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New.schools teams 2014 (1)
1. STEM 2.0: Transformational
Thinking about STEM for
School Board Leaders
National School Boards Association,
Technology & Learning Leadership
Webinar, January 15, 2014
JIM BRAZELL
jimbrazell@ventureramp.com
2. • STEM is as fundamental to
education in the 21st Century
as the humanities and the arts
in the 20th Century.
3. • STEM does not; however
decrease our need to cultivate
the humanities, arts, and
health education. In fact, it
makes these subjects more
important than ever…
5. The Fundamental
Question of the 21st
Century is:
How do we cultivate
innovation and
innovators in our
schools?
Dr. Francis X. Kane Military
Father of GPS (Col. USAF, 1918-
2013)
12. 12
Society
Force acting on society resulting in change to the structure, flow,
and composition of social institutions and personal identity:
family, education, work, economy, law, government, and war.
15. What is STEM in K-12 Education Practice?
STEM is an acronym for science, technology,
engineering and mathematics. STEM has many
meanings in theory and practice. STEM practice in
schools is widely varied across levels of
education.
In K-12 education, STEM practice is typically
designed to improve math and science education
outcomes and to improve the flow of students into
STEM career fields and higher education.
23. STEM practice is
culturally and
geographically bound;
however, communities
and schools should
transcend provincial
notions of STEM in favor
or a global perspective
and practice.
24. What is STEM in K-12 Education Practice?
Alief ISD hosted a workshop with key stakeholders to provide
conceptual input to the design of a network of STEM middle schools.
In order to set up a definition and concept for STEM at Alief, the
following STEM purpose and goal were articulated at the outset of the
workshop by the chair of the STEM Committee.
The stated purpose of the STEM initiative is to improve student
and teacher performance outcomes using STEM as a “thematic
integrator” with embedded academic standards.
The goal of the initiative is to systematically transform the teaching
process, the learning experience, and the performance outcomes of
students and teachers by integrating academic- and skill-based
learning strategies.
26. In general, the goal of STEM is
to get everyone ready for
postsecondary education, entry-
level work, and the rigors of 21st
Century Society. Today, the
entry-level requirement for
middle skill jobs and some high
skill jobs is at least 2 years of
education beyond high school.
27. What is STEM in K-12 Education Practice?
STEM is an acronym for science, technology, engineering
and mathematics. STEM has many meanings in theory
and practice. STEM practice in schools is widely varied
across levels of education. In K-12 education, STEM
practice is typically designed to improve math and science
education outcomes and to improve the flow of students
into STEM career fields and higher education.
To the academic community, STEM usually means more
people meeting minimum standards without remediation
and also it means higher levels of academic course
completions in AP enhancing placement to universities.
28. What is STEM in K-12 Education Practice?
To the K-12 Career and Technical Education Community
(CTE), STEM can mean using applied learning to teach
rigorous academic content within the context of “practical
arts” courses such as engineering, information technology,
or technical arts (3-D digital art, technical stagecraft from
theatre, and/or videography). Pedagogically, CTE
generally sees STEM as the integration of knowledge
(science and math) and skill (engineering and technology).
For CTE, STEM also means systematic planning including
course sequences, college and career pathways, and
programs of study to aggregate a path for students
including a learning, career and life plan.
29. What is STEM in K-12 Education Practice?
To the K-12 arts community STEM can mean transformational
technologies in the arts—new materials, new tools, new processes.
For arts, STEM is also seen as an opportunity for arts integration—
traditionally teaching math and science through art as a value add.
Some State Arts Associations practice STEM integration with arts as a
way to advance copyright industry arts jobs, which contrary to public
perception pay high wages similar to STEM jobs. Copyright industry
jobs include: architecture, movies, TV, sound engineering, digital
games, motion, music, web, etc. (“Arts A/V Tech” in CTE parlance).
In practice, STEM has many different representations including a
general trend toward interdisciplinary faculty and classroom teaming
designed to increase student retention, interest, and performance.
Various types of interdisciplinary STEM teaching include: STEM and
arts, STEM and Career and Technical Education, STEM and liberal
arts, STEM and entrepreneurship, STEM and research, and STEM
and medicine initiatives have appeared in the literature and in practice
since 2005.
30. What is new in 21st century
education is the mainstreaming of
engineering, arts, and computer
science, and Career and
Technical Education processes
within the academic context—
integration of liberal arts and
practical arts.
(New subjects and courses (Eng/CS), POS, interdisciplinary teaching and projects,
content integration)
43. code.org
‘Hour of Code’ event aims to demystify computer science (Seattle Times)
Students and teachers in classrooms around the globe will join in a worldwide initiative called Hour
of Code next week. Presented by Seattle-based nonprofit Code.org, The event aims to demystify
computer science for educators and students alike. Thus far, some 28,000 groups plan to host
tutorials next week across 166 countries. Code.org created the free tutorial in collaboration with
engineers from Microsoft, Google, Twitter and Facebook. It uses puzzles featuring characters from
popular online games like “Angry Birds” to introduce students to coding concepts.
47. Arts, Crafts, and Literary Avocations Correlate
with Scientific Success
•
Compared with typical
scientist, Nobel
laureates are at least:
• 2X photographers
• 4X musicians
• 17X artists
• 15X craftsmen
• 25X writers
• 22X performers
Source: Innovations in the Formal
Education of Future STEM Innovators,
Robert Root-Bernstein, Michigan State
University
53. http://www.thefoundry.co.uk/case-studies/package-design-made-easy-in-modo/
Of the two million U.S. arts jobs requiring
significant technology proficiency:
10% architects
11% artists, art directors and animators
7% producers and directors and
7% photographers
The products of copyright industries
represent 6.4% of the U.S. economy and
over $126 billion annually in revenue from
foreign trade. Read more at Arts in the
Workforce.
http://www.nea.gov/research/ArtistsInWorkforce.pdf
55. STEM, IT, Arts Integration
Leaders
US Digital Convergence
Centers
• New York City
• Washington DC MSA
• Central Florida
• San Francisco/Silicon
Valley
• Los Angeles
• San Diego MSA
• Phoenix
• Denver
• Las Vegas
• Austin-San Antonio-Waco
Global Digital Convergence
Centers
• South Korea
• Finland
• China
• Taiwan
• Sweden
• Denmark
• Germany
• UK
• Israel
• Malaysia
• Japan
Evans, Eliza, Michael Sekora, Alexander Cavalli,
Kinman Chan, Jeeyoung Heo Kenneth Kan,
Yue Kuang, Prakash Mohandas, Xiaoxiang Zhang, and
Jim Brazell. Digital Convergence Initiative:
Creating Sustainable Competitive Advantage in
Texas. San Marcos, Texas: Greater Austin-
San Antonio Corridor Council, 2005.
Full Report: http://www.dcitexas.org/DCI_report.pdf
59. Common Core State Standards & Career and Technical Education: Bridging the Divide between
College and Career Readiness was prepared for Achieve by Hans Meeder and Thom Suddreth of the
Meeder Consulting Group, with the Association for Career and Technical Education and the National
Association of State Directors of Career Technical Education Consortium.
“...all too
often, the
focus on
“college
readiness”
and “career
readiness”
remains in
two distinct
silos...”
60. (POS, interdisciplinary teaching and projects, and content integration)
Emerging K-12 STEM practice in U.S.
schools underscores a fundamental
process-level change in educational
pedagogy. This pedagogical shift is one
that embraces applied practice in addition
to traditional academic concepts of
learning, teaching, and knowledge in an
effort to open learning and knowledge to a
broader intellectual base of students.
61. What is STEM in K-12
Education Practice?
Whole School STEM Reform
Implications for your School
Community, Pedagogy, and
Leadership
63. In the classical contemporary education model, schools preserve the important classical
notions of teaching, learning, and knowledge, while bridging to the future through
integration of contemporary themes, technologies, and projects. Classical contemporary
education is focused on connecting students and school staff to contemporary
opportunities and challenges effectively moving the center of learning motivation into the
world outside of the school doors.
The key ingredient of classical contemporary education is the intersection of
classical knowledge and contemporary skill with the goal of enabling
student- driven transformation of society and the natural world through
innovation: the creation of new discourse, knowledge, processes, systems,
tools, and/or languages.
At the heart of TEAMS schools is the belief that students and teachers can and will
make contributions to advancing society through creativity and innovation if we simply
facilitate, teach, support, and enable students to integrate school learning with
transformational initiatives in the world at large. Rather than closing the door and
saying: The real world is out there but the classroom is the only world that matters now;
this approach to human development throws the doors of education open and asks
students to make a difference in the world by making a unique and compelling
contribution to the world.
Defining Characteristic of Classical Contemporary Education
65. Pedagogy - The key to Project-based Learning is
learner engagement in the public sphere. The
learning theory flows from Piaget’s constructivism (V
word) and is extended by Papert’s Constructionism (N
word):
"Constructionism-the N word as opposed to the V
word- shares contructivism's view of learning as
"building knowledge structures "through progressive
internalization of actions... It then adds the idea that
this happens especially felicitously in a context where
the learner is consciously engaged in constructing a
public entity, whether it's a sand castle on the beach or
a theory of the universe ( Papert, 1991, p.1 in
Ackermann, n.d.)
66. 1. Philadelphia Performing Arts Charter School (K-8),
ppacs.net, PA.
2. Clark Magnet School, clarkmagnet.net, La Crescenta, CA.
3. Indian River State College, irsc.edu, Fort Pierce, FL.
4. University of Maryland Baltimore County, umbc.edu,
Baltimore, MD.
5. Olin College, olin.edu, Needham, MA.
Model classical contemporary schools that integrate
academic and applied arts with success in terms of
improving learning outcomes for students include:
67.
68.
69.
70.
71. Denton ISD, Texas
Programs of study connecting pathways to both 2 year
and 4 year post secondary degrees.
72. Well Rounded Student in 21st
Century
4 Year2 Year College
Prep
Workforce entry readiness requires at least 2 years of
education beyond high school.
92. For Dr. Francis X.
“Duke” Kane
liberal education
and the arts are
part and parcel to
STEM education and the
cultivation of the
“creativeforce” we need for the
missions ahead. For Duke,
“creativity and collaboration”
were the two necessary
qualities to engender in the
education of what he
affectionately called the
“Speed of Light Generation.”
93. ADAPTIVE LEADERSHIP - Adaptive leadership is specifically about change that is
led by a broad spectrum of community stakeholders who are empowered to innovate. In short,
adaptive leadership is about leaders who empower their people to innovate from within. Adaptive
leadership is also change led from the bottom up and the top down simultaneously. (See “Native
Innovation” section below)
INNOVATION LABORATORIES – Positioning challenges and opportunities from the community
(local and/or global) in the center of learning and education goals through student- and teacher-
driven innovation projects.
CULTURE of INNOVATION – In the TEAMS School, the context and frame for learning is real world
and purpose driven, incorporating failure as feedback to the learning process. A culture of innovation
is conducive to learning, improving, and adapting while fostering risk taking. In this view, learning
cannot be achieved without a culture accepting and encouraging risk taking while incorporating
feedback into the learning loop.
PRE-K to PhD NETWORKS, SYSTEMS, & PATHWAYS – TEAMS Schools work on creating
meaningful and evolving programs of study. Programs of study include integrated academic, arts,
and CTE courses. Programs of study are also sequenced programs designed by students to achieve
life, learning, and career goals. Programs of study also connect K-12, Community College, University
and the Adult Continuing Education pathways into a coherent system. A primary concern in creating
modern human capital systems is the transferability of credit among institutions and the creation of
non-linear networks of learning rather than linear “pipelines.”
Classical Contemporary Education - Systems Innovation
94. INTEGRATED ACADEMICS & CTE PRACTICE - Delivering integrated arts, CTE, and
academic courses and programs of study (coherent course sequences and
linkages);
MAINSTREAM ARTS INTEGRATION - Integrating fine arts, performing arts,
cultural arts, commercial arts, and creativity as foundational to school culture
and outcomes (not an add on);
ENGINEERING DESIGN FOCUS - APPLIED LEARNING PRACTICE - Applying
knowledge and skill-based learning through experimentation, the practice of engineering design, and
project work. Important to the idea of applied practice is cultural apprenticeship, expert modeling, and
developing mentor networks;
INTERDISCIPLINARY LEARNING - Integrating disciplinary knowledge across subjects using
themes, projects, competitions, and areas of mutual reinforcement--common areas of focus to boost
student performance in identified areas of learning difficulty (often common road blocks and hurdles
to students); and,
INTERDISCIPLINARY DESIGN & TEACHER PROFESSIONAL DEVELOPMENT - Integrating
professional development within and across faculty professional development subjects/disciplines
and empowering teachers to lead, co-design, and create communities of learning practice. In
general, fostering teams of faculty and students working on projects and initiatives to connect
knowledge, processes, and people across the disciplines.
Classical Contemporary Education – Pedagogical Innovation
95. What is STEM in K-12
Education Practice?
Whole School STEM Reform
Implications for your School
Community, Pedagogy, and
Leadership
103. “There are kids on Maui
who have never been to
the top of the mountain or
to Hana much less have
they traveled off of the
island.”
How do we cultivate innovation and
innovators in our schools?
Indigenous Invention - “We must move beyond
school reform through the implementation of
outside ideas to a new approach, one that embraces
inside innovation, imagination, and invention…”
Source: School Reform: The Flatworm in a Flat World: From Entropy to Renewal through
Indigenous Invention, PAUL E. HECKMAN, University of California, Davis and VIKI L.
MONTERA, Sonoma State University.
108. Butler County
Economic
Development
“In the world of economic
development, people talk
about the importance of
location, location,
location… but without the
labor force location means
nothing.”
--David Alfaro, Director Butler County
Economic Develoipment
Butler Community College
April 7 to 11, 2008
109. National Institute
for Aviation
Research
“If we don’t have
a trained
workforce, we’ll
create technology
and export jobs.”
-- John Tomblin, Executive
Director
Butler Community College
April 7 to 11, 2008
111. “We can’t be in our
silos like we have been
in the past.”
--D Smith, Visioneering Wichita
112. What is STEM in K-12
Education Practice?
Whole School STEM Reform
Implications for your School
Community, Pedagogy, and
Leadership
113. The Fundamental
Question of the 21st
Century is:
How do we cultivate
innovation and
innovators in our
schools?
Dr. Francis X. Kane Military
Father of GPS (Col. USAF, 1918-
2013)
117. “What are we
going to do to
change the
world today?”
Dr. Francis X. Kane
Military Father of GPS
(Col. USAF, 1918-2013)
118. STEM 2.0: Transformational
Thinking about STEM for School
Board Leaders
National School Boards Association,
Technology & Learning Leadership
Webinar, January 15, 2014
JIM BRAZELL
jimbrazell@ventureramp.com
