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STEM Integration

STUDENTS TEACHING STUDENTS. STEM Integration. FOR ENGLISH LANGUAGE LEARNERS. Vinson Carter University of Arkansas. Arkansas. 133,670 Arkansas residents speak a language other than English in their homes (5% of state population).

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STEM Integration

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  1. STUDENTS TEACHING STUDENTS STEM Integration FOR ENGLISH LANGUAGE LEARNERS Vinson Carter University of Arkansas

  2. Arkansas • 133,670 Arkansas residents speak a language other than English in their homes (5% of state population). • 450% increase in English Language Learners in public schools since 1994 – from 2,172 to 12, 076. • 109% increase in Language Minority Students since 1996 – 9,103 to 19,026. • Northwest Arkansas has experienced most of this growth.

  3. Springdale, AR • In 1995, Springdale High School had a 6% minority population • 2000 – Population 45,798

  4. Springdale, AR • In 2007, Springdale High School has a majority-minority population • 2007 – Population 66, 881 • In 2007, 83% of students qualify for free or reduced lunch • The English Language Learner (ELL) population is near 50%

  5. ELL Engineering Collaborative Primary Goals: • Deliver engineering content in a practical, hands-on context. • Reach out to ELL and Hispanic communities through parental involvement. • Encourage Hispanic students to consider a future in engineering or teaching. • Draw connections between primary, secondary, and STEM related occupations.

  6. First Year Focus • Springdale High pre-engineering class project with 3rd graders from Jones Elementary. • Comparison of the engineering curriculum with the 3rd grade frameworks to identify STEM components for the collaborative experience.

  7. Lesson 1 • Geometry and Measuring in Traditional Drafting and Design -Measure accurately in feet and inches -Identifying basic geometric shapes -Identifying drafting tools and demonstrate their use in a drawing of a birdhouse

  8. Student Reflections Students will write a story about their experience with the third graders during the first lesson. Students will include the following information in the story: • -What things were alike during each meeting? • -What things changed? • -What was your favorite part of working with the third graders? • -What will you do different the next time we meet?

  9. The Cultural Significance of Birds Each student will conduct an interview with a family member or friend who has lived in his or her native country. This could be a parent, grandparent, uncle or aunt, cousin, older brother or sister, etc. The questions pertain to the cultural significances of birds in the student’s native country, local town or area, and their family and religion.

  10. Interview Questions 1. Is there any kind of bird that is represented in your native country’s government? For example the eagle is the national symbol for the United States. If the answer is yes, what is the bird and what does it symbolize? 2. The dove is a common symbol for Christian religion in the US. Is the dove or any other bird represented in your religion or faith? What does that bird represent?

  11. Lesson 2 • Introduction to technology used in manufacturing. -Geometry review -Introduction to CADD -CNC Machining, Robotics, 3D prototyping, and other technologies used in construction and manufacturing

  12. The Birdhouse Storybook • Each student will be able to express the experience that they have had with the 3rd grade students by writing an illustrated story. • Each student will use the vocabulary words taught to the 3rd grade students in the context of the story.

  13. Storybook Questions • How can you use the vocabulary words in a cartoon story so that you can see the meaning of the word in how it is used? • Can using the same word to have two or more meanings? Can you use these words to make your story more interesting or effective in the story?

  14. Lesson 3 • Putting-It-All-Together: Birdhouse Construction -Review of vocabulary -Review of birdhouse parts -Tools and Safety -Construction of the birdhouse

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