STLinSTL 2018

Maker spaces have been growing like kudzoo in our schools over the past half decade. What kind of cultural impact are these spaces having on our learning communities? More importantly, are these spaces having a positive impact on the type of global innovator, leader, and beacon for change we are trying to cultivate in our schools? In this session an experienced Maker/Teacher/Innovator with almost two decades of independent school technology experience will share findings on the cultural change shaping these spaces across the country, as well as dig into hot topics discussed over the past three years in conferences around the country. In this two-part session, participants will not only hear about the cultural impact of Makerspaces but also will get hands-on with different types of Maker Tools to gain a deeper understanding of how these tools/spaces can enhance learning.

Is this going to be on the test?  Why do we have to know this? Is this for a grade?  Can you tell me what I need to do to get this right?  These questions haunt each and every teacher that is on the receiving end of such inquiry.  When teachers use intentional and purposeful approaches to teaching that foster and nurture engagement, questions like these evaporate from our schools and classrooms while our students deep dive into STEM learning.  This workshop shows you how!  Participants will experience targeted and specific strategies for finding the right level of rigor, striking the ideal balance between surface and deep learning, and identifying the perfect level of challenge for each student.  Participants will take part in an out-of-your-seat experience that models these principles for deep thinking and understanding. 

By the end of this workshop, participants will:

(1) compare and contrast surface-level thinkers (snorkelers) with deep-level thinkers (scuba divers).

(2) understand the relationship between surface and deep level learning.

 By the end of this workshop, participants will be able to:

(1) identify the essential components of an effective and engaging learning experience in STEM. 

(2) support instructional decisions with research from the science of learning.

• How is knowledge structured and how can we utilize that structure to develop the intellect?
• How can we move to a three-dimensional curriculum and instruction model that allows us to compact the overloaded curriculum, and teach both factual and conceptual knowledge with greater depth and rigour?
• What is a conceptual lens and how can we use it to develop higher levels of thinking and increased motivation for learning?
• How can we design instruction to achieve synergistic thinking between the factual and conceptual levels of knowledge and understanding?
• How do we scaffold thinking to deeper levels?
• How do we develop different kinds of guiding questions to path student thinking from the factual to the conceptual level of understanding?
• What is the difference between an Activity and a Performance of Deep Understanding?
• What does concept-based instruction “look like” in the classroom?​

• Why is it important for students to learn conceptually?
• What are the facts, processes and concepts in mathematics?
• How do I craft generalizations in mathematics?
• How do I craft quality guiding questions?
• How do I plan units of work for concept-based mathematics curriculum?
• How do I captivate and engage students? Practical strategies for creating rich learning experiences in the classroom
• How do I integrate technology to foster conceptual understanding?