2017 i-STEM Summer Institutes

I have been participating in i-STEM Summer Institutes (https://sde.idaho.gov/academic/istem/)since 2010. The only year I missed was 2016 when I was recovering from finishing my dissertation. i-STEM is a coordinated effort by the State Department of Education, Idaho Professional-Technical Education, educators, businesses, and industry to support science, technology, engineering and math (STEM) education in Kindergarten through 12th grade.

Teaching Teachers

The first three years I participated, I was taking part in strands such as I3 - Imagine, Innovate, Invent and LEGO Mindstorms NXT. This is where I actually got my start in using robotics in my classroom. The following years I began to teach strands as a provider. My first year was teaching LEGO Mindstorms integration, followed by two years of teaching LEGO WeDo integration, and finally this summer 3D printing integration. I have always taught with a colleague, but this year my daughter taught with me.

Pivothead Glasses

The great part about i-STEM is that not only do you receive training on the technology or instructional practices, but you also receive the materials to teach your newly acquired skills. Participants received a robotics kit in the past, and this summer receive a 3D printer to keep and use in their classrooms. In addition, there is also another piece of technology all the strands receive along with training. This summer all participants received Pivothead glasses for easily recording videos on the go.

We had a great week!

If you are an Idaho educator and have not heard of or participated in i-STEM Summer Institutes, I encourage you to look for registration through the Idaho STEM Action Center (https://stem.idaho.gov/). In the past registration has started on March 1 and strands fill quickly.

USPTO National Summer Teacher Institute

A colleague and I made a trip to Denver, CO in July to take part in the United States Patent and Trademark Office (USPTO) 2017 National Summer Teacher Institute (https://www.uspto.gov/learning-and-resources/outreach-and-education/national-summer-teacher-institute). We applied in spring to attend and the Idaho STEM Action Center helped us get there by offering grants for travel related expenses.

Our first evening there we met the cohort and USPTO staff. The staff member at our table told us that it was more like a boot camp than an institute. We all laughed while she looked on. We learned the next day, it wasn't a joke.

Day 1- 2017 NSTI

Our schedule, including working on the group project, consisted of 12 hour days, if not longer. However, the experience was well worth the hours invested. We learned throughout the day about patents, trademarks, copyrights, inventing, tinkering, and more. 

Tinkering Station

Steve Davee was an amazing speaker and discussed tinkering and makerspace.

He also has two books that are available in free downloads.

NBC Learn educational resources

In the evenings, groups worked on the Teacher Innovator Challenge. Deciding on an invention was the hardest part of the challenge. However, the process of going through the invention process helped developed strong connections between the learning throughout the day. In addition, it provided insight to how students may feel working on similar projects.

Enjoying the beautiful DU campus on the way back from lunch

Dr. Richard Charles from Cherry Creek School District in Denver shared about the innovation taking place in their district and discussed the use of makerspace.

Day 2-2017 NSTI

On the second day of the institute we dove into patents and patent searches. We heard from Nokero's CEO Steve Katsaros from Rome. It is amazing how helping people is a strong motivation for inventions. Eric Payne from NREL also spoke in the evening and shared his passion for inventing and how it relates to the projects at NREL.

Day 3-NSTI

Trademarks were the emphasis for the third day. The USPTO has numerous resources available on their website for inventors and educators https://www.uspto.gov/.

So many resources were shared throughout the week

Warner Brothers

Day 4-NSTI

Day four brought more amazing information on copyrights, inspirational talks from Doug Scott, educator, and Jacqueline Ros, founder and CEO of Revolar. In the evening, we presented all our hard work on the group projects to a panel of professionals involved in inventing, patents, etc.

Art

Creativity was emphasized throughout the institute with opportunities to practice activities we could share with our students.

Music

Games

On the fifth day, we toured NREL, which is an amazing facility, and made our way to the airport after lunch. Many of us had difficulty making it out due to a summer storm over the Denver Airport. However, I used some of that time in the airport to reflect on the institute while it was fresh and develop my opportunities for implementation into my elementary engineering classroom. Travel issues aside, it was an amazing week full of professional growth.

Implementation Plans

Houston with #NASAMgUE - Amazing!!

Our team traveled to Houston on April 9, 2017. We left Boise early in the morning and hit the ground running at the hotel joining right into the afternoon activities.

Boise Airport with Carol Goodgame from Junior Botball

Houston, we're landing!

Making our way to the hotel

The learning begins right away with activities about bone density

We went to Johnson Space Center the following morning. Everyone was glued to the windows of the van as we pulled onto campus. We went straight to Building 9 to continue the learning process.

   

Heading down to breakfast in the hotel

i-Nerds of Martian Gravity - Day 1

Mockup Facility

Lots of photo opportunities to start the day

There is much more to come, but I am swamped with the end of the school year and several other projects. I will continue to post as I have time. Basically, I encourage any team interested in applying for the Microgravity University for Educators program. It was absolutely amazing! I would apply again in a heartbeat. Check the following website to see when new proposals are being accepted.

https://microgravityuniversity.jsc.nasa.gov/theProgram/micro-g-ue/index.cfm

Week 5 and 6 #iNerdsMG with #NASAMgUE

We have been working hard the last two weeks and still feel as though we have not accomplished enough. While our understanding of the NASA SLED project grows, we are quickly running out of time. We did receive and send out the NASA press release to broadcast and print media with only a couple of responses that I am aware of. We also had a bit of a break through during a teacher training for the trigger for the automatic launch. The Junior Botball Wallaby could be attached and run remotely. Our after school group has been learning how to program the Wallabies. Instead of teachers showing the NASA team how to program for launch, we "hired" three fifth grade consultants to teach the appropriate group how to code. In addition, we recruited another potential mentor through with the Junior Botball trainers. The project is progressing, but the deadline is looming. It's just part of the challenge.

Challenges we have struggled with include understanding the SLED launch procedure, recruiting and developing mentors, and managing 110 students. We finally have a complete understanding of the launch procedure but the delay in our understanding was a delay in the students' understanding. However, teachers and students on the team were definitely involved in the learning process together. We solicited and had some response for mentors from Boise State University. It is difficult to know how to explain the project and how to prepare a mentor to assist. Finding and preparing a mentor for this project has led me to believe that much more can be done to prepare mentors and provide a way to create a database for educators to access for particular projects. A database is not sufficient. Mentors should be trained on inquiry-based learning, so they know how to guide students. It is challenging for teachers to work with students and train mentors simultaneously. Finally, we wanted to include all the students. Jobs have been created for the student groups. Jobs are needed at different points of the project, beginning, middle, and end. Therefore, it has been a challenge keeping all students engaged when not all students have something to do at the moment. With deadlines looming and students waiting to do their jobs, we are moving to more meetings but keeping them targeted to the necessary groups. Next two weeks are critical. Updates will be posted as time allows. Check back!

MicroGravity University for Educators

Experiment Name: “Gravity Check”

Team Name: “i-Nerds of Martian Gravity”

Mission Patch:         

Students in one 2nd grade, 3rd grade, 4th grade, and 5th grade classes worked in groups to submit a proposal to NASA’s Microgravity University for Educators with the assistance of Dr. Taylor.  Their proposal for a Satellite Launching Experimental Device (SLED) that will automatically deploy a mock satellite into a targeted zone mimicking a Mars orbital insertion was created from the materials list provided by NASA.  The list includes items such as Duct Tape, Rubber Bands (different sizes and strengths), String, Tongue Depressors/Craft Sticks, Springs (different sizes and strengths), Bungie Cords (different sizes and strengths), 1 & 2 inch strips of Aluminum Tubing 1-2 feet long, 5 feet of Rubber Tubing, Paper Clips, Straws, Masking Tape, Clothes Hanger, Paper Towel Rolls, and Balloons. Students also design a mission patch and created the team name i-Nerds of Martian Gravity.  There are approximately 110 students working on this project and five teachers.  The team will be working directly with NASA to refine and improve their SLED design before the team of teachers takes the design to NASA’s Johnson Space Center to test their design in simulated microgravity.

All the students will have jobs to complete for the SLED to be ready for testing in April.  Your student may be assisting with the build, conducting scientific research for mechanics and aerospace, quality assurance on the build, launch team, trip planning to Houston, data collection and analysis, final report, public relations (website), simulator development and build, documentation, time management, and materials management.  Just like other NASA projects, it will take the entire team to have our SLED ready for testing at NASA Johnson Space Center.  During the teachers’ time at Johnson Space Center, the team of teachers will be communicating live with the students to share the experience and the results of the test. 

https://microgravityuniversity.jsc.nasa.gov/theProgram/micro-g-ue/index.cfm

Cubit Racer Kit

Here is a peek at the arrival of my Cubit Racer Kits.  I love the look of them.  I'm doing some testing today.  Next week the students will be digging in.

http://cubit.cc

Celebrate the Small Successes

Elementary Engineering students in 3rd-5th grades are closing in on week eight of using the Student Menus that allow them to choose different projects from a collection of required projects.  Students started off very enthusiastic about the process.  There were difficulties communicating and understanding the expectations with the new writing process of claim, evidence, and reasoning this year.  In addition, it is difficult for me to provide as much one-on-one support as the teacher because I am pulled in so many directions during class.  In addition, students may have more difficulty finding students to ask because there may not be any other students on the same project or the same step.  Students are also only allowed to have the a partner for one project.  They cannot have the same partner for multiple projects.  This creates an additional difficulty of finding a new partner when a student is ready to begin a new project.

With all the challenges, I remind myself and the students why we are using the menus.  In the past, a project was covered and then we moved on.  What I mean by this is that I would give the students x number of days to complete a given project.  If students were adept at building with the materials, they would complete their project.  If not, students had to move on whether or not their project was complete, documenting only the portion that was completed.  While I tried to support all students in finishing their projects in the allotted time, it never seemed to work well.  Some students would be done and free building other projects.  Other students would be frantically trying to complete their work and still not have enough time.  The use of the student menus not only a provide some opportunities for student choice, but also allow student completion and mastery of projects rather than covering and moving on in elementary engineering.  Of course there are both pros and cons to this system as well.  Today, however, I want to share with you a pro.

I have had many of the students in my fifth grade classes for five years now.  They are the last group of students in the school that have known any other elementary teacher besides me.  One young lady, I will call her Suzy, has always been a hard worker.  She has always shown perseverance and a good attitude, but has had difficulty completing builds with the past structure of the classroom.  This allowed her very little opportunity for feelings of success.  Yesterday, Suzy completed her first independent building project in class this year.  She had paid attention to detail, followed instructions carefully, asked for assistance with needed, and completed her full project.  She was finally allowed to shine.  After all, don't most teachers want to encourage the aforementioned traits in our students.  And yet, this was not the pinnacle of her success.  Suzy was happily starting on her next project, ready to tackle a build that was noted as a partner build individually.  She happened to notice I was caught between two different sets of students who needed me.  A pair of the students were working on the build Suzy had just completed individually and having some difficulties.  Suzy came up to me and asked if I wanted her to help the pair of students while I helped the others.  Relief was my first emotion to surface as I gladly handed the pair of students into her capable hands.  Excitement was my next emotion once I had a moment to reflect on the event.  Here was my student who had experienced few completed individual projects, and was not only able, but volunteering to assist another pair of students.  I was elated.  Perhaps this is how Suzy felt even if she didn't show it.  Moments like these are why I teach.  Moments like these make me love my career and renew my passion for what I do.  While I could reflect on all the things I have done wrong during my teaching career, I have always tried to do what was best for students.  My methods may work for some and not for others, and I am always looking to improve my practices.  But through all the years, there has always been moments like these to sustain me.  Remember to celebrate the successes no matter how small.  Those successes matter to students like Suzy and they should matter to you.  Best wishes to you and to your successes.

2016 Idaho MEMTA Retreat

After attending the Mickelson ExxonMobil Teacher Academy (MEMTA) in 2016, I became part of the Idaho MEMTA group.  Each year when funds are available, teachers who have attended MEMTA are invited to be part of the Idaho MEMTA retreat.  During this time, we get to reconnect with Idaho teachers we met at MEMTA, as well as, meet past and current attendees.  We are given time for team building in addition to continuing our personal professional development.  With all the educators being engaged there are so many ideas being shared.  It was simply amazing to me how many ideas I walked away with during our brief two days together.



Takeaways:

• How do we encourage more teacher leaders in Idaho?
• How do we continue to build capacity within ourselves and others?
• Talk, Task, and Tools
• Be thoughtful about the questions we as teachers ask.
• Convergent (closed, one right answer) vs. divergent (open-ended, more than one right answer)
• How do we create a safe environment for divergent thinking?
• Cooperative learning
• Bono's Thinking Hats for student scaffolds on the talking process.
• Allow students to have process time
• Perhaps have them write individually first (write or draw a picture) in their notebooks before taking verbal responses
• Prevent unintentional shutdown of ideas
• Think, pair, share
• Alternate which student gets to start
• Small group modeling
• Identify alternate ways of problem solving ( anonymously if needed to build student confidence first)
• Prelesson requires more time than the actual task
• Setup time
• Planning
• Prep

• Hot Wheels Speedometry set for 4th grade teachers
• Available intermittently for Hot Wheels at no charge (http://www.hotwheels.com/en-us/speedometry.html)
• Classroom set of Hot Wheels track and cars
• Use table tents to support and scaffold desired talk behaviors
• CER
• Sentence starters
• Respectful talk starters
• Can also be added to science notebooks rather than as table tents
• Supporting posters can also be placed in the room
• Project-based learning
• Buck Institute for Education (bie.org)
• Discuss observable and unobservable 
• Ex. What did the car do? vs.  What forces change the car's movement?
• GlobalLab (https://drive.google.com/open?id=0B9EBD53TjC1lYmx0TUlsQndDRFk)
• Your class can post their experiment data and have other classes around the world duplicate the experiment and share their data
• Your class can find an experiment and duplicate it.  Compare existing posted data with other classes around the world.
• Socially Situated Science
• Current events and student interest drives the science learning
• Choice or menu options for student work
• Tic Tac Toe
• Cafe Menu
• Use of CER (Claims, Evidence, and Reasoning)
• Not only does it support successful talk, but it promotes critical thinking
• Use of this terminology is in the ISAT tests
• Engineering Challenge Solo Cups

   

Apply to the Mickelson ExxonMobil Teacher Academy (http://www.sendmyteacher.com/) even if you didn't get accepted the first time you applied.  It's worth it!