Step into STEAM, Grades K-5: Your Standards-Based Action Plan for Deepening Mathematics and Science Learning

Autor/inn/en	Bush, Sarah; Cook, Kristin
Institution	National Council of Teachers of Mathematics
Titel	Step into STEAM, Grades K-5: Your Standards-Based Action Plan for Deepening Mathematics and Science Learning
Quelle	(2019), (232 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-5443-3720-3
Schlagwörter	Leitfaden; Unterricht; Lehrer; STEM Education; Art Education; Elementary Education; Elementary School Teachers; Alignment (Education); Learning Activities; Transformative Learning; Program Development; Faculty Development; Kindergarten; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5 + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; STEM; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Elementarunterricht; Elementary school; Grundschule; Volksschule; Lehrer; Lernaktivität; Pädagogische Transformation; Programmplanung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	How do you create an innovative and equitable classroom experience that prepares elementary students for jobs that don't yet exist while placing a critical focus on mathematics and science content and practice standards-all while meeting the demands of high-stakes testing? The answer to this question is Step into STEAM, by Sarah Bush and Kristin Cook, which provides a practical and accessible approach for educators to create meaningful and transformative learning experiences for each and every student. This book guides and inspires K-5 educators through a seamless process of designing and implementing STEAM inquiries that align carefully to key mathematics and science content and practices. Taking an opposite approach to existing resources that provide collections of disjointed STEAM activities, this book empowers teachers and schools to build cohesive and sustainable STEAM infrastructures-grounded in grade-level standards and purposeful assessment-to deepen the mathematics and science learning of each and every student. STEAM instruction is for each and every student; STEAM instruction is about mathematics; and STEAM instruction can and should be implemented for student success and to engage students in making their community and our world a better place. Loaded with resources to help K-5 teachers and instructional leaders develop, implement, and assess meaningful STEAM inquiries, this research-based book: (1) Provides practical, on-the-go resources to help busy teachers get started in creating purpose-driven STEAM instruction; (2) Allows educators to interact deeply with the content and create equitable STEAM experiences that blend community and societal interests; and (3) Includes online companion printable resources to help educators jumpstart or deepen STEAM learning throughout a school or district, supporting STEAM professional development, professional learning communities, and book studies Checklists, pictures, graphic organizers, reflection questions, "Try it Out!" sections, and example STEAM inquiries help teachers seamlessly connect multiple subject areas, create transformative learning experiences, engage elementary students in developing creativity and empathy, and enable students to solve meaningful and authentic problems for others-all to prepare students for their bright futures. Make the most of your limited instructional time and become part of the Step into STEAM movement! [Foreword by Matt Larson.] (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01