steam education professional development practicum & research€¦ · practicum & research...

STEAM Education Professional Development

Practicum & Research

Georgette Yakman

Pupils Attitudes Towards Technology - PATTJuly 11, 2017 – Philadelphia – Millersville University Host

STEAM Education LLC

STEAM Integrated Education

Science & Technology interpreted through

Engineering & the Arts,

all understood with elements of Math.

#STEAMeducation www.steamedu.com ©/TM 2006-2017

5-year progressive exploratory-based transformative triangulation mixed-

methodology study.

http://www.steamedu.com/

STEM organizes the materials, principles &

processes of what & how things can be

done,

includes why & by whom things are done.



Framing Question:

How will receiving professional development on how to use

backwards design to create fully integrated thematic plans result in educators being able to write and deliver substantiated lesson plans including the broad spectrum of

technology and engineering?



Creating Integrative Themes

• Goal of creating curricula that is integrated across subject areas.

• Backwards design and mapping the standards from nine US-based widely used K-12 subject area groupings.

• Prior to our adding in links to the standards directly, most participants were aware of the standards in their own fields and also most often the recent updates to the science standards with the new release of NGSS in 2013 and Common Core being heavily adopted since 2009 and they included references to those standards in their plans.

• The grand majority of our participants did not know that standards existed for technology and engineering and that ITEEA standards were revised in 2007 and ASEE standards were developed in 2008.

Social Studies

• National

o Themes

• State DOE

Science• NSTA

• NGSS

Maths• NCTM

• Common Core

Language Arts• English & Foreign

• Common Core

Technology

• ITEEA - pg. 221

o Can supplement with:

▪ ISTE

Engineering

• ITEEA - pg. 221


▪ ASEE

Music

• NAFME


▪ Theatre Arts

▪ Dance

Fine Arts

• NAEA

• Can supplement with:

o Theatre Arts

Physical

Education

• Shape America


▪ Theatre Arts

▪ Dance #STEAMeducation www.steamedu.com ©/TM 2006-2017

https://www.nextgenscience.org/faqs

http://www.corestandards.org/about-the-standards/development-process/

https://www.iteea.org/File.aspx?id=67767&v=b26b7852

https://www.asee.org/member-resources/councils-and-chapters/corporate-member-council/special-interest-group/cmc-k12-stem-guidelines-for-all-americans.pdf

http://www.socialstudies.org/standards

http://www.nsta.org/preservice/docs/2012NSTAPreserviceScienceStandards.pdf

http://www.nextgenscience.org/next-generation-science-standards

http://www.nctm.org/standards/

http://www.corestandards.org/Math/

http://www.ncte.org/standards

http://www.corestandards.org/ELA-Literacy/

http://www.iteaconnect.org/TAA/PDFs/xstnd.pdf.

http://www.iste.org/standards

http://www.iteaconnect.org/TAA/PDFs/xstnd.pdf.

http://nafme.org/

http://www.aate.com/?page=nationalstandards

http://www.ndeo.org/

http://www.arteducators.org/store/NAEA_Natl_Visual_Standards1.pdf


http://www.shapeamerica.org/


http://www.ndeo.org/


C. 2017

2,100+ educators, 60+ staff, 39 states, 15 countries

STEAM Education Trained 2012-2016


2007 – 1st PD at ITEEA2011 – 1st PD Course On-Site


Participant Population & Study• Primarily K-12 educators from ES, MS, HS

• Included some professors, informal educators, after school coordinators, competition, camp and museum directors, home schooling professionals,

• 568 respondents to the pre-survey

• 164 respondents to the in-process survey.

• 78 post-training surveys • 35.9% were virtual, • 37.2% camp • 26.9% customized

school group on-site training.



Table 2.

Participant involvement & resulting

certifications

STEAM PD# of Staff Groups

# in Groups

Solo Trainees

Solo Certification Applicants

Total

Total Certified

% CertifiedTrained

7/1/12 to 6/30/13 2 82 n/a n/a 82 41 50%

7/1/13 to 6/30/14 19 717 n/a n/a 717 145 20.22%

7/1/14 to 6/30/15 26 910 4 42 956 216 22.59%

7/1/15 to 6/30/16 13 219 44 47 310 109 35.16%

7/1/16 to 12/31/16* 4 109 33 15 157 7 4.45%

Totals 64 2037 81 104 2222 518 23.31%



Table 3. Annual Changes to PDSTEAM PD

On-Site

Virtual Adaptations

7/1/12 to 6/30/13 + -

2-Day Intensive Training with 3 follow-up daysTheory offered Day 1, Practicum, Teams and Application

Day 2 Both introductory programs began 27 lesson plans as

integrative team projects.

7/1/13 to 6/30/14 + -

2-day Intensive Training – optional follow-up days. Introduced lesson plan briefs.

Added links to standards in mapping and lesson templates.

Practicum and Application Blended into Day 1

7/1/14 to 6/30/15 + + Added virtual access videos of training at end of year

7/1/15 to 6/30/16 + +Transition away from 2-day trainings

Added single and small-groups globally with virtual access

7/1/16 to 12/31/16* + +Programs offered 1-day workshop after on-line theory

training.



Lesson Plans by Grade Cluster

• Grade Cluster Published LPs Percentage• K-12 01 00.015%

• K-2 21 32.31%

• 3-5 26 40%

• 6-8 11 16.92%

• 9-12 06 02.82%

• TOTAL 65

Unpublished lesson plans for 2012-2016 are a hybrid of digital and hand-written and not all have been digitized.

Over 150 unpublished digitized lesson plans have received at least one review by the PD team

215 integrated plans submitted.72.3% of published were ES focused.



Brainstorming Sheet Addition• Formatting of the lesson plans needed to be more concise.

• 2nd Year - mechanism by which people could contribute individually to an overview sheet where they would be able to see the alignments of benchmark cluster topics.

• Helped show the gaps in the educators plans, especially when no subject area experts in a subject were available.

• When educators worked without the brainstorming sheets,, fewer of them volunteered to fill in connections outside of their subject areas

• Highlighted for the educator the gaps of justification for its being fully integrated.



Limitations

• 2222 educators included in this study,

• 1699 educators in the first three years received their PD on-site and had access to only paper versions of surveys.

• 60 school sites, educators chose to have meetings and give collective answers to surveys, almost all of our programs the second year did this.

• Much of the collected data before 2014 is not included and only the interviews and surveys from 2012 and digital survey response records from 2014-2016 were used.



What is your overall impression of the STEAM training?

• 26.32% Appreciated the Scope of Information

• 22.81% Appreciated the Theoretical Background

• 15.79% Good Practicum Included

• 15.79% Requested More Worktime

• 15.79% Frustrating User Experience

• 14.04% Good User Experience

• 14.04% More Hands-On #STEAMeducation www.steamedu.com ©/TM 2006-2017

Poor Mediocre Fair Good Excellent

6.41% 7.69% 12.82% 43.59% 29.49%


Do you believe you learned more or less than you have at other PD

trainings?


Poor Mediocre Fair Good Excellent

10.26% 5.13% 21.79% 35.90% 25.92%


What did you like most about the training?

• % of 78 Enjoyed

• 29.4% Practicum

• 12.82% Theory

• 11.54% Networking

• 10.26% Personal Connections

Participants by far enjoyed the practicum part of the training the most

significant comments were supportive of clients appreciating the theory.



What did you like least about the training?

• % of 78 Issue Areas

• 37.18% Concentration of Information in Allotted Time

• 29.49% Frustrating User Experience

• 08.97% Wanted More Planning Time

• 07.69% Wanted More Practicum

Most specifically referred to the website being slow, needing more collaborative worktime, wanting more hands-on & on-site clients, mentions of physical comfort and presentation condition comments were positive and negative for trainees. #STEAMeducation www.steamedu.com ©/TM 2006-2017


How do you foresee using STEAM in your classroom?

• % of 100 Likelihood to Use

• 07.69% Already avidly applying

• 07.69% Already have started some

• 41.03% Will start avidly

• 29.49% Will start slowly

• 12.82% Neutral

• 01.28% Won’t start

Collectively 85.9% of our participants left the experience expecting to or already utilizing the

STEAM framework in their classrooms.#STEAMeducation www.steamedu.com ©/TM 2006-2017


How do you feel about the future of STEAM Education?

• % of 100 Future

• 20.51% Very Positive

• 61.54% Positive

• 11.54% Neutral

• 05.13% Negative

• 01.28% Very Negative

82.05% have a positive outlook about the future of STEAM Education



What are your suggestions for helping STEAM to grow?

• % of 78 Growth Suggestions

• 20.51% Marketing

• 19.23% Improve the User Experience

• 16.67% Networking

• 14.10% Application

• 12.82% Advocacy

The majority of suggestions were to help the growth of the movement had to do with marketing, improving the user

experience for educators and helping them apply it better, and for everyone to support networking and advocacy.



Collaboration Time• Abilities and attitudes of educators varied:

• some participants exceptional at creating lesson plans, • some excelled at linking them to projects meaningfully, • some were excellent at delivering the plans, • a very small percentage were good at all three primary elements.

• The administrators’ most significant challenge was finding the time for the staff to collaborate. Digital Learning Management Systems can help.

• In-person or live-time virtual networking with dynamic conversation with educational depth experts is clearly the key to a successfully planned, implemented, and maintained integrative program.

• If school systems can address the issue of educator collaboration time, there are strong indicators that is should significantly contribute to the structural stability of developing and maintaining integrative educational programs.

• Programs responded with three primary solutions for networking time: planning at least once monthly half days for collaboration, utilizing after-school meeting times, and creating on-line sharing networks, mainly using Google Docs.



Specifics of InterestMany of the participants, especially seasoned educators commented that the theoretical framework gave a research-based vocabulary to link to standards and methods that they could relate to most other multidisciplinary programs with which they were familiar.

An example of one is, “I truly support this movement, and have over the last 20 years of my career...I just didn't know it had a title.” Survey Response 8/8/2015.

The primary learning frustrations were with the learning experience, not the content.



Georgette Yakman

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