—the discussion guide does not have to acknowledge him. (Then, how to tell who has the floor? One way: the speaker simply stands to speak. This allows everyone to focus on him or her, and gives a sense of importance to the ideas being contributed. If two or more readers stand at the same time—what a great problem to have!—establish an easy, impartial rule for speaking first, such as who has the earliest (or latest) birthday date in the calendar year.)

Acknowledge other readers’ ideas, and reference the speaker by name. (Providing readers with some leads to use as models in formulating their verbal contributions allows even shy speakers to confidently contribute an idea, and encourages the forming of good discussion habits: “I agree with what John said about….” “I think another way Emma’s idea shows up in this chapter is….” “I hear what Caitlyn is saying and another way of putting it might be….” “I disagree with Hayden, because I think that character…..”)

7. After these reminders, reveal or review the question for discussion, and invite the ideas: “Who would like to begin?” Your role as a guide can be challenging—because now, you mostly need to keep quiet! Interject a guiding comment if clarity is needed—“Who can restate in your own words the idea Brianna mentioned?”—or to regenerate a hook—“Let’s go back to Sierra’s question about the main character. Any thoughts on that?” However, refrain from offering your own ideas or introducing any new content in the middle of the discussion.

Also, bring a speaker back on track if he or she drifts into lengthy personal storytelling. A quick mention of an individual experience is great to show connections—“That scene reminds me of when I took this long road trip across the state”—but an overly detailed recounting of a family vacation stalls the discussion.

8. Allow the discussion to pick up tangential ideas and new questions, as long as the readers are engaging in critical thinking about the book.

9. Wrap up the discussion when new ideas begin to wane—and before interest in the question or topic fades. Interest gained from the discussion motivates readers into the next chapter or book, which hopefully drives additional interest going into the next discussion.

With a little practice and guidance, middle grade readers can benefit from and enjoy this classical technique!

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STEM Tuesday – Shining the Light on Technology, Engineering, and Math — In the Classroom

By on June 12, 2018   /   Diversity, Engineering, Math, Nonfiction, STEM Tuesday, Technology  

Last week, the STEM Tuesday team featured this month’s Book List on the topic Shining the Light on Technology, Engineering, and Math. Click here to go back to that list.  It’s a broad-ranging list, certainly, which mades this week’s post about classroom applications even more fun! I’ve narrowed the focus to three amazing science topics.

CODING:

   Girls Who Code: Learn to Code and Change the World is by Reshma Saujani.  Saujani is not only the author of an amazing book, but she’s also the founder of a worldwide organization by the same name. Girls Who Code offers free summer programs and year-round clubs and is more than 90,000 girls strong! After sharing this book in your classrooms and libraries, visit the Girls Who Code website and find out how to start a club in your school or community.

And, the book? You’ll have see it to believe it. Half how-to, half graphic novel, this is the most clearly written, interactive, and non-intimidating explanation of coding of I’ve ever seen. As an adult reader, I was fascinated. Middle-graders – boys or girls – won’t find a more thorough introduction into coding anywhere.

ARCHITECHTURE:

From the temples of Greece to the Chrysler Building in New York City to the Sydney Opera House, The Story of Buildings is a visual feast paired with fascinating detail and information about dozens of the most famous buildings in the world.

Do a “Before You Go” Project:  Every school is different when it comes to field trips and travel opportunities for middle-graders. Some schools take an annual trip to Washington, DC, where the focus is often American history, but the opportunity for architectural study abounds.  My own children, who all attended a very rural public school, had the fortune to spend a weekend in Chicago as fifth graders, where everyone took the Chicago River Architectural Boat Tour.  Urban students might only need to go out their school’s front doors and look up to find inspiring examples of architecture.  Whether your class field trip takes you miles or minutes from home, consider using this book as a “before you go” learning experience.  The prior knowledge will shine through as your students recognize structural and design elements in every building they see.

ROBOTICS:

When it comes to robotics, classroom applications are seemingly endless! Below is a list of possible activities to explore after reading Jennifer Swanson’s Everything Robotics from National Geographic Kids.

  • Find a workshop, event, or online challenge for teams and individuals by clicking here to go to Robot Events, a web service of The Robotics Education & Competition Foundation, which exists to connect students, mentors, and schools in every community to a variety of successful and engaging technology-based programs.
  • LEGO fun. Click here to go the LEGO Middle School Education page.
  • Enlist NASA’s help! Visit NASA’s Robotics Alliance Project page for 6th – 8th graders for a list of links you’ll love!
  • Robot Scavenger Hunt – Robots are all around us. Start small. See if students can find any robots at work in their school or community. On a larger scale, take a look at robots in manufacturing. This interesting article will help you and your students locate which states rely most heavily on robotics to produce the goods we use every day.
  • Predicting the future:  Brainstorm in small groups what the future of robotics might hold. What are some potential practical uses of robotics that might make life better?
  • Hold a debate.  Are robots the key to a productive future? Or do they threaten jobs once filled by humans? Is there a possibility that robots could become too intelligent?  Here’s a great resource for holding classroom debates. I’d like to be a fly on the wall in a middle-grade classroom for this one!

Can you add to the conversation? In what ways have you been shining a light on Technology, Engineering, and Math? Comment below and share an idea!

Today’s STEM Tuesday post was prepared by Michelle Houts, wanna-be-coder, fan of architect Frank Lloyd Wright, future robot owner, and author of the Lucy’s Lab Chapter Books from Sky Pony Press.

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