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STEM Matters: Leadership from Educational Purposes to Classroom Practices

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HBGCC - 304A

Innovator Talk

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Session description

In this session, participants will explore how integrating Science, Technology, Engineering, and Mathematics with Schmoker’s “indispensable competencies” enhances STEM education. Learn to design coherent, student-centered units using Understanding by Design, apply evidence-based instructional practices, and cultivate authentic STEM literacy by connecting classroom learning to real-world challenges.

Outline

0:00–0:05 | Introduction & Session Goals
Welcome participants and introduce the session objectives.
Discuss the importance of STEM education in preparing students for future challenges.

0:05–0:15 | Designing Clear, Coherent STEM Units
Explain the integration of the four STEM disciplines.
Introduce research-based frameworks like Understanding by Design (UbD).
Discuss how to create interdisciplinary STEM units that align with standards and foster inquiry.
Share examples of coherent STEM unit designs.

0:15–0:25 | Promoting Sound STEM Instruction
Explore evidence-based instructional practices for enhancing engagement and achievement.
Discuss strategies for making STEM learning accessible to all students.
Share examples of effective instructional practices across the four STEM disciplines.

0:25–0:35 | Targeting Authentic STEM Literacy
Define authentic STEM literacy and its importance.
Discuss how to connect classroom activities to relevant global challenges.
Share strategies for empowering students to apply their learning in meaningful ways.

0:35–0:45 | Interactive Activity: Designing a STEM Unit
Participants work in small groups to brainstorm and outline a cohesive, standards-aligned STEM unit.
Encourage collaboration and sharing of ideas among participants.

0:45–0:50 | Q&A and Wrap-Up
Open the floor for questions and reflections.
Summarize key takeaways and provide additional resources for further exploration.

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Supporting research

Books
Brown, P.L. (2023) Instructional Sequence Matters, Explore-Before-Explain Physical Science, Grades 9-12, NSTA Press: Arlington, VA.
Brown, P.L. (2019) Instructional Sequence Matters, Explore-Before-Explain, Grades 3-5, NSTA Press: Arlington, VA.
Brown, P.L., & Concannon, J. (2019). Evidenced-based science activities in grades 3-5. Meeting the NGSS. Routledge: New York.
Brown, P.L. (2018) Instructional Sequence Matters, Grades 6-8: Structuring lessons with the NGSS in mind. NSTA Press: Arlington, VA.
Brown, P.L., & Concannon, J. (2018). Inquiry-based science activities in grades 6-12. Routledge: New York.

Papers
McTighe, J and Brown P. (2023). Standards are not curriculum: Middle School Science, Science Scope.
McTighe, J and Brown P. (2020). Standards are not curriculum: Elementary Science, Science and Children, 58(1). 76-81.

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Presenters

Grace Boersma

Professional Development Specialist

Kognity

Dr. Patrick Brown

Executive Director of STEAM and CTE

Fort Zumwalt School District

Session specifications

Topic:

Project-, Problem- and Challenge-Based Learning

Grade level:

PK-12

Audience:

Curriculum Designer/Director, District Level Leadership, School Level Leadership

Attendee devices:

Devices not needed

Subject area:

Interdisciplinary (STEM/STEAM), Science

TLPs:

Spark Curiosity, Develop Expertise

Influencer Disclosure:

This session includes a presenter that indicated a “material connection” to a brand that includes a personal, family or employment relationship, or a financial relationship. See individual speaker menu for disclosure information.