UPDATE: The Nature of Science through Air Quality (Grades 3-8) is now on March 4, 2016. To apply follow this link.
ASSET STEM Education, a part of the CREATE Lab Satellite network, is a national education improvement nonprofit with professional development, hands-on educational materials, and consulting services.
The Satellite Network combines tech innovation with education know-how to empower communities and schools. Outreach teams at colleges of education (Marshall, West Liberty, Carlow and West Virginia Universities) locally adapt, pilot and share CREATE Lab projects. ASSET amplifies the impact of satellites, through professional development to an ever-broadening set of locations.
Project-Based Learning: Design and Development (Grades K-6 / January 12-13, 2016)
(This pilot involves professional development only. Recommended resource, Project-Based Learning: Differentiating Instruction for the 21st Century by: Wm. Bender, is optional.)
This course is offered to educators in all curricular areas who want to design, develop and implement a Project-Based Learning (PBL) experience for their students. Participants will establish foundational knowledge of the essential features/characteristics of Project-Based Learning such as: crafting an anchor and driving question, planning opportunities for feedback and revision, and engaging students in cross-curricular instruction and learning. Participants will use those components to design and develop their own PBL. They will leave the course with the outline of a PBL plan.
Nature of Science through Air Quality (Grades 3-8 / February 4, 2016)
(This pilot involves a materials component, as well as professional development.)
Please NOTE: The SPECK Sensor will be provided for the pilot ONLY and must be RETURNED at the conclusion of the pilot implementation.
The Nature of Science through Air Quality course will equip classroom educators with the confidence in teaching and content knowledge needed to help students engage in the Nature of Science to explore air quality in their community. Teachers will develop a project that will engage students in their own learning by asking: Have others reached the same conclusions? What do these findings mean? What consequences, if any, are associated with these findings? What should be done? Who are the stakeholder groups and how might they be affected? As a result, students will experience the real-life implications of scientific knowledge--that there is meaning and utility attached to scientific findings.
As part of the ASSET STEM Education Research and Development process, we are looking for interested classroom teachers who will be able to attend professional development and engage in the SPECK Sensor technology within the classroom with a focus on the Nature of Science and investigations in Air Quality.
As part of the pilot, participants will receive professional development and the SPECK Sensor to be utilized in the classroom. Please note that the professional development will engage participants in the use and capabilities of the technology, but is intended to be used to complement or enhance a school's existing curriculum, program or unit. Participants will be expected to develop a plan for implementing the Speck Sensor technology within their current curriculum.
First Steps in Coding (Pre-K-2nd Grade / March 9, 2016)
(This pilot involves professional development.)
Today’s young children are surrounded by technology. They do not know of a world without it. It is up to adults to help them understand its relevance and how technology is made. Part of understanding how technology is developed is for children to move from being a consumer of technology to being a producer of technology. Children should know how computer technology is made because it is something they use every day. Coding helps children understand how this technology is made. Through this course, participants will be introduced to coding strategies through the use of Bee-Bots, website activities, elementary coding apps and traditional classroom activities in order to develop computational thinking and gain an introductory understanding of coding.
Although not required, collaboration between school districts and their local Early Learning Centers/Pre-schools is encouraged through this pilot to develop a more seamless transition from Pre-K to Early Elementary.
If you are interested in participating in an upcoming pilot, please complete this survey by December 15th.