Assignment 3: Designing a STEM Project-Based Learning (PBL) Experience

Assignment 3: Designing a STEM Project-Based Learning (PBL) Experience

Assignment 3: Designing a STEM Project-Based Learning (PBL) Experience 100 points (33%;

CSLO: 1,2,4, and 5
NCTM CAEP Standards: la-le, 2a, 2b, 2c, 3a, 3b, 3c, 4a, 4b, 4c, 4d, 4e, 4f, 4g, 6a, 6b, 6d

This assignment provides an opportunity for teacher candidates to research, evaluate, and create an activity designed to show how STEM and PBL can be intertwined.

a) Preparing

Teacher candidates will find at least three in-the-classroom videos on STEM and PBL. Based on observations, they will fully describe the following:
• the design of each PBL7STEM project
• the targeted grade level
• motivation: are students engaged and eager to learn throughout the PBL process
• launching the project: pros and cons; student roles – are students fully involved in the learning
process
• closure: did the learning process lead to dynamic learning opportunities (explain)
• learning environment: did it foster practice, success, and all students can achieve; is there any evidence of helping students to overcome the paralysis of failure and learning how to grow from
their mistakes?

b) Designing a STEM PBL Experience

i) Complete the Inspire teaching.org module on Designing a PBL experience by accessing the URL link: https://online.inspireteaching.org/evalbrix/moduleresource/77/371/preview (Links to an external site.). You must earn 100% to receive a certificate. Multiple attempts are allowed. Upload
your certificate to gain bonus points.
ii) Establish the problem: Identify a problem that has real-life STEM application and is meaningful to students. The problem should:
• be engaging and meaningful to students;
• require collaboration and teamwork to solve; and
• help students master STEM-related academic standards.
iii) Design the experience: Candidates will use a model to design a PBL experience (see the 9-step example provided in this assignment). They will collaborate and share their solutions. Specifically, they will:
• • Identify what academic standards and STEM elements are being addressed
• Indicate each step in the project and the student’s role in each step
• Provide opportunities for students to collaborate to develop and share solutions.
• Provide instances for teachers and peers’ praises and encouragement; provide constructive criticism, or contribute ideas to support groups when they struggle.

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS – Assignment 3: Designing a STEM Project-Based Learning (PBL) Experience

c) Evaluating the project

Candidates will:

o identify possible academic and social outcomes for the experience,
o plan two assessments (i.e., a formative and a summative assessment) opportunities
o use their identified academic standards and social outcomes to: determine a reasonable number of outcomes to assess; and plan formative and summative assessment opportunities.
Example 9-Step Model – design an effective STEM PBL experience.

Step 1: Setting the stage – Establish the problem

During this step, candidates identify a problem that has real-life application and the standards addressed. It can relate to two or more STEM
disciplines and should be meaningful to students.
Candidates apply knowledge of curriculum standards for middle and secondary mathematics.

Step 2: Role of Project Designers – Create the experience

During this step, candidates plan how students will collaborate and share their solutions.
Candidates communicate about mathematics as they make connections among mathematics domains, other content areas, and everyday life.

Step 3: Discussing & Accumulating Necessary Background Information

During this step, candidates conduct research on the authentic problem and complete a brief literature review.
Candidates use resources from professional mathematics education organizations such as print, digital, and virtual resources and collections. Candidates incorporate research-based methods when leading students in rich mathematical learning experiences.

Step 4: Negotiating the Criteria for Evaluation

During this step, candidates decide how to assess the project: select and use formative and summative assessments.
After clearly defining the criteria, candidates will check for future modifications, if necessary.

Step 5: Accumulating the Necessary information Materials, & Technology

During this step, candidates research and collate the materials needed to complete the project.
Candidates incorporate research-based methods when leading students in rich mathematical learning experiences.
Candidates work to solve identified authentic problems using a variety of problem-solving strategies.
Candidates formulate mathematical models derived from real-world contexts or mathematical problems. Candidates select mathematics­ specific technologies.

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS – Assignment 3: Designing a STEM Project-Based Learning (PBL) Experience

Step 6: Creating the Project***(the most important element)

During this stage, candidates in each group will:
• work on preliminary sketches and graphic organizers until they decided on a final design.
• utilize appropriate mathematical vocabulary and symbols to communicate mathematical ideas.
• formulate and represent mathematical models derived from real-world contexts or mathematical problems.
• analyze, and interpret mathematical models derived from real-world contexts or mathematical problems.
• demonstrate the interconnectedness of mathematical ideas by showing how they build on one another.
• collaborate to discuss, reject, modify, and put potential solutions into
action.
• use mathematics-specific technologies.
• design activities and investigations that foster students making mathematical connections with other content areas and everyday life
events.

Step 7: Preparing  to present the Project

During this stage, candidates in each group will for the final stages,
discussing whether or not the presentations needed to be rehearsed, or
whether display cards had to be written, whether the design Is unique or aesthetically appealing, etc.
Candidates will analyze, and interpret mathematical models derived from
real-world contexts or mathematical problems.
Candidates will utilize appropriate mathematical vocabulary and symbols to communicate mathematical ideas to others.

Step 8: Presenting the Project

During this stage, candidates become aware of the ways their presentations meet the criteria of assessment. The teacher-coach observes how engaged they are in presenting their projects. Each group will present its project to the class and explain how they created a design, what math­ specific technology was utilized, and how they made mathematical connections among mathematical ideas across various STEM disciplines and real-world contexts.

Step 9: Reflecting on  and evaluating  the process

During this step, candidates will identify the academic and social outcomes of the experience.
Candidates will discuss what they enjoyed about working in pairs or small groups, how one student’s idea spawns another student’s idea, what they liked about the materials, challenges, and successes, review the criteria of assessment, and discuss how well they met them.
Candidates will plan formative and summative assessment opportunities.

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS – Assignment 3: Designing a STEM Project-Based Learning (PBL) Experience

d) Reflecting on the process

Upon completing the design, candidates will reflect on their experiences (i.e., successes and challenges) at designing a STEM PBL experience.
• What are your thoughts about integrating STEM and PBL?
o What are the pros and cons of using a STEM/PBL integrated approach?
• How is that similar or dissimilar to the role you normally play in your classroom?
• What expectations would you have for yourself and your students during a PBL experience?
o How do you think this learning activity will help your students?
o What role should the teacher play in fostering student learning during this experience?
• What part of designing a STEM Project-Based Learning experience do you think will be the
easiest/hardest? Why?
• Provide several practical strategies for using Project-Based Learning to enhance STEM instruction. Resource: Lesson Plan & Template
• http://www.itws.org/SampleProjectBasedLearningLessonFormatStepbyStep.pdf
• https://wvde.state.wv.us/instruction/pbltemplate.html
• 

 (Links to an external site.)
• https y/w w w. youtube, c om/watc h?v=xqKsj6aSUNI
• https://www.ber.org/store/products/Grades-K-8-Practical-Strategies-for-Using-Project-Based-Learning- to-Enhance-Your-STEM-Instruction.aspx (Links to an external site.)
• https://www.projectpals.com/project-based-leaming-blog/the-power-of-problem-based-learning-for- math

ADDITIONAL INSTRUCTIONS FOR THE CLASS

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS – Assignment 3: Designing a STEM Project-Based Learning (PBL) Experience

We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.

• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses. Assignment 3: Designing a STEM Project-Based Learning (PBL) Experience

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. Assignment 3: Designing a STEM Project-Based Learning (PBL) Experience

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.  Assignment 3: Designing a STEM Project-Based Learning (PBL) Experience

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. Assignment 3: Designing a STEM Project-Based Learning (PBL) Experience

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. Assignment 3: Designing a STEM Project-Based Learning (PBL) Experience

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS – Assignment 3: Designing a STEM Project-Based Learning (PBL) Experience

• Guarantee

• Zero Plagiarism
• On-time delivery
• A-Grade Papers
• Free Revision
• 24/7 Support
• 100% Confidentiality
• Professional Writers

• Services Offered

• Custom paper writing
• Question and answers
• Essay paper writing
• Editing and proofreading
• Plagiarism removal services
• Multiple answer questions

We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium. Assignment 3: Designing a STEM Project-Based Learning (PBL) Experience

Looking for a Similar Assignment? Order a custom-written, plagiarism-free paper

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS – Assignment 3: Designing a STEM Project-Based Learning (PBL) Experience