Exploring STEAM Education

Through Resilience and Design

When I was approached months ago about being part of this STEAM (Science, Technology, Engineering, ART, and Math) training at the Nevada Museum of Art this Saturday I jumped at it.STEAM_teacher_training_flyer_winter_2016-3_pdf There are close to 100 teachers registered and a waiting list … apparently there is a an unmet demand – who’da thunk> 🙂

Cheryl Barton will be kicking things off with her keynote, “The Theory of Here.”

To tie-in to Cheryl’s work I’m doing a hands-on lesson with cantilever spans that I’m adding an aesthetics component to that I’m excited about. I’ll be doing it 4 times during the day and have to fit it into 50 minute periods … I’ll let you know how it goes.

Learning will be messy!

One Way To Get More Girls/Women Interested In STEM

(and actually everyone)

This is a subject I see consistently being discussed online and in meetings I’m involved in as part of my job. That is, how do we get more girls/women involved in STEM? I don’t mean for this to be “THE” answer, but part of it for sure, and its not that difficult to implement.

So what is it?

Provide a broad, rich, integrated curriculum that includes science, engineering and inquiry based learning opportunities from an early age. Pre-school is not too early – and it is solid learning, so it should start there – but honestly I got students in 4th grade that came with almost no experience in those areas, and provided lots of STEM and/or project/problem based opportunities for 3 years, and my girls were just as involved, interested and motivated as the boys in STEM (and I know other teachers that have had similar experience).

Perhaps the problem of getting girls/women “involved in STEM” is that too often what we offer in elementary school just doesn’t include much in those areas. And certainly during the “No Child Left Behind” and Race To The Top” eras, the attitude was, and is, to narrow the focus during elementary school to language arts and math, and when students get to middle/junior high school “we’ll catch them up” in science, social studies, art and more (yeah, that’s worked well). AND to introduce students to STEM and “making” and other subjects as late as 7th grade … that’s when gender based biases, because students haven’t become interested before those impressionable, difficult years, become an issue. 7th grade is TOO LATE for students to be just finally introduced to those subjects, pedagogies and experiences.

So again, I’m not saying this one “intervention” would entirely solve the girls/women in STEM careers issue by itself, but I suspect it might be a pretty important piece of it.

What are your thoughts?

Learning is messy!

 

A Learning Is Messy Idea Gone Awry?

Looking for ideas here ... any thoughts?

Awhile back on a visit to Boston … specifically at the awesome Museum of Science in Boston to be part of a training on their Engineering Is Elementary curriculum …  I spotted this cool looking paper airplane launcher in the museum store. I’ve seen it for sale in other places since then as well.

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I immediately envisioned a powerful hands-on STEM inquiry lesson. Students fold paper airplanes and launch them with this launcher. While doing so they can make adjustments to the design with the goal of the longest flight, or perhaps adjust the angle of launch and through multiple trials ascertain the “best” angle of launch to attain the longest flight … lots of possibilities.

So I gladly bought one and brought it back to Reno. It still sits on a shelf above my desk reminding me of the possibilities it seems to promise. I even had specific classrooms in mind to help develop lessons around it (I’m always on the lookout for inquiry pieces).

So why haven’t I posted here about the great lessons students and teachers have experienced?

Soon after I got back from my trip to Boston I started folding planes (I’ve done this a lot from the time I was a kid … and have experience with paper airplanes in my own classroom over many years as well). I installed batteries in the launcher and started launching! This was going to be my newest great inquiry lesson to develop and I was pumped! Then an issue became apparent. Any thoughts here? What might make this not work as well as I’d hoped? What needs to happen to be able to be able to accumulate data that leads to better design? There are lots of ways to fold planes, and although this launcher requires that fold at the bottom it can “grab” … and that might exclude some designs … there are tons of folds that include that fold it could grab … so no worries there. So what did I find to be the issue?

The issue is …….. it doesn’t throw the planes even “kind of” consistently. To really be of value it would have to be REALLY consistent in how it throws or launches each plane … and students could learn a lot … and it could still be a valuable if it in even threw them fairly consistently … but it doesn’t. It doesn’t throw them in anything even remotely approaching consistency … in my experience. Bummer! I was kinda counting on that … my bad.

Now if I’m missing something here (which I would gladly concede I am) and I’m just doing something “wrong” please let me know. And, actually you could easily use the fact that it “apparently” does not throw the planes in a consistent fashion to teach students about inquiry and the fact that you have to be able to rely on consistent results to gather valuable data … then that turns this into an awesome lesson, right there …  and please feel free to “go there and do that” and share how you got this great idea from me on how to teach students about the importance of collecting completely valid data (you’re welcome). :0)

But otherwise, can you or you and your students see how I can make this a valid inquiry piece? If so … share your idea(s) in the comments here. If not … see my idea above on teaching students about the importance or collecting valid, dependable data. TIA 🙂

Did I mention I paid for the launcher out of my own pocket? I did … and I know that is something that too many people don’t understand that teachers do. So help if you think of how to make this valid inquiry piece! Again, TIA!

Learning is messy!

Why STEM Education Is Important – Podcast

A few weeks ago I was asked, along with Lou Loftin, to be interviewed about STEM learning for the 21st Century Mindset Podcast produced by Doug Taylor. We discuss a couple of recent blog posts about STEM and Making, and then share what we are up to lately and how STEM learning is being implemented (and not) in our area. We also deal a bit about what STEM is and isn’t and how it is too often silo-ed into a school’s schedule as opposed to becoming a culture within the school. The link to the podcast is HERE.

Learning is messy!

This Blog Is Getting a Facelift and URL Change

Because Learning is Messy...

I’m not a PHP or WordPress expert in any way … like the old saying goes, “I know just enough to get me in trouble.” That coupled with having less and less time to deal with the messiness of trying to get things “fixed” when an update doesn’t play nice, or some other issue crops up, which seems to happen too often of late at just the wrong time, has prompted the change (yes, sometimes messiness is just an unwanted, unproductive time suck).

With that in mind I’m changing my theme, my URL, which will only change slightly –learningismessy.com will be the new URL – right now that gets you to a very old page that houses videos my students produced … and no those won’t go away, just will be available in a different place. The new theme (still WordPress) is a complete redesign, but will incorporate some recognizable aspects from the current blog … at least for now. I’ll share more after the new theme appears about the mastermind behind the new look and feel (remember, I said I’m not an expert in this stuff, so I got help).

Not sure yet the exact date the change will happen, the old URL will redirect as well. Change happens!

Learning is messy!

Online Presentation: STEM – What Does That Really Look Like In The Classroom

On Saturday, April 25, 2015, I’ll be delivering an online version of one of my most requested presentations: “STEM – What Does That Really Look Like In The Classroom.” I’ll share real STEM projects right from my classroom. The projects will showcase  integrated examples that demonstrate how hands-on STEM provides engaging and motivating opportunities for collaboration and problem solving that when coupled with students communicating and presenting their process and results leads to powerful language arts and math learning. This work isn’t shoehorned into your day, it becomes your day, at least for periods of time.

NSTA Virtual Conference STEM Today For a Better Tomorrow

My presentation is just one of many. The National Science Teachers Association (NSTA) is producing an entire day virtual conference on STEM they are calling, “STEM Today For A Better Tomorrow.” 

From their web page:

“The future is bright for careers in STEM. However, too many students do not have a strong foundation in science, technology, engineering, and mathematics to pursue careers in these fields. In the STEM Today For a Better Tomorrow virtual conference we make the case for the role that STEM education plays for students interested in following a STEM career.”

The conference begins at 10 am Eastern Time and offers a wide range of speakers and presentations. The agenda for the day with descriptions of the sessions is posted on the site as well. One I am looking forward to is offered by Captain Barrington Irving. I recently  co-taught a model hands-on STEM inquiry lesson to teachers demonstrating the power of integrating language arts, math and art. As part of that lesson teachers in the class read an article about the exploits of Captain Irving:

Barrington Irving“In 2007, Captain Barrington Irving became the youngest person to fly solo around the globe. On his 97-day journey, he flew 30,000 miles in a single-engine plane called Inspiration. “

AND –

“Barrington Irving Will set the stage for the conference making the case for STEM education as a path for students’ pursuit of STEM careers.” 

Note that attendance to the all day virtual conference costs $99 to non-NSTA members and $79 dollars for members. You can read a description of the conference and see the agenda for the day that begins at 10 am Eastern Time and continues until 6 pm Eastern Time.

Learning is messy!

 

 

 

Sometimes You Feel Like You Have Not Even A Remote Idea Of What’s Going On!

Several folks from my department were asked to present on various topics during a school district’s Professional Development day today. Literacy, math, assessment, science, STEM,  … the gamut of what we all do. The day took place at one of the school district’s high schools.

I arrived early and got set-up … used my department’s projector and speaker system – which I was glad I brought since none was really available in the classroom. So no sweat, done this a million times it seems.

Soon the room filled up and I jumped into my presentation a bit early since the room was full and I had lots to get through (I hate feeling that way at the beginning of a presentation or lesson … but that’s what they wanted me to cover … so???). Things were going very smoothly. I seemed to be getting a smattering of chuckles when I was expecting them and not when I wasn’t. My poignant points were having the desired effect … serious, thoughtful faces followed my lead. I was experiencing what many refer to as “Presenter’s Bliss.”

Then it started. I was describing a student project and a video clip was showing when my presentation just skipped to the next slide … and then the next. I sensed that I was squeezing the remote a bit too hard …. maybe …. so I went back and started the clip again and it got done and stopped …. and then it started over on it’s own while I was introducing the next slide. I figured maybe I had switched on the timer feature on my presentation that   automatically switches to the next slide after 15 seconds or so … but I never use that, not sure how to set that up in Keynote. So I plunged ahead after apologizing to my now less-than-enraptured participants.

When it happened again, and again, I switched off the remote and decided to just use the arrow keys on my keyboard. That seemed to work, and after about 5 minutes we were a group in synch once more. Ahhh.

Yes, you got it. The next thing I knew my presentation went back 3 slides while I fought back with the arrow keys, at times wishing that they could really shoot arrows, to only some avail. I even considered restarting my computer while everyone waited and watched to hopefully rid it of whatever demons had taken up residence. But plowing ahead seemed a better choice, so plow I did. Things settled down a bit for the rest of our time and I only wrestled a bit with the randomness …. and I did my best to appear unaffected.

After the room cleared and I’d packed things up I ran into most of the presenters from the classrooms around me and we all commented on our presentations. How many attendees they’d had … reactions and feedback received … the usual stuff. When someone mentioned (have you already figured this out?) how their presentation had gone wonkers on them …  there was a good 5 seconds of silence … then that knowing look flashed on everyones’ faces … our remotes had been changing slides on each others presentations … it had happened to all of us!

Ugh. Lesson learned.

Presentations can be messy!

Ball Chain Inquiry – STEM

Yeah, I know. Ball chain inquiry?

Ball chain is that chain that keychains and the like have been made out of for years. I’ll bet some of you have seen this before – there are several videos online and “Mythbusters” included it in an episode.

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When I saw those videos I had ideas right away for an inquiry piece that would be fairly cheap and easy to do. I haven’t thought enough about it yet to match it to specific standards … but I’m always on the lookout for easy / quick ways to demo inquiry during professional development trainings I do and I saw potential for this right away.

This 250 foot roll came in a few weeks ago but I haven’t had a chance to try out my ideas yet – today not many folks are in the office, so I jumped at the chance to finally mess around with it and see how it works.

Before saying more let’s take a look – click the video below:


One thought I’ve already had besides, “So what exactly causes that to happen?” (is it somewhat on the same principle as a siphon? –  Not sure – just wondering) is to measure out lengths of the ball chain (10 meters say) and time how long it takes to empty the container. Then ask, “How long do you think it would take for say… 20 meters?” (exactly twice as long? … or does it speed up as it falls?) NOTE – I wouldn’t share that with students, let them decide and then in writing explain their thinking. So they need to time it precisely (do more than one trial at each length – probably 3).

Next keep adding lengths to the chain with the connectors and see if students can become accurate at predicting the exact time. AND – then start including various lengths of chain, like 17.4 meters … can they predict that? What math do they require to figure that out? Or involve fractions instead of decimals – “How long would it take 47 3/4 meters to empty?”

Does height play a role? Does it drop at a different rate from different heights? How would we figure that out?

I see lots of possibilities for this. When I get a chance to try this out with teachers and/or students I’ll let you know what I find out … OR – if you get there before me, let us all know in the comments. Any other ideas how this could be utilized as a learning activity?

BTW – I got that 250 foot roll you see in the photo online for $20 and a bag (50 at least) of the connectors for a couple dollars more. (#10 ball chain – it comes in various sizes – that would be another exploration – does different size chain fall at different speeds?)

Learning is messy!

I’m Building a 3D Printer – Day 2

A few days ago I posted about being part of a class for teachers and educators where we build a 3D printer and learn to use it and the keep it to use with our students and teachers.

Today we were given the entire 3-4 hours to just get back to work assembling our printers. The group all retrieved their boxed printers and got to it.

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BELOW: What I got done the 1st week:

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BELOW: Most of what still needs to be assembled.

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This printer is mostly made from wood. Wood that has been laser cut into parts … VERY precisely. The burning involved in laser cutting is betrayed by the black edges of the parts as you break them apart during assembly, as well as a hint of burning wood in the room and our somewhat blackened fingertips. Lots of screws and nuts, washers, gears and more are involved.

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We got to a certain point today and the next step meant we had to get the 5 electric motors required:

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As we assembled the frame, which involved installing the first motor, the shape of the printer emerged.

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When we ran out of time today we had a few more parts assembled and ready to add.

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By that point we had also installed the second motor.

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As pieces are snapped out of the laser cut wood lots of these little pieces fall out … are they all unnecessary? Or ??? Deciding keeps you on your toes.

 

That’s as far as we got today and it might be 2 weeks before I get a chance to work on it some more. We’re told it could be 20 hours of work when tweaking all the settings and getting software setup and all … after today we were about 7 hours in.

BELOW: The printer they assembled to check out the assembly process was busy today printing out gears for a transmission (note the image on the computer):

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Here’s a short video of the printer in action – click the link.

Link to 3D printer video

Learning is messy!

A Whole ‘Lotta Shaking Goin’ On

I recently happened across this piece I wrote in 2002 for a writing class, in fact my Northern Nevada Writing Project class,  about my experiences during the 1989 Loma Prieta Earthquake and its aftermath. (Side note – Corbett Harrison who is co- genius behind Writingfix.com was one of my instructors)

I was teaching 6th grade in the San Francisco Bay Area at the time of the earthquake. I was home in the East Bay getting ready to watch a World Series game, but my wife of 2 months was on the 38th floor of an office building in downtown San Francisco. Today, October 17, 2013, is the 24th anniversary of that event, so I thought it fitting to post this today. A bit different from most posts here. Think how different this experience would be today with changes in technology.

A Whole ‘Lotta Shaking Goin’ On

         I settled into the couch, a crisp fall apple clenched in my teeth, and with a quick double poke on the remote I turned the TV on and selected the World Series channel. Nancy wouldn’t even start her ninety-minute commute home for another half-hour, so I could relax, watch some of the game and still have plenty of time to prepare dinner.

         As the game coverage faded in on the set, I took my first bite of apple and immediately felt strangely disconnected and disoriented. The feeling only lasted a second or two but when my senses realigned, I realized I was experiencing an earthquake. A constant shaking sensation like traveling over slightly uneven pavement was joined by intermittent sharp bumps. My eye caught a hanging light fixture swaying so it almost smacked the ceiling. Dishes rattled and clanked in the kitchen. A splashing sound had me glance outside at the source. The top two feet of water from the swimming pool was being sloshed out onto the surrounding deck and plants.

         Car alarms sounded, windows rattled and the whole townhouse moaned. Then stillness. No pictures had fallen, or walls cracked. No dishes had fallen out of cupboards, no apparent damage. The quake had lasted about 15 seconds, but it seemed much longer.

         “This is great!” I thought. “Many of my students must have felt that! What a great discussion we can have tomorrow. What did they feel? Did they follow the earthquake procedures we’d covered? Had they watched the news to find out the Richter scale reading of the….wait a minute. If that quake was epicentered near here then no big deal – but if that was centered far away that was a big quake!”

         It was then that I noticed the TV was dark. I got up and confirmed the power was off. I dashed to the garage and turned the car radio on… nothing but static…bad sign. The garage light came on. I ran back into the house, turned the downstairs TV on and flipped through the channels of static until I found Channel 5 in San Francisco had a station identifier on. I bounded upstairs, shoved a blank tape into the VCR in our bedroom and pushed record. “This way I’ll get a tape of how they deal with an emergency,” I reasoned.

         I returned to the living room to find channel 5 coming on live. Dave McEllhatten appeared from a darkened newsroom looking flustered but talking calmly. “You felt it,” he reported, “and it was a big one, or at least the biggest one I’ve felt.” He explained they were on generator power, hence the dim lights, and that they would get us information as quickly as they could.

Seeing the newsroom intact made me feel better since Nancy’s office was on the 38th floor of a building  just across town from there.

Within 5 minutes I was seeing scenes of a bridge collapse, which initially they reported as the Carquinez Bridge, but was really the Bay Bridge, and smoke pouring from a collapsed freeway and buildings here and there.

But what I also saw was not much other damage. I tried the phone but it was dead. I figured the only way Nancy would still be in her office was if everything was OK anyhow. 

I walked through our townhouse to inspect for damage but found none.

Now I got antsy. “Is there something I should do?” I thought. “But what? Getting in my car was the wrong thing to do – and where would I go? The bridge was down and finding Nancy would be next to impossible.”

         “The last Bart train is out of the tube which is good news,” Dave reported, “and no more trains will be running until they can check the tube for damage.” “No Bart!? But that’s Nancy’s way home,” I moaned.

Now there were scenes from San Francisco, San Jose and Santa Cruz of building collapses and fires. Then a report came from The Marina section of San Francisco that showed apartment buildings off their foundations, on fire and a general chaos of people shouting, sirens blaring and bleeding people being carried off in stretchers.

I tried the phone again…nothing. I hung it up only to have it almost immediately ring. I answered and heard a strange voice speaking in Spanish. I answered in my best college Spanish but as soon as they heard my voice they hung up. So the phones were working!

I hung up and tried the phone…nothing. As I held the phone in my hand thinking about what to do next I heard the dial tone click on. “Great it works!” I thought, “But who to phone?” I tried Nancy’s office but the call didn’t go through.

My Mom answered my next call on the second ring. My parents only lived about 4 miles from me. Mom informed me that she had not heard from my sister who worked in the same building as Nancy. We reassured each other that they were probably fine and hung up so as not to tie up the phone line during an emergency.

Now the reports from the TV were coming in fast and furious. Scenes from Candlestick Park where the World Series had been cancelled, and then from the Cypress Freeway that led onto the Bay Bridge came reports that the upper deck of the freeway had collapsed onto the lower deck, a gruesome image to be sure.

I decided to try the phone again. It had by now been about 2 hours since the quake and it was dark. I reasoned that Nancy may have gone to her sister’s apartment in San Francisco. Before I could get to the phone, it rang. It was my Mother telling me that Nancy was all right. She had met up with my sister and they had hired a limo to take them and another woman to Nancy’s sister’s apartment.

I called Nancy. It took several minutes but the call went through. Nancy said they were hunched over a transistor radio with a dying battery, trying to hear what was going on. Helicopters were landing and taking off from the park next door, ferrying National Guardsmen around the city. Otherwise, she said it was pitch black and eerily quiet.

She explained that she had had to walk down 38 flights of stairs after the quake and that she had picked up some pieces of her building that had crumbled on the ground in case I wanted to show my class. I filled her in on what I knew and that she could probably catch a ferryboat home the next day. Knowing we were each all right, we hung up.

Soon afterwards I got several calls from friends and relatives from other states checking on us, asking me what I knew, and could I contact someone they couldn’t and let them know if they were OK. This took some time, but I found out in doing so that my phone service was working better than seemingly anywhere in the Bay Area. I was able to get through every time and get back to people and let them know things were fine.

About 9:00pm Nancy’s boss called to see if everything was OK and report that she knew Nancy was fine. She was calling from the office! She had no lights but the phone worked so she was calling employees’ families and letting them know how things were.

“Um, they’re reporting that there might be large aftershocks, Laurie!” I reported, “don’t you think you might want to get off the 38th floor!?” In true type A personality fashion she assured me she was fine. Her husband was driving the 80 or so miles from their house in the East Bay to come down the peninsula and across the Golden Gate Bridge to get her. The bridge was closed but might reopen.

“Laurie, they’re saying on the news that they really don’t want people coming into the city right now. Maybe you should get out of there and get to Laura’s house (Nancy’s sister),” I suggested.” She’d have none of that. She had more calls to make so she signed off.

Tim was knocking on the door soon after Laurie hung up. Tim was Nancy’s sister’s husband, and he worked on this side of the Bay Bridge so he couldn’t go home. I filled him in on what I knew and we stayed up pretty late and watched TV.

I was struck by the fact that when you watched the network coverage that most of the country was seeing you were led to believe that the Bay Area was decimated. While in truth the damage was mainly concentrated in isolated pockets. The Marina section of San Francisco where some of the most severe damage had occurred, was built on sand that had been dredged in and filled an area that used to be part of the Bay. The sand had “liquefied” during the quake and that had caused foundations to fail and buildings to collapse.

The rush of adrenaline from an evening of excitement made it hard to go to sleep, and yet I knew that 5:30am was fast approaching and tomorrow would be a big day at school. We were warned that some students might be traumatized and that we should be on the lookout for any students that might need help coping.

The stories from my students the next day ranged from those that hadn’t felt anything to the soccer players that ended up on the ground riding out the shaking. I got letters from a few parents thanking me for the earthquake preparedness unit we were doing. They noted sons or daughters that were usually helpless that put water in the tub in case the water went out and questioned whether they should turn off the gas in case the pipes had ruptured. Easily the toughest story to hear was from a girl in my class who reported to us that her father, an Oakland fireman, had not come home and her mom was certain he was working on the freeway trying to save those trapped in their cars under the concrete. They finally heard from him a day and a half later, and indeed he was part of the crew that was cutting through concrete and pulling out survivors and non-survivors. He later confided to me that he would never be able to fully talk to his own kids about what he had done and seen during that time. I guessed that he may have been one of the firemen who had to literally cut through a woman’s dead body to save the life of her four year old son who had been trapped for 3 days next to his dead mother.

Nancy got home that afternoon after a ferry trip and a ride to her car with someone. We regaled each other with our survival stories for a few hours. A week later building engineers reported that the Speare Street Tower where Nancy worked swayed six feet in both directions during the quake, which is exactly what it was designed to do.

Nancy went to bed early since she hadn’t slept much the night before. I settled onto the couch to watch a rehash of the day’s events, but a lump in the cushion prevented me from being comfortable. In between the cushions was the apple I had taken one bite out of when the quake struck the evening before. The other side looked OK – So I munched on it as I relived the last 24 hours with Channel 5.

 

 

Learning is messy!