Staging STEM Professional Development Day Saturday, October 5th, 2013 10:30 AM - 1:30 PM Alley Theatre To register, email marys@alleytheatre.org.
Mary Sutton, Director of Education The Alley Theatre Jackie deMontmollin, Associate Director of Theatre Education The University of Houston-School of Theatre & Dance
Creativity 1500 Leaders in 60 countries say…
“Creativity is the #1 leadership competency for the future.” –IBM 2010 Global CEO Survey
Career Readiness The Top 10 jobs in 2010 did not exist in 2004 Source: Bureau of Labor Statistics Office of Occupational Statistics and Employment Projections
The Creativity Gap Only 1 in 4 people feel they are living up to their creative potential. More than half feel that creativity is being stifled by their education system. State of create global benchmark study from Adobe, April 2012 retrieved from: http://www.adobe.com/aboutadobe/pressroom/pdfs/Adobe_State_of_Create_Global_Benchmark _Study.pdf
Why Arts Integration? The Art Studio and The Science Laboratory Both Involve: • • • •
Learning by DOING! Asking key questions and critical thinking Process and experimentation Utilizing data in new and interesting ways to affect positive change • Cross disciplinary collaborations Source: Steve Beal, President, California College of the Arts
The main objective of both art and science is discovery. --from STEM to STEAM, Using Brain Compatible Strategies to Integrate the Arts, David Sousa and Tom Pelecki
The aim of Staging STEM is to • Exercise the essential qualities of the scientific spirit. • Make learning visible. • Bring vocabulary and concepts kinesthetically alive. • Enliven the STEM classroom and curriculum to address all learners.
Anthropologist | 3rd grade
Fractions | Exploring the intersection of STEM and ARTS Warm-up: Pizza and Shake-it-up Game -- Scientific Moment: (variation of Word Ball)
Students must use the full sentences • I wonder • I hypothesize
Turbines | 5th grade “Many scientists, mathematicians and engineers know that the arts are vital to their success, and they use skills borrowed from the arts as scientific tools. These include the ability to do the following: • • • • • • •
Draw on curiosity Observe accurately Perceive an object in a different form Construct meaning and express one’s observations accurately Work effectively with others Think spatially (How does an object appear when I rotate it in my head?) Perceive kinesthetically (How does it move?)” --from STEM to STEAM, Using Brain Compatible Strategies to integrate the Arts, David Sousa and Tom Pelecki
CONVERGENT THINKING = well-defined with definite correct answers = standardized tests
+ DIVERGENT THINKING =open-ended questions with possible multiple solutions = complex thinking
= Engaged classrooms
Fractions | Exploring the intersection of STEM and ARTS • Game—Smithsonian • Numerator • Denominator • Decimals • <, >, = • Game-- Bippity Bippity Bop • Focus • Content
• Game – Quizzle • Assessment of learning Baby dinosaurs hatching | 3rd grade
Butterfly Lesson | Kinder
â&#x20AC;&#x153;The mere formulation of a problem is far more often essential than its solution, which may be merely a matter of mathematical or experimental skills. To raise new questions, new possibilities, to regard old problems from a new angle, require creative imagination and marks real advances in science.â&#x20AC;? --Albert Einstein
Grade 3, Math TEKS (4) The primary focal areas in Grade 3 are â&#x20AC;Ś and understanding fractional units. Grade 3, Math Knowledge and Skill (3) Number and operations. The student applies mathematical process standards to represent and explain fractional units. The student is expected to: (A) represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines; (B) determine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given [of] a specified point on a number line; (C) explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number; (D) compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b; (E) solve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8 [such as two children share five cookies] ; (F) represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines; (G) explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model; and (H) compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial.
Staging STEM Professional Development Day Saturday, October 5th, 2013 10:30 AM - 1:30 PM Alley Theatre To register, email marys@alleytheatre.org.