416. STEAM Education and The Uncommon Core This presentation will focus on the integration of STEAM educational principles into core subjects. Although our school offers a very successful Exploratory STEM class, I believe the true strength of this educational model is in its' potential to incorporate relevant project based learning and bring the Common Core Curriculum to life for every student. Presenter(s): Phil Brittain, Tony Campbell Location: Meadowbrook

1. STEAM and the Uncommon Core

2. STEM/STEAM Teachers
• Tony Campbell CTE
• Phil Brittain Language Arts/Social Studies

3. Objectives
• Discuss implementation of STEAM based
learning in the classroom.
• Understand effective guidelines of STEAM
based learning.
• Understand how to create a culture of inquiry
in your classroom by effective methods that
promote inquiry.

4. What is STEAM?
STEAM is an acronym
for Science, Technology, Engineering,
the Arts and Mathematics.

5. STEAM is not a program, but a
philosophy.
• “STEM develops a set of thinking, reasoning,
teamwork, investigative, and creative skills
that students can use in all areas of their lives.
STEM isn’t a standalone class—it’s a way to
intentionally incorporate different subjects
across an existing curriculum.”
Anne Jolly

6. The Challenge
• Goal: Build a paper structure capable of
supporting one teammate (on a book) 2”
above the floor.
• Materials: 3 pieces cardstock, 24” masking
tape
• Tools: scissors, ruler
• Deadline: 8 minuets

8. STEM Jobs
• STEM employment includes science,
technology, engineering and mathematics
jobs.
• STEM-related employment includes health,
architecture and some sales occupations.

9. Salaries for STEM Jobs
• Every STEM occupation but food scientists saw
their bank accounts swell from 2000 to 2014.
Petroleum engineers earned the most
annually, with a yearly salary of almost
$150,000 by 2014, followed by information
systems managers and physicists.
http://www.usnews.com/news/stem-index

10. STEM Employment Index
• The STEM Employment Index shows the change
in the number of STEM jobs relative to all jobs in
the U.S. Overall, STEM increased 20 percent since
2000, the largest increase of all the sub-indices.
• Computer jobs hold the top seven positions for
highest number of employees, with applications
software engineers and computer support
specialists topping the list.
http://www.usnews.com/news/stem-index

11. The Problem
• “There is growing concern that the United
States is not preparing a sufficient number of
students, teachers, and practitioners in the
areas of science, technology, engineering, and
mathematics (STEM). A large majority of
secondary school students fail to reach
proficiency in math and science.”
Jeffrey J. Kuenzi, Congressional Research Service

12. The Gender Gap
• High school girls are much less interested in
pursuing engineering and technology than
their male peers. In 2014, only 3 percent of
high school females reported an interest in
engineering, compared to 31 percent of
males. In the same year, just 2 percent of girls
reported an interest in technology, while 15
percent of boys expressed an interest in the
field.
• usnews.com

13. Science Olympiad

15. The gender gap is already well-formed
by high school.
• On Advanced Placement (AP) tests, male
students scored higher than females in all
STEM subjects; on the SATs, males of all
demographics scored at least 30 points higher
on the math section than females.
• usnews.com

16. Paper Making
Child Labor in the Industrial Revolution

17. Effective Steps for STEAM Lessons
• 1. Prepare the STEM lesson around a topic
you will be teaching.
• 2. Connect that topic to a real world problem.
• 3. Clearly define the STEM challenge students
will tackle.
• 4. Decide what success looks like.

18. 5. Use the engineering design process
for planning.

19. • 6. Help students identify the challenge.
• 7. Involve students (in teams) in researching
the content for the challenge.
• 8. Encourage teams to develop their own
ideas about how to solve the problem.

20. Take-away
• Provide lots of guidance but few instructions.
• Mistakes and design failures are good methods of
learning.
• The STEAM process is not linear – the sequence
of events may change.
• Students work in teams to solve STEAM
challenges.
• Work with colleagues if possible to write and
implement STEAM lessons.

21. Sources
• http://www.usnews.com/info/blogs/press-
room/2015/06/29/the-us-news-raytheon-stem-index-shows-
gender-and-racial-gaps-widening-in-stem-fields
• http://www.forbes.com/sites/jamesmarshallcrotty/2014/05/2
1/why-asian-nations-dominate-global-education-
rankings/#1321240d17c4

22. • Jeffrey J. Kuenzi, Congressional Research Service
• Published by Congressional Research Service, www.crs.gov,
RL33434 ,2008
• Six Characteristics of a Great STEM Lesson
• http://www.edweek.org/tm/articles/2014/06/17/ctq_jolly_st
em.html
June 17, 2014, Anne Jolly
• http://www.middleweb.com/4328/12-steps-to-great-stem-
lessons/
• Scott Ainslie - http://cattailmusic.com/wp-
content/uploads/2015/03/DiddleyBow.MakingCBGtrs.pdf