1. Betsy Stefany
  2. http://www.sabensgrp.com
  3. Coordinator STEM Literacy Community of Practice
  5. The SABENS Group
  1. Tina Bishop
  2. Education Evaluation and Research Specialist
  4. The College of Exploration
  1. Michael Michael Kaspar
  2. Senior Policy Analyst
  4. National Education Association
  1. Marilyn Moriarty
  3. Hollins University

STEM Literacy Community of Practice

NNX16AB95A, ED 1501206

2019 (see original presentation & discussion)

Grades K-6, Grades 6-8, Grades 9-12

The NH-based MSP “STEM Literacy Community of Practice” educators and an ELO student share views of Project-based activities that advance ELA critical reasoning and documentation skills while supporting rural community relevancy to STEM. Their activities include the introduction of coding, applying ELA skills to extend the reasoning described as “cascade of Practices PBL Sequence” (from Bell et al., 2011) research to place-based practice. 

The activities build on science literacy research (Moulding 2013), increasing critical reasoning support and increasing experiences.  These additions ensure local relevancy and leverage from existing community programs.  The video shares varied grouping from collecting evidence and model development to historical site data. This approach enables skills to be developmentally appropriate, formatively accessed and accessible while maintaining student privacy.   Their middle students are preparing for changing high school “Extended Learning Opportunities” requiring progressive ELA support and communication skills.

Since NH is known for the “worst weather”, this year’s video focuses on the challenge to observe and document movement in a spatial context. The phenomenon of wind serves to focus the varied projects from design to movement documentation and the complexity involving mapping invisible wind turbulence.

Since the MSP teacher/researchers use a variety of digital tools in projects, continuing to extend STEM projects beyond their classroom to informal program applications and model building that include engineering practices relevant to their geographic community.

The research as a Community of Practice enables partners to join and continue to update activities as evidence is published.  Time is flexible to teaching and learning with activities providing the documentation through technology.    Building on the findings, the teachers can adjust to changes and take advantage of micro-credentialing while students build skills to advance spatial literacy.  The video invites interactive discussion. 


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