Other Speakers-
Joe Mink, Edgerton School District, 9-12 Technology and Engineering Educator
Presentation Title: Dream, Design, and Develop Elementary STEM
Abstract: After one year of implementing STEM Lessons with small groups of “advanced” students at the first through sixth grade levels, we realized that STEM Education can be best utilized at the universal level and our attention soon turned to how can we involve ALL children in STEM activities keeping in mind our current Science and Math curriculum and the NGSS, Next Generation Science Standards. After a year of planning and piloting a variety of STEM Experiences, we are in our second year of implementation of STEM Education for all K-5 students in our district. In this session we will share our work from the ground up and highlight the involvement of our middle school and high school STEM experts that helped to ensure that our activities and lessons led to higher level knowledge and application. A K-5 experience guide will be shared and the ‘divide and conquer’ method of narrowing STEM topics will be discussed. Practical tips such as lesson examples, action shots and videos, websites, and hands on resources will be provided. We will focus on the positive collaboration that led to a comprehensive approach to STEM education that tailors to children starting as early as kindergarten and expands to high school graduates. This session is student-centered and the heart of our work is bringing the STEM out in children, harnessing young student energy and giving them opportunities to build in their confidence and love of learning.
Biography: Mrs. Sheila Fox: Sheila’s teaching career started many years ago in Hartford, WI when she started teaching 5th grade. After almost 31 years of teaching, her teaching position changed. She has always been an advocate for advanced learners so in 2013 she became the first Talented and Gifted Interventionist in the Edgerton School District. With this new position, she also became involved in STEM Education and realized the full potential of STEM learning not only with her TAG students but with all students. At this time she is the K-5 STEM Teacher and K-8 Talented and Gifted Interventionist for the Edgerton School District. Mr. Joe Mink: Joe Mink is a Technology and Engineering Educator for the Edgerton High School. For 11 years, he has had the delight of teaching the application of knowledge to high school students. For the past 4 years he has been able to guide the learning of K-12 students as the high school STEM consultant. Joe received a B.S. in Technology Education from University Wisconsin Stout. He is a member of the Wisconsin Technology Educators Association and the Vice President of the Wisconsin Energy Efficient Vehicle Association.
Presentation Title: Augmented Assessment: Using Augmented Reality to Personalize Learning
Abstract: In response to the diverse needs of students in the least-restrictive learning environments, standards-based instruction and personalized learning are becoming more popular. Personalized learning plans should be based on valid and reliable data from frequent formative assessments. Additionally, more schools are moving towards BYOD and one-to-one models for technology integration. The presenter believes that by using current innovations in technology, students will respond more favorably to frequent formative assessments, thereby producing authentic data upon which to base future instruction. In this workshop, the presenter will share practical and effective methods for using Augmented Reality applications to create and administer formative assessments to support standards-based instruction, the use of mastery checklists and proficiency scales to personalize learning and address students’ needs on an individual level. Attendees will walk away from this workshop with templates, exemplars and an action plan for incorporating AR into their current practice. Attendees should be prepared to download and work within applications during this session.
Biography: Dr. Marquita S. Blades is an award-winning Educator, international speaker, author, and education consultant with 16 years of experience as a high school science teacher and manager of national STEM programs for high-achieving high school students. During her time working with public school districts, Dr. Blades also served as a curriculum & assessment developer and professional learning facilitator for multiple school districts in the metropolitan Atlanta area. Dr. Blades earned a Bachelor of Interdisciplinary Studies in Broad Field Science from Georgia State University, a Master of Science in Technical and Professional Communication from Southern Polytechnic State University, and a Doctor of Education in Instructional Leadership from Nova Southeastern University. Dr. Blades is currently a full-time Education Consultant, the owner of Dr. Blades Consulting, and the host of The Dr. Marquita Blades Show-Candid Conversations that Create Change, a radio show dedicated to discussing current trends and issues in education. Dr. Blades’ Consulting firm offers solutions to learning institutions and individuals through professional development programs, curriculum and assessment development, and conference development and programming services. When she is not working, Dr. Blades enjoys reading, cooking and traveling with her husband.
Presentation Title: Argument-Driven Inquiry: Promoting Science Proficiency by Transforming Lab Activities
Abstract: This session is an introduction to a new approach to lab instruction called Argument-Driven Inquiry (ADI). ADI is an innovative instructional model that is based on current research about how people learn science and is designed to foster the development of science proficiency. This instructional approach gives students an opportunity to learn how to read, write and speak in the context of science. In this session, participants will learn about the stages of the ADI instructional model, how it was designed to address the shortcomings of current laboratory experiences, and how it is aligned with the best practices for teaching science as well as learn about ways to support students during each stage of the approach.
Biography: Victor Sampson is an associate professor of STEM education and the director of the Center for STEM Education at UT-Austin. He specializes in argumentation in science education, teacher learning and assessment. Dr. Sampson’s research examines how students engage in argumentation in the context of science and ways to make the interactions that place between students, materials and ideas during an episode of argumentation more productive in terms of learning. His current work focuses on the ways students support, evaluate and revise ideas through discussion and writing in the context of science, group and individual meaning making during episodes of argumentation, the development of innovative instructional materials and strategies that emphasize argumentation as part of the teaching and learning of science, and how teachers’ knowledge and beliefs about science, learning and science teaching affect how they attempt to promote and support argumentation inside the classroom. He has published numerous articles, book chapters and books related to these issues. He has received several awards for his scholarship including the 2008 National Association for Research in Science Teaching Outstanding Dissertation award and the 2012 National Association for Research in Science Teaching Early Career award.
Other Speakers-
Daya Hill, Pine Tree ISD, Assistant Superintendent of Curriculum, Instruction and Assessment
Lisa Mullins, Pine Tree ISD, K-4 ELAR/Dyslexia Coordinator
Michelle Walker, Pine Tree ISD, Special Programs Coordinator
Presentation Title: Girls In Technology
Abstract: When girls are young, they enjoy working on STEM projects and are eager to be involved in STEM activities. However, by the time girls reach high school, it is rare for them to enroll in courses that are STEM related, to be involved with STEM activities or to pursue a career in a STEM related field. This decline in participation has created an enormous gap in the number of female vs. male participants in STEM courses and careers. Our society is a contributing factor sending unspoken messages to female students and leaving the impression that it is unacceptable for them to participate in STEM. Pine Tree ISD is committed to closing the gap for the number of female students participating in STEM classes and pursuing STEM careers. One of our solutions for shifting our culture was the creation of our Girls In Technology event. Pine Tree ISD’s vision is to inspire other districts around the nation to change their culture by providing opportunities for female students to continue their love of STEM. This session will equip school districts with the ability to create a Girls In Technology event of their own and to help schools envision STEM for all students.
Biography: Pine Tree ISD Curriculum, Instruction and Assessment team is a group of district administrators that strongly believe in education for all. PTISD CIA team includes: Dr. Daya Hill – Assistant Superintendent of Curriculum, Instruction and Assessment, Robin White – Secondary Math/Science/STEAM/Instructional Technology/Career Readiness Coordinator, Kelli Hendrix – K-6 Math/Science/STEAM Coordinator, Dr. Lisa Mullins – K-4 ELAR/Dyslexia Coordinator, Cyndi Nyvall – Secondary ELAR/GT Coordinator, Michele Walker – Special Programs Coordinator, Melinda Tidwell – Academic Dean of Students. Their combined years of educational expertise has led Pine Tree ISD in being one of the first districts in East Texas to provide STEM education to students.
Presentation Title: Partnering for Quality Outdoor Learning
Abstract: During this session, participants will see first hand how a school with a nature theme throughout embeds STEM and outdoor learning in all parts of the learning process. Munford Elementary School is in partnership with the US Forestry Service. When you enter the building, you enter a cave that includes stalactites and stalagmites. Learning at Munford Elementary is rooted in the outdoors and environmental experiences. This session will allow participants to see first hand how our school embeds outdoor learning in Project Based Learning experiences. The presenter will share project examples from multiple grade levels along with resources for planning quality outdoor learning experiences. Projects include Kindergarteners planting their own garden, fifth graders raising money to build a new walking track, fourth graders partnering with a classroom in another country to improve water quality and more. We will also show the impact of partnering with the middle and high schools to provide elementary students with experiences like fishing in a pond on campus to learn more about the kinds of fish native to our area and how to protect the habitat, along with the impact of raising bees on campus and the benefits for the community. Students are able to learn about how to take care of the land so that it can help their families and the community. Participants will explore resources provided in order to plan an outdoor learning experience for their own classroom.
Biography: Blair Steffens is the STEAM Coach at Munford Elementary School in Munford, Alabama. Mrs. Steffens received her Bachelors and Masters degrees in Elementary Education from Jacksonville State University. Mrs. Steffens has 10 years experience in grades 3 and 4. This is her second year in the role as STEAM Coach. In this role, Mrs. Steffens provides teachers with coaching, resources and modeling in order for all teachers in the school to feel comfortable with embedding STEAM related experiences in everyday learning. Mrs. Steffens is trained with the Buck Institute in Project-Based Learning, and her beliefs about teaching are grounding in providing experiences that allow students to take ownership of their learning and guide their own path for learning so that students are provided experiences that are most important to them. Mrs. Steffens is a trainer in Project-Based Learning with the Alabama State Department, and she has led multiple school systems in implementing Project-Based Learning into their daily curriculum. Mrs. Steffens brings many years of experience with successful implementation of Project-Based Learning, STEAM instruction and outdoor education.
