Session Outline: Page-Turners and Problem-Solvers
This 60-minute session will be structured as an interactive Idea Lab to guide elementary teachers in creating an integrated STEAM and literacy lesson. We will facilitate a hands-on, collaborative process that directly addresses the challenge of fitting all standards into limited instructional time.
Content and Engagement
Introduction and Hook (5 minutes):
Content: Presenters will introduce themselves, the session's objectives, and the core challenge of balancing a crowded curriculum.
Engagement: A brief, thought-provoking question will be posed to the audience to initiate a quick poll via a device-based tool (e.g., Mentimeter). This will immediately connect the content to the audience's professional reality and set a collaborative tone.
Theoretical Framework (10 minutes):
Content: Present a concise overview of the research and theory behind our interdisciplinary approach, including inquiry-based learning, culturally responsive pedagogy, and UDL. We will share a few key takeaways from our text, Page-Turners and Problem-Solvers.
Engagement: Presenters will facilitate a brief, small-group discussion, asking participants to share their current biggest curriculum challenge. This peer-to-peer interaction will validate their experiences and build community.
Hands-On Activity: The Idea Lab (30 minutes):
Content: This is the core of the session. Participants will work in small groups with provided materials. We will have a curated selection of diverse and inclusive picture books, along with accompanying lesson materials and planning templates from our text. Each group will select a book and collaboratively begin to design a lesson plan that integrates STEAM and literacy, focusing on a specific real-world problem or inquiry question.
Engagement: The presenters will circulate as facilitators, offering guidance and prompting groups with questions to deepen their planning. This is the main period for hands-on, peer-to-peer collaboration, where attendees will be creating their final artifact.
Sharing and Reflection (10 minutes):
Content: Each group will have an opportunity to briefly share their emerging lesson idea with the rest of the room.
Engagement: This segment uses a gallery walk or a quick-share format. Attendees will provide feedback and suggestions, broadening the collective knowledge base. This allows participants to see a variety of approaches and learn from their colleagues. Presenters will guide the conversation, ensuring all ideas are valued.
Wrap-up and Takeaway (5 minutes):
Content: Presenters will summarize key takeaways and encourage participants to complete their lesson plan and use it in their classroom. We will provide information on where to find additional resources.
Engagement: Participants will leave with their lesson plan artifact, ready for implementation, solidifying the practical benefit of the session. A final question-and-answer period will allow for final clarifications.
During the session, participants will work collaboratively to create a lesson plan based on a diverse and inclusive picture book. The lesson plan will include specific activities, a connection to relevant standards, and strategies for supporting all learners through Universal Design for Learning (UDL). This artifact also serves as a personalized action plan for immediate classroom implementation, empowering educators to apply the session's concepts directly to their teaching practice.
Flis, S., O'Neill, S., & Cameron, T. (2025). Page-Turners and Problem-Solvers: Integrating STEAM and Literacy in the Elementary Classroom. This is the foundational text for the session, detailing the research and practical applications of our approach.
Gay, G. (2018). Culturally Responsive Teaching: Theory, Research, and Practice (3rd ed.). Gay's work is a cornerstone of our pedagogical approach, providing the framework for how to integrate students' cultural knowledge and experiences into all learning.
Lewison, M., Leland, C., & Harste, J. C. (2008). Creating Critical Classrooms: K-8 Reading and Writing with an Edge. This text provides a practical guide for implementing critical literacy with elementary students, which is a key component of our session's focus on social justice and equity.
Brouillette, L., & Graham, N. J. (2016). "The Impact of an Integrated STEAM Curriculum on Science Achievement for High-Poverty Elementary Students." This research supports the effectiveness of integrated STEAM lessons in improving student achievement, particularly in high-poverty settings.
Cunnington, M., Kantrowitz, A., Harnett, S., & Hill-Ries, A. (2014). "Connecting STEAM and Literacy." This study provides evidence that integrating STEAM and literacy can positively impact cognitive development and improve both literacy and math skills.
Rose, D. H., & Meyer, A. (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. This is the seminal text on Universal Design for Learning (UDL), which we apply to ensure our integrated lessons are accessible and effective for all learners.
Dewey, J. (1938). Experience and Education. As a key figure in the philosophy of inquiry-based learning, Dewey's work underpins our approach to fostering student-centered, problem-solving, and hands-on learning.
Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Muhammad’s framework provides a practical and actionable way to apply culturally responsive principles to literacy, directly informing the core of our proposal.
Vasquez, V. (2004). Negotiating Critical Literacies with Young Children. Vasquez's work demonstrates that even very young children are capable of engaging in critical literacy and social justice-oriented projects, validating our approach for the elementary classroom.
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