January 2018
2018
Sheila Boyington A Look Back at 2017 Young Innovator NASA’a Laura Lucier Michael Beals Leads Importance of Career Teacher Feature LipSync Buildathon Awareness in STEM The Fabshop
Science • Technology • Engineering • Math
Grades 7 to 12
Advanced Placement Fine Arts Leadership International Studies Business, Engineering, Health Sciences and Liberal Arts Institutes French Immersion & French and Spanish as a Second Language
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OUR TEAM
Looking back at 2017
NASA’s Laura Lucier Before and After School 2017 FabShop Cory and Craig Create, Design and Inspire! Professional Development
Exploring STEM
The Importance of Career Awareness in STEM
Young Innovator: Community Feature Young Innovator Empowers, Enhances and Engages The Community with Technology! Makers Making Change: Connecting Makers to People with Disabilities Who Need Assistive Technologies
Exploring STEM A Successful Tomorrow By Dr Gina Cherkowski
What is a Master Maker?
Women in STEM: Suzanne Presinal
Editor-In-Chief
Dr. Gina Cherkowski
Publisher
Krista Malden
Financial Director
Tracy Beairsto
Creative Director
Kenzie Webber
Editor Extraordinaire IT Director
Lin Farnholz Markus Salvador
Thank you to our contributors: Sheila Boyington Alaina Crone The STEM Learning Lab Team Front cover photo by NASA on Unsplash
Teacher Feature
Back cover photo by HB Mertz on Unsplash
Coding Club: Alaina Crone and Daniel Polsky
Science at Home
Chemistry – Creating Colours Copyright © 2017 STEM Learning Lab Inc. All Rights Reserved. To receive a free online monthly edition of STEM Education Today, please contact: stemedutoday@stemlearninglab.com All advertisements are paid for by the advertisers. For information or use of content in this publication, please contact stemedutoday@stemlearninglab.com.
RECAP 2017
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Update From NASA In early July 2017, STEM Education Today Magazine interviewed Canada’s Laura Lucier, a robotics flight controller for NASA in Houson, Texas. Since our interview, Laura has been promoted! We followed up with LAURA to see what her exciting new position is all about!
Can you tell us about your new position with NASA? “My new job is leading the ‘Station Network Systems’ team. We're the team responsible for the information technology assets onboard the International Space Station. The astronauts use laptops to access their flight plans, timelines of events, the procedures that provide step-by-step instructions for completing their tasks, and the movies they watch in their limited spare time. They also use iPad apps to perform their science experiments and use peripherals like printers and augmented reality devices to complete their daily work. All of this equipment and the wireless and Ethernet networks that enable it are the responsibility of the group I now lead. Our group is also playing a role in the development & testing of what will eventually perform the flight control functions for similar systems onboard the upcoming SpaceX Crewed Dragon Boeing CST-100 and NASA Orion spaceships.”
What are you looking forward to in 2018? “Our team will see many changes in 2018. We’re changing the way we train and we’re launching some new equipment to the International Space Station that will expand our computer network. For me personally, it will be a challenge to manage the workload of this very busy team!”
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RECAP 2017
STEM Before and After School Care Programs We believe that engaging kids in hands-on, engaging activities builds important skills such as creativity, critical thinking and problem solving while fostering collaborative abilities. STEM Before and After School programs are carefully designed to be fun and educational for children from Kindergarten to grade 6. Our Calgary Board of Education partners include Eric Harvie School, Tuscany School and Simons Valley School. Our programs are also available at Rundle College Elementary School. To bring a STEM Before and After School Program to your school, contact us at beforeandafter@stemlearninglab.com coding • robotics • maker • free play crafts • knitting • art • outside activities
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FabShop Cory and Craig create, design and inspire!
“With our inaugural year now behind us, we look forward to what lies ahead. We’ve been very fortunate to work with very creative people/organizations and hope to continue building these relationships. We’re very excited for some BIG projects coming in 2018 and hope to change the landscape of how technology is used to bring these ideas to life.” - The Fabshop: Cory and Craig
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RECAP 2017
Youth Program Professional Development Recap By Kendle Butterworth My favorite moment of 2017 was at a workshop with the Rocky View School District where a teacher figured out how to hook up a Makey Makey to her computer using conductive play dough. I love seeing teachers grow in their creative confidence!
Rundle STEAM Competition 2017 was a great success. Rundle is excited that the 2nd annual STEAM Competition, to be held March 20, 2018, has more than doubled its teams competing.
Robot fun at STEM Learning Lab Summer Camp
All Girls STEAM Team @ Heloise Lorimer School
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Jill Quirk
teacher feature What are you looking forward to in 2018 with your students ? Kim: I am looking forward to our building unit because it truly allows the kids to explore with their creative sides. We will also be working with robotics and I know this will be a huge highlight for the kids! Ian: Next semester, we are excited about conducting an international trans-disciplinary project where STEM, becomes STEAM which then becomes the whole alphabet of disciplines. “What does it mean to be human?”
Thank you Bo Levi for taking the time to be a part of STEM Education Today! We look forward to next season.
Ian Fogarty
Students will explore prosthetics, robotics, Star Trek’s the Borg, advances in Artificial Intelligence and IRobot, the internet and Halolens with the Matrix. Does literature, art, and music differentiate us as human? How does philosophy, psychology and medicine blur the lines of what it means to be human? What does our treatment of refugees, our fellow global citizens and the environment say about our humanity? How can we use all the disciplines to communicate our thoughts about what it means to be human and how does this change around the world. We are looking for participation from all grade levels
Kim Forgay
from all over the world. What do you think it means to be human and how are you going to show it? Jill: My class is currently into making “locked boxes” which is similar to an escape room experience. My students want to make Canadian locked boxes which I think will be pretty cool. Themes are based on their interests in Canadian Geography and History. We also want to look at being Change Makers in our community. Farms2School has awarded us with $1500.00 to put towards helping our school be more sustainable and nutritious.
Million Women Mentors Launches in Canada For more information or to be a part of the movement email millionwomen@stemlearninglab.com
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Welcome to 2018!
From our family at STEM Education Today Magazine to yours: we wish you a happy, healthy and successful New Year! About STEM Education Today STEM Education Today is a free resource that provides a platform where everyone can become a part of an ever-growing network of global innovation and change! A Note From Our Editor-In-Chief, Dr. Gina Cherkowski How did STEM Education Today come to life? As a Social Justice STEM Educator and Innovator, I am on a mission to ensure all students have access to high quality STEM learning experiences so they are aptly prepared for our technology-driven, dynamic world. Parents, teachers, and community members are seeking ideas, resources, and inspiration so that they too can join this empowering movement. STEM Education Today is helping to expand academic focus on STEM, STEAM, and Making. We invite everyone to learn, share, and create.
How can YOU be involved? Teachers: Do you have a great story, or are you working on a really great STEM or STEAM project with your students? Let us know! Young Innovators: Are you a young innovator aged 6-24 or do you know of one? We want to hear from you! Companies: Sponsor a feature article! Have your company logo featured with one of our main articles (with the line “This page brought to you by [company name]�) in addition to an adjacent full- or half-page ad. Featured articles: - STEM in Sport - STEAM - Teacher Feature
- Young Innovators - Women in STEM
For all questions and submissions, please email our publisher, Krista Malden: krista@stemlearninglab.com
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Exploring STEM
The Importance of Career Awareness in STEM By Sheila Boyington
Growing the STEM workforce is something that is of importance to many countries and their future. That's something we all understand. But how we do it? That's another question! For years countries have been focused on skills gaps - specifically science and math education - as a way to grow STEM and innovation. There have been countless efforts to improve science and math education and to train, retrain, develop skills and provide job-specific training to the incumbent workforce. According to the OECD's Programme for International Student Assessment, Canadian 15-year-olds have been consistently scoring high in the sciences since 2006. In 2015, Canada leapt to fourth place in science and science-based technology performance among OECD countries. But despite these positive indicators — and a decade of innovation agendas — the Conference Board of Canada
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concludes that "Canada remains near the bottom of its peer group on innovation, ranking 13th among the 16 peer countries." If we try to examine why the skills gap and lack of innovation exist we might learn a way to solve it long term. If you have children, you probably understand if they want something bad enough they will usually figure out a way to get it. If a student decides they want to certain job they're going to figure out how to get there. When I was younger and studying in school I knew I loved about and wanted to find a career that involves math. However, when given an interest inventory by my guidance counselor, she informed me that I should be an accountant because of my math skills. That somehow did not excite me, thinking about sitting and calculating numbers all day long without a whole lot of context.
In my case it was easy to pick a career goal, as my father was a chemical engineer. I had the opportunity to learn firsthand what that really was and understand to the importance of math and science in this great profession. Additionally, I also researched the earnings of a chemical engineer, which was something that I felt was important to me. But that was me. What about those kids who don't have a strong aptitude for math or science starting off, don't have an engineer as a parent, and don't have the understanding or desire to search incomes of different careers? What can we do to motivate them? While exposure and interest in science itself is certainly helpful, it alone may not be the answer for many students. Data has shown that an interest in science may not translate to actual intention to (continued in next page)
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Exploring STEM
Learning Blade increases awareness and interest in careers through online, self-paced interactive missions that ask the student to consider a social problem or need.
(continued from page 13...) follow a STEM career due to many factors, including peer pressure or an internal belief that the student may not be successful in such a profession. These issues become significant for most students in the middle school years, when the self-image of a future profession becomes clearer for young adults. Research has shown that the most common reason students do not pursue specific STEM careers does not lie in their lack of math or science skills but more so in the lack of awareness of career paths. A recent survey in the United States by Emerson showed that 42% of adults say they would have considered STEM courses if they had better understood the career pathways. Yet teachers are not prepared to give students the information they need due to a lack of experience, skills, and time necessary to give the student a coherent career development experience. They lack the understanding of the wide variety of careers available in industry, and of the types of skills necessary to prepare these students. Too few students are exposed to these subjects, and those that are exposed are usually late in their K12 careers and already focused on higher education and advanced college majors. More students could benefit from exposure to careers at a younger age, when they are still forming their opinions on careers and job opportunities. Educators frequently lack the ability to reach out to local businesses to take advantage of the assistance that they can provide, which can make career options come alive for the students. Teachers need a way to make the careers that typically exist in these businesses more
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visible to students, even if such businesses may not be located in the vicinity of the particular school.
ENTER LEARNING BLADE Learning BladeÂŽ was created to provide this STEM career awareness. It is an interactive, web-based STEM curriculum system focused on increasing student interest in and attitudes towards STEM careers. Learning BladeÂŽ introduces students to these and other skills at a critical age in career path decision. Students pursue engaging missions about real-world STEM problems in an entertaining gamebased format while also learning about STEM careers. Developed by Chattanooga-based Thinking Media, Learning Blade begins its work at the middle school age where students are most likely to develop a strong preference towards technology and their future career path. Learning Blade increases awareness and interest in careers through online, self-paced interactive missions that ask the student to consider a social problem or need. Completing the online mission requires the student to complete several lessons that review the careers and technologies that accomplish the mission problem statement. The lessons are individual snapshots of interesting aspects of the career or technology highlighting the integration of fundamental learning concepts to better understand the basic math and science behind those careers. Students earn points toward the mission score and advance on the leaderboard in a game-like setting by answering questions that demonstrate an ever-increasing understanding of the fundamental principles of technologies in the context of careers. (continued in next page)
LearningBlade
®
Growing interest and sharpening skills for STEM.
STEM GAME CHANGER
WHAT IS LEARNING BLADE? Learning Blade is an online, supplemental STEM career awareness system: • Builds awareness and interest in STEM and Computer Science Careers • Demonstrates the relevance of academics to careers • Helps prepare students with the required academic skills • Interactive lessons, 3D Printing lessons, Calculator lessons
WHY LEARNING BLADE? Learning Blade addresses a major reason students do not pursue STEM: • In a recent survey, 42% of adults said they would have pursued STEM if they had better understood the career path • Studies indicate 94% of students make career-related decisions in middle school • Career awareness is a necessary part of an effective STEM strategy
OUR RESULTS! Learning Blade is proven to increase STEM and CS career awareness and interest:
55%
INCREASE IN STUDENTS INTERESTED IN
COMPUTER SCIENCE CAREERS
Request a free demo at:
www.LearningBlade.com @LearningBlade
info@learningblade.com
69%
RECOGNIZING
WHAT THEY LEARN IN SCHOOL
WILL BE USEFUL LATER ON IN LIFE
140%
MORE LIKELY TO RESPOND THAT
THEY KNOW WHAT STEM WORKERS DO
2x
WANT TO BE
ENGINEERS & SCIENTISTS
“The Learning Blade program is a tremendous asset in my STEM program. Learning Blade exposes the students to real-life applications of math and science with problem-based missions to complete. After trying different supplemental curricula, Learning Blade is by far my students’ favorite.” - 7th Grade Teacher
Copyright © 2017 by Thinking Media. Learning Blade is a registered trademark of SAI Interactive, Inc., d/b/a Thinking Media
# OF
STUDENTS WHO
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Exploring STEM
(continued from page 14...) Pre- and post-use student surveys have demonstrated the effectiveness of this approach. By combining career awareness and information with interesting real-life problems and applied academic skills, the Learning Blade system has increased intent to follow STEM careers, and the self-efficacy needed to actually follow the academic path through high school and beyond. These surveys, conducted or reviewed by others, have shown that students who used Learning Blade compared to those who have not were:
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•
140% more likely to know what STEM workers do
•
50% more likely to be interested in a STEM career
•
55% more likely to be interested in a computer science career
•
Nearly twice as likely to be interested in becoming a engineer or scientist
The connection to academics also made school more relevant to the students. Additional results of the use of Learning Blade are shown below: Teachers have shared many stories of how this approach has changed attitudes in students. One teacher shared a story of how the mission story helped to motivate students. Prior to Learning Blade, Nathaniel was a student with no enthusiasm for school. He often times did not complete the work assigned to him and expressed how math and science were not “exciting”. Since being introduced to Learning Blade, teachers have noticed a very positive change in his attitude towards school and his schoolwork. When he did the Heart Surgery Mission, he made a connection with his teacher who had open heart surgery in July 2016 and wanted to know more about her surgery and life after surgery. The student interviewed the teacher and made the connections to real life, math, science, technology and even engineering. At the beginning of the school year when he worked on his Individual Learning Plan, Nathaniel was not sure what he wanted to do after high school; however, after meeting different Learning Blade teammates and technologies during the Concept Car mission, he now wants to continue his education and learn how to design cars.
Other teachers have also reported ways that Learning Blade positively impacted their classrooms:
“After just a couple of weeks of students working with Learning Blade, I heard the conversation start to shift as to what careers the students were interested in… I believe it’s all because of Learning Blade opening the door to those experiences and those different career paths in STEM.” – Charter School Teacher “I really am pleased with the way the missions are correlated to the state standards. I am able to show teachers and administration the areas the students are having difficulty in. By linking the various work they are completing with these standards we can look at specific areas in a different way. With Learning Blade the students are actually using concepts they should be learning in the classroom. Learning Blade is EXCELLENT!” - 8th Grade Teacher These results show the benefit of combining career awareness and applied academics in STEM instruction. Including these with a strong curriculum for science and math instruction will help to attract a younger generation to the STEM careers that we need to build the workforce of tomorrow for Canada. Learn more by contacting us at info@stemlearninglab.com
Self Directed Learning Member of the CCSDL Canadian Coalition of Self-Directed Learning
Our Students:
• Take Ownership
in the historic Currie Barracks
• Initiate Learning
• Develop Character
• Engage in Community
• Children benefit from flexible schedules, blended programs and a full time 10:1 ratio in a multi-aged setting from pre-school to Grade 12. • Students enjoy project-based learning where the classroom expands into the world through field trips, volunteerism and internships. • Students’ academic programs are built around their innate curiosity, interests, abilities and needs, focusing on exploration, opportunity and relationships. • Students develop personal organization and purposeful learning skills.
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Young Innovator EDUCATION TODAY
Makers Making Change
EDUCATION TODAY
Young Innovator Leverages Technology to Make an Impact on the Community
“It takes a village…” African Proverb In December 2017, Michael Beals, STEM Learning Lab’s Co-op Student from Waterloo University, made an extraordinary impact through Making. In partnership with West Island College, STEM Learning Lab Inc. and Makers Making Change, WIC students were able to learn new skills and build devices that will positively impact the lives of people within their own community. Waterloo University requires Co-op students to complete a project as part of term credit. For Michael’s Coop Project, he chose to host and facilitate a LipSync Buildathon. A LipSync is a mouth-controlled input device, which enables people with little or no hand movement to operate a touchscreen. “Bringing the students, Makers Making Change and STEM Learning Lab together was an amazing moment of innovation and community spirit,” said Krista Malden, publisher of STEM Education Today Magazine. 18
LipSync Device being Delivered to the Foothills Hospital With the support of STEM Learning Lab’s team, Michael approached Makers Making Change and its partner The Neil Squire Society to host the first student-focused Buildathon and with their approval, then reached out to West Island College and its students. The goal of the one-day Buildathon was to complete as many LipSyncs as possible and to donate those for use at hospitals within Calgary. The students attending were from Grades 7 to 12. The event was honoured to have the youngest Canadian to build a LipSync device
attend – Isabel Undershite. Once the students were finished making the devices, they took the time to write a personal note to be delivered with the device. As a special present of the holiday season, 15 devices were delivered to The Children’s Hospital and Foothills Hospital on December 21st, with both hospitals excited to receive these gifts and put them to use as they are very needed by patients. (continued in next page)
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Young Innovator EDUCATION TODAY
Makers Making Change
(continued from page 19...) “It was hard to wrap my head around how the device would work, but once I saw how it worked it was unbelievable. Mind blowing!� said Robson Lamond, a participating Grade 8 student of West Island College.
Thank you Isabel Undershite, the youngest volunteer to ever build a LipSync device in Canada so far.
Thank you to all of our individual donors (who wish to remain anonymous) - your compassion and sense of community is remarkable and very appreciated. Thank you also to our sponsors: West Island College, Makers Making Change, Country Hills PLATES, Blackie Site Works Ltd., STEM Learning Lab Inc. and STEM Education Today Magazine.
Finished devices with the student notes.
Thank you for sponsoring our lunch, Blackie Site Works Ltd.
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Community Feature Makers Making Change: Connecting Makers to People with Disabilities Who Need Assistive Technologies Around 45 components and one weekend is all it takes to build a LipSync, which can help a person with limited or no use of their hands to operate a touchscreen device. The LipSync is the flagship project of the Neil Squire Society’s Makers Making Change initiative. Makers Making Change connects makers to people with disabilities who need assistive technologies. They started off in Vancouver and have since organized Buildathons throughout North America. More recently, this includes Buildathons with Bell in Toronto, TELUS in Calgary, and Google at their headquarters in Mountain View, California. Over 78 LipSyncs were built altogether at these three day-long events, demonstrating how easy it is for makers with no technical knowledge to get involved in these projects. “Makers have a tremendous opportunity to make change in the world, and can really transform the lives of people with disabilities,” says Neil Squire Society’s Director of Innovation, Chad Leaman. The LipSync mouthpiece is attached to a precision miniature joystick sensor that requires very slight pressure on the shaft in order to move a cursor on the screen. The hollow mouthpiece allows a person to perform left and right mouse button clicks by alternatively puffing or sipping into the tube. The LipSync project is funded by the Google Foundation, the Vancouver Foundation, and the Government of Canada. The Makers Making Change website features a repository of open-source assistive technology projects to support makers, engineers, tinkerers, and hobbyists helping people with disabilities in their communities. An estimated 1,000,000 people in Canada and the United States have limited or no use of their arms, meaning they are unable to use touchscreen devices. Makers Making Change hopes to build an international network of makers who support people with disabilities within their communities by creating accessibility solutions. Whether you are a person with a disability who needs a device, or a maker who would like to build a device, you can be a part of the Makers Making Change network by signing up on their website: www.makersmakingchange.com. They are gearing up to host regional events where participants can learn about their work and gain the skills needed to be a part of this innovative initiative.
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Exploring STEM
Canada 2067 is Engaging Educators to Speak Out and Encourage Change and Conversations in and About Education. Dr. Gina Cherkowski was invited to write an article about the Future of Math for Canada 2067
By Dr. Gina Cherkowski
The launch of the Sputnik 1 satellite was an exciting time for innovation when it first took to orbit decades ago. It was the launch of the space race and a golden age of math and science learning. All around the world there was an increased focus on successfully preparing students in math and science to meet the demands of our ever-changing world. Fast forward to 2017. We have an insatiable demand for Math and Technology skilled workers to help us drive forward in the digital age but unfortunately many students are being left behind. There is an alarming shortage of mathematically and scientifically literate citizens who are equipped with the skills, tools, and mindsets needed to meet the increasing demands of our highly technical world. Why is this so? I think the current state is sadly reminiscent of poor old Charlie Brown—caught up in a sisyphusian desire to kick the football, all while that rascal Lucy predictably (and without fail) yanks it away just as Brown is about to strike. Charlie Brown represents many of our students who are continuously trying to kick a ball without success. Eventually, most of them give up. In this scenario, the moving football represents the back and forth pendulum swing of curriculum which has become known as the ‘Math Wars’. Lack of student success has made this an urgent and important societal issue. One side of this war is arguing for a “back to the basics” approach—one that would best equip our students with the facts and procedures they need to be successful in traditional mathematics. The other side calls for conceptual understanding and procedural knowledge to provide students with a deeper understanding of mathematical concepts, to become capable problem solvers, and to be able to engage in higher order thinking skills. This is in addition to having the ability to be efficient with the signs, symbols, and procedures of math. (continued in next page)
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Exploring STEM
By understanding how our brains work, and what
humans
need
in order to learn and make sense of
new
information and ideas, we realize that personally connecting knowledge in
meaningful
ways
is critical.
(continued from page 22...) This back-and-forth debate is also reminiscent of Lucy’s characteristically elusive football, as the math that students “need to know” (and how they should learn it) continues to be a moving target, making it difficult for sustained success. It is time to transcend the math wars, and launch our beliefs about math into the 21st Century. Teaching and learning Mathematics must draw on the evolving research in neuroscience to better understand how we learn and what needs to be done in order to help all students become successful in the math classroom. I believe that one of the main reasons previous approaches (and the models they endorse) have been unsuccessful at engaging students in math, is that they have been too heavily laden with the verbal linguistic signs and symbols that have served as barriers to the majority of students. By understanding how our brains work, and what humans need in order to learn and make sense of new information and ideas, we realize that personally connecting knowledge in meaningful ways is
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critical. What we do know from the research is that because humans are analogic beings we learn best through stories, metaphors, and visual models – precisely what our math classes often neglect. By using stories, metaphors, and visual models to teach math we are adding context to what students are learning and to how they see, understand, and interpret their world. When students learn math merely through signs and symbols, many of them are not able to connect the meaning of the symbols to an action or to what the “mathematical story” is. Being able to use the signs and symbols of math is an efficient way to show what we have learned, but I argue that for the vast majority of students, it is not the best way to learn math. Like Einstein, many brilliant spatial thinkers have been unsuccessful at school math merely because it is taught with a heavy focus on signs and symbols. Teaching math visually, by using spatial temporal reasoning helps students make sense of math as it connects math to metaphoric meanings
and to visual representations. Thus, this method opens the doors of mathematics for many of our students who have traditionally not seen themselves as “good at math.� Our world is currently changing at an exponential pace due to the explosive growth of technology and innovation in our digital ecosystem. Consequently, the way we understand and use mathematics is also changing. Today, math is seen as an increasingly important tool that enables us to analyze, interpret, and make sense of the plethora of information and data that is bombarding us in fields such as health care, finance and even sports. In addition, skills such as computational thinking, non-routine problem solving, looping (multiplicative thinking), logic and reasoning are becoming increasingly important skills that as they equip our youth with the skills, tools and mindsets they need to understand and manipulate code thus becoming creators of technology rather than being mere consumers of it.
If we keep moving the football, so to speak, and do not stop to look at the big picture, we are at risk of continually perpetuating the dizzying debate as opposed to getting closer to a viable, sustainable solution to create a more mathematically literate citizenry. Again, if we look to neuroscience (and to the skills, tools and mindsets students will need in their future), we open our minds to a new way of thinking—that mathematical learning is a tool that all students must access and use. Furthermore, equipping only some of our students with mathematical tools is a social justice issue. In a world that requires a citizenry who is able to solve complex, wicked problems using math, science, and technology (in addition to 21st Century Skills like critical thinking, collaboration and creativity), we cannot afford to leave students behind.
(continued in next page)
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Exploring STEM
(continued from page 25...) STEM education is a powerful tool that forces us to teach math in a way that is integrated, connected, and highly visual/spatial— it immerses students in real-world, complex, non-routine problems where they need to use a multidisciplinary approach to problem solving in a hands-on, tangible way. By this train of thought, using a STEM pedagogy in which students design, create, build, model, test, fail and re-test as they think about—and use—mathematics to solve problems is a way forward. Inquiry-based, hands-on applied ways of learning mathematics leverages spatial skills, reinforces procedural knowledge, and deepens conceptual understanding while creating opportunities for students to use the signs and symbols of mathematics as they learn to model, represent and make visible what there are learning. Furthermore, it invites all students into the beautiful world of mathematics as they make meaningful connections to math in their world.
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In sum, by teaching math using rich, authentic problem-based STEM activities designed to engage students’ spatial temporal reasoning (and encourage them to connect their learning to real-world visual models, stories, and metaphors), will no doubt help many students who are currently being filtered out of math to become mathematical thinkers that are equipped with the skills, tools, and mindsets they need to be the creative innovators and complex problem-solvers of tomorrow. If math truly has become Lucy’s infamously hard-to-kick football, let’s stay her troublesome hands and help ensure that all students have an opportunity to hit their target, once and for all. It was originally posted on Canada 2067 website at https:// canada2067.ca/en/articles/how-every-student-can-be-goodat-math/
Homeschool Programs Jan 22 - Feb 26, 2018
Curious. Creative. Engaged.
Join us on Monday afternoons for coding and robotics fun! Robot Creation with Lego WeDo 1:00-2:00 pm - Ages 6-8 Bot Buddies: Coding Through Robotics 2:30-4:00 pm: Ages 9-12 Python Workshop: MadLibs Madness 4:30-6:00 pm: Ages 12+ All classes held at Innovate Calgary (3553 31 St NW)
Register today! stemlearninglab.com/homeschool-programs/
NEW! Adult Workshops Curious. Creative. Engaged.
Join our new adult series for tech tinkering fun!
Combine art and technology to build unique creative projects!
Jan 25 Code a Music Mashup Feb 8 Exploring Improvisation Feb 24 Website Bootcamp Mar 8 Robot Revolution For more information, visit http://stemlearninglab.com/events
Million Women Mentors Overview
© Million Women Mentors, an Initiative of STEMconnector® Contact MWM@STEMconnector.org
What education we need to get jobs
MENTORS show...
Meaningful careers in
STEM that also pay well
It’s hard, rewarding work
What good STEM careers are or do © Million Women Mentors
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Women in STEM
What is a Master Maker? By Krista Malden
“A Master Maker is someone who Makes and Tinkers to help solve world problems and inspire change.” Krista Malden explains “Like Tinker Bell: She “tinkered” and played with recycled parts she finds to create and inspire change with her Maker skills! Tinker Bell IS a Master Maker much like STEM Learning Lab’s very own Suzanne Presinal!” For as long as Suzanne can remember she has been a Maker and an Innovator! From designing and making clothes and jewelry to working with recycled goods and turning them into her projects, Suzanne is continually providing inventive and creative learning tools for her students. (continued in next page)
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Women in STEM (continued from page 30...)
“Life is like riding a bicycle, to keep your balance you must keep moving.” - Albert Einstein “This quote resonates with me literally and figuratively. For instance I know for my own personal wellbeing if I am not in motion I am not going to be well. It is the motion in my life that propels me forward into the unknown and then into the delight of discovery. It is also a literal vision to my love of riding my bike and how that motion, my body, moving through space that keeps me in my happy place. Patterns, rhythms, direction are all essential parts to a balanced existence.” - Suzzane Presinal
Meet Suzanne: Suzanne has had an absolute passion for Making and Tinkering since childhood. Given the opportunity to explore nature freely near Ottawa rivers, creeks and pathways, she used this as her training ground for curiosity and invention. She began her career path in graphic design, and her study of the art of screen printing, along with managing and training artists on computers, allowed the Maker in her to begin to grow. She is a Zumba instructor and an artist for Vin Gogh Paint and Sip, where she also teaches classes. Her reputation as an instructor has led to her being asked to also teach children and youth these physical and creative skills and literacies. STEM Learning Lab has now become a home for Suzanne where she can openly create, design and encourage students and teachers to explore ideas and STEAM subjects through Making. In the classroom, Suzanne has the chance to share her passion, curiosity and innovation for Making with “found” objects that are part of our everyday lives from around the community. “Making and Tinkering is important for children because Making and Tinkering keeps our minds open to innovations. It’s the same as fitness, having Making in a child’s life adds dimension, a tangible hands-on approach to problem solving and exploration. If children
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have this added to their pocket of growing skills they will continually use Making.” Suzanne Presinal One of Suzanne’s favorite projects was The Magnet Pendulum Project that she developed for Grade 2 classes: They were given a very basic example of how to construct a variety of pendulums and posed the question “what would happen when the magnet is flipped to repel and what kind of results can we get when they are set to attract.” The vast array of iterations of the pendulums that was created by the children was absolutely stunning. As a very creative person, Suzanne incorporates Making and Tinkering into her daily life, not just the classroom. “My home is my Makerspace.” said Suzanne Presinal. She is constantly coming up with new ideas for students to explore along with new ways to use the tools and objects she finds in the community, while giving the students their own freedom to incorporate their Maker and Tinkering skills into their projects to examine ways of solving real world problems. Suzanne loves seeing students thrive as her students discover their abilities to create, design and through their imaginations and hands-on projects, impact the world around them.
Bridging the
GAP CREATING INNOVATIVE THINKERS Equipping the next generation with the skills, tools and mindsets they need to be the creative innovators and problem solvers of tomorrow
We believe in giving
ALL KIDS
the skills of tomorrow, today.
Join the movement! Ask us how: stemedutoday@stemlearninglab.com
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Ran$$$$omware If you have been following the STEM Education Today Series, you may recall the last article I wrote was in regards to security breaches being a fact of life nowadays. This article provides proof that ransomware can happen to anyone, anywhere, any time, and for any reason as the image shown is an actual email WE received (except for the email address it was sent to and the comments I added). Despite being threatened by the hackers, we at GAM Tech know what to do when this type of threat occurs so we don’t worry about the repercussions that they mention if we share this information. It is, however, a great opportunity to show that hackers aren’t biased and will literally try to target any business in an attempt to get “easy money” and that if the right procedures/security processes are in place, you too would have nothing to worry about and limited issues if/when you do get targeted.
1-833-GAM-TECH Tyler Wood
Business Development
Empowering Minds™ is a Calgary-based not for profit that provides youth and educators with proven and innovative programs that develop the confidence, resiliency and focus necessary to thrive in today’s world. Launched in 2006, EM leadership programs have provided over 10,000 youth with world-class leadership experiences. Our programs are currently active in Calgary and it’s surrounding communities.
Empowered U Leadership Program Empowered U focuses on what already exists within. This training is about experience … research shows that ex-
perienced based training is where real lasting growth can take place. Over 2.5 days, the program focuses on revealing the potential within, and advancing students to their next level of leadership. The youth are challenged with a number of experiences and activities that are designed to empower them, improve their confidence, motivation, resiliency, and trust.
ConneX Leadership Program ConneX empowers the 21st century learner to share perspectives, cultures and lived experiences as they construct their own points of view and discover their potential impact as global citizens and leaders. ConneX is Social Studies 10 supplement where students design, then implement, a philanthropy or community impact project. We teach students that, no matter what age, they can create positive change and have impact in our communities. We encourage teens to find creative ways to solve social issues and encourage students to focus on active community involvement.
7 Habits of Highly Effective Teens Program The 7 Habits of Highly Effective Teens workshop, created by FranklinCovey and delivered by Empowering Minds, gives young people a set of proven tools to deal successfully with real life. The 7 Habits training is a means to build students’ self-confidence and interpersonal skills, while elevating their achievements.
Empowered Educators Program Our Empowered Educator program inspires the next generation of classroom leaders. We provide undergraduate students with meaningful learning experiences in their community, experiences that are different from those found in traditional practicum experiences in schools. Our placements involve working with diverse youth in different contexts and often encourage these classroom leaders in training to rethink their roles as teachers, and to address issues of prejudiced thinking, assumptions, and stereotypes.
Developing the confidence, resiliency and focus necessary to thrive in today’s world.
Exploring Teacher Feature STEM
Coding Club
Alaina Crone and Daniel Polsky at Fish Creek School 36
It’s 7:45 a.m. on Tuesday morning. The halls of Fish Creek School are quiet, silence broken only by teachers’ footsteps as they stride toward their classrooms, coffee in hand, ready to prepare for the day. If you listen closely you are drawn to the low hum of activity emanating from the Learning Commons, as two teachers collaborate with twenty-three students in Coding Club. A joint effort between myself and colleague, Daniel Polsky, Coding Club was designed to provide an opportunity for students to explore and develop skills and knowledge relevant to the field of computer science. Little did we know this would evolve into much more than we’d anticipated. Of course, we were aware of the benefits of coding when we decided to establish this club. We’d expected students to develop computational thinking skills and the ability to persevere in solving challenges using applications, such as Code.org and Scratch. Student engagement in coding was, unsurprisingly high, and ensuring students were listening, rather than iterating their code, proved challenging at the beginning. However, when provided with foundational skills, and when encouraged to take risks and make mistakes, students assumed responsibility for their success. Each hour-long Coding Club session started with students working through Code.org lessons independently; these lessons introduced the group to the basics of loops, if… then… statements and the focus on writing efficient code. From there, Daniel and I posed a coding challenge, requesting students use Scratch to program for a specific purpose. This eager group of coders showed motivation to complete each task, often modifying elements to represent their interests and abilities. Building a repertoire of skills was essential, as our final goal had always been to have students program a multi-faceted game for their peers. One of the most powerful experiences, for both the students and myself, emerged from sharing. Following each task, students were invited to showcase their code and discuss how they approached the challenge. Who knew there were so many ways to solve each problem? Not only did this serve to identify the multiple perspectives and diverse thinking of this group, it also allowed students to recognize the value of themselves... as problem-solvers, risk-takers, computer programmers. There is nothing more gratifying than acknowledgement. Whether by others or oneself, recognition of success builds confidence and instills self-motivation. This group of young coders was invited to join Coding Club in mid-October and in a short period of time, they had demonstrated the ability to collaborate with peers, embrace ambiguity and assume a growth mindset. “I’ve learned that you have to persevere and you can use students around you to help,” said Jack, a grade six student. Other students, including Oliver echoed this sentiment, commenting, “Never give up, if you try something and it doesn’t work, just try something different. This is important because if you give up on everything, you’ll never learn.” You may be surprised to learn that science, technology and mathematics do not represent areas of passion for me. In fact, my colleagues will attest that I prefer an “old school” pen and notebook over a computer. Add to this my self-identified reluctance to take risks and you might be wondering, “Why would you be interested in leading a Coding Club?” The answer lies implicitly within these reasons! (continued in next page)
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Teacher Feature
Other than computer coding skills, what have you learned from participation in coding club? Why is it important to learn these skills Brody
Ammaar
That you gotta really work to get what you want.
You should keep on trying and try to fix things.
Math probably because there’s a lot of angles.
Because if you made a quick simple game, and somebody asked you to build a harder game, you already know how to make them.
Because if you want to have a future in programming, you have to learn how to program.
Jack I’ve learned that you have to persevere ad you can use people around you for help. How hard some things can be if you don’t try. It’s important to learn how to persevere and learn how to try without going straight to another person and it can be a future hobby or job.
Thomas I’ve learned that coding is kind of like a subject; there’s more to it than just clicking things on a screen and it’s more like a subject like Math.
Just like, never give up, if you try something and it doesn’t work, just try something different. This is important because if you give up on everything, you’ll never learn.
Zach It’s pretty important to learn these skills; you may want to try something when you’re older. When I’m older I am going to try and create video game and publish it.
Nate
Because it sets you up for what could be your future of coding.
I have learned more than one way to do things. For instance, how to move. There’s millions of ways to do things; it doesn’t matter which way you pick, it’ll still work. You want to try and use the littlest amount of code to complete the task.
West
Logan
How to solve problems and now I know how stupid computers are.
How to work with others and solve problems with other people when you’re stuck. I can work well with others when I’m skiing and playing soccer to win in soccer and get down the hill easier when problem solving.
Cause you never know if you’re going to do it in the future; most jobs have some computer coding.
Nathan That you don’t get everything the first try and you have to keep trying to get something right. This is important because if you think that everything will work on the first try, you might quit if you fail.
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Oliver
Estevan How to work as a team to solve problems. Soccer work.
(continued from page 37...) Risk-taking is something I encourage among my students; however, I have not yet developed this capacity. To be honest, I find openended problems overwhelming; I want to solve it right the first time, and can be hard on myself when I don’t succeed. Acknowledging this within myself is one of the reasons that I chose to pursue this important work. And the best part is, I don’t have to know all of the answers! “I’m not sure, let’s figure it out together,” has proven to be one of the most powerful responses to a student query. I am grateful to have a supportive colleague in Daniel Polsky, who has been instrumental in developing this extracurricular program for Fish Creek School. Maybe if I had the opportunity to slowly acquire risk-taking skills through coding in elementary school, my approach to new experiences would be different. Daniel and I have been lucky to work with such an eager, positive group of students. Every Tuesday we are impressed by their interest, perseverance and the highly involved games and applications they have designed. We not only have a group of students with a strong foundational knowledge of computational thinking, but confident leaders, who can support younger students in engaging with code. As we extend our focus to students in grades four, three and two in the coming months, our group of original coders will provide invaluable assistance to our new programmers. Across Fish Creek School, teachers are taking steps to incorporate coding and computer programming into learning. Under the leadership and guidance of principal, Ian Fero, professional learning sessions on Friday afternoons have focused on developing teacher competency with this new and important literacy. He says “we can’t afford to wait until we as teachers feel comfortable with coding to bring it to our students. These are skills our students need to know
now. The truth is, we often end up working alongside our students when learning to code and that shared experience is valuable for both teacher and student on so many levels.” Exploring programs, such as Scratch, and brainstorming cross-curricular connections have allowed teachers to engage in this work from multiple entry points. With the support of Daniel Polsky, many classroom teachers have signed their students up for accounts on Code.org, and the vision of extending this focus from kindergarten to grade six is progressing. As part of Computer Science Education Week, from December 4 – 10, 2017 Fish Creek School participated in the annual Hour of Code initiative. With multiple resources for students of varied levels of expertise, Hour of Code (hourofcode.org) was central to this focus within our school. In addition to exploring new challenges on this website, students shared thoughts on the importance of coding and its future application. Documenting participation through Twitter, with the hashtag #FCScodes, provided colleagues, families and other community members an opportunity to learn about the different ways in which our school has approached this work. Exposing students to computer programming and STEM principles has proven beneficial in developing competencies, confidence and risk-taking. Facilitating the direction among students and colleagues in our school presents an exciting challenge. There is no limit to the application of computational thinking in teaching and learning and it is motivating to consider the future of this work at Fish Creek School. Who knows what students will be able to accomplish by Canada Learning Code Week, June 1 – 8, 2018? One of STEM Learning Lab’s Partner Schools, Fish Creek School is a forward thinking, innovative school for Grades Kindergarten to 6.
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The Science Behind it:
STEM | Science at Home
Chemistry – Creating Colours Provided by Prabina Bhandari; Director of Curriculum at STEM Learning Lab
¨¨ Smashed blueberries/ blueberry syrup, juice
Materials
¨¨ 3 small bowls ¨¨ Measuring spoon ¨¨ Fork ¨¨ Powdered dishwasher detergent ¨¨ Vinegar ¨¨ Baking soda
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Chemistry behind it: Anthocyanin colorant in the blueberry changes its colour depending whether it is mixed with an acid or base. Chemists call it an acid-base indicator. Blueberry juice turns red or pink in an acid, blue in mild base and green in strong base solution (solution with dishwasher detergent). Reference: acs.org
1. Smash about 12 blueberries in a bowl with a fork. Add about a tablespoon of water and stir. Water will turn coloured with the colorant in the blueberry. Scoop out the solid part and throw them away. 2. Arrange three clear cups or bowls in a row. 3. Pour about one teaspoon of coloured water from the blueberries into each bowl. (If one has blueberry juice or syrup Âź tsp of that can be added to each bowl.) What colour is the liquid? 4. Add 1 tsp. of powdered dish detergent (strong base) in one bowl and stir. Check for the colour. Did the colour change? 5. Add 1 tsp. of baking soda in the liquid in the second bowl. Check for the colour change. 6. Add 1 tsp. of vinegar (acid) in the third bowl. Check for the colour change.
For more information on STEM Learning Labs Before and After Care program please contact beforeandafter@stemlearninglab.com
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Imagine students exploring worlds; finding passion and purpose; inspiring each other; reaching beyond Imagine teachers energized, equipped, empowered; working together; learning along with their students; sharing what if‌ and wow‌!
Competencies for learning and leading
Imagine parents participating with confidence; enriching and being enriched by what the family is learning Imagine leaders inspiring possibilities and sharing insights; modelling, supporting and scaling
Creativity & innovation
New ideas and bold possibilities
Critical thinking
Fresh insights and durable solutions
Collaboration
Partnerships that work
Communication
Making sense and expanding perspectives
Character
Reaching higher and growing stronger
Culture & ethical citizenship Sharing what we value
Computer & digital technologies Transforming how we learn and lead
Imagine a new generation... Explore the 7Cs at C21canada.org
An exceptional educator for children age 3 – grade 6 Our adaptive model of educational supports different learning styles to ensure that every student is capable of achieving their personal best.
We offer: Low Student to Teacher ratio
Dedicated specialists in Phys. Ed, French, Drama, Music & Art
Coding across the curriculum in partnership with STEM Learning Lab
Innovation and Entrepreneurialism: developing the skills for creative problem solving integrated within the curriculum, including a 1:1 iPad program in Grades 4- 6
FIND OUT MORE AT RIVERVALLEYSCHOOL.CA
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Shell Canada, for being a Stem education today sponsor!
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