Welcome to the eighth 100Kin10 Annual Partner Summit, an annual convening of 250+ leaders committed to solving the challenges underlying the STEM teacher shortage. 

Over the course of the day, our hope is that you’ll spark meaningful connections with peers, exchange perspectives and stories, glean insights, and get energized about new possibilities for your work and for the field.
Tuesday, March 26 • 11:15am - 12:30pm
Active Early STEM

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How might we support teachers to create active STEM learning environments for early learners?

Grand Challenge Themes:
Professional Growth
Elementary STEM

Denver Public Schools
Maggie Waldner

As a Teacher Forum member, here's how I'm tackling this challenge:
"Highlighting and building on early learners’ innate curiosity, questioning, and exploration through student-led conjecturing in math and beyond."

Through creating systems and routines that support student-led mathematical discourse, early learners are able to create and test out their own mathematical conjectures. This approach can be applied across subject areas, particularly in interdisciplinary STEM curriculum. This student-centered approach completely changed the way I think about teaching math and the ways in which I support student-driven, exploratory curriculum as a kindergarten teacher.

Loyola Marymount University School of Education + California Science Center
Kelly Keeler and Philip Molebash  Twitter: @LoyolaMarymount
Elena Lopez  Twitter: @casciencecenter

How our organizations are tackling this challenge:
"Developing NGSS-aligned, age-appropriate, hands-on instructional tools to help kindergarteners save the world!"

Kindergarten is a time when curiosity, discovery, creativity, and play define a child's day  and, when they develop conceptions, or misconceptions, about how the world works. Unfortunately, misconceptions can be carried with them for a long time, and most efforts focusing on increasing STEM readiness happen in middle or high school, which is too late. To tackle the root causes of limited STEM supports and professional development for elementary teachers, Loyola Marymount University, Auburn University, and the California Science Center took pre-existing STEM teaching kits that were originally aligned to middle school standards and reframed them for use in a kindergarten classroom. All instructional materials underwent field testing and iterations to create an age-appropriate way for kindergarteners to solve problems using their STEM knowledge. Along with the materials, we provided professional development for teachers to help facilitate the process of empowering kindergarteners to save the world!

American Museum of Natural History + Bank Street College of Education
Jenny Ingber and Jacqueline Horgan Twitter: @jingber | @AMNH
Peggy McNamara  Twitter: @bankstreetedu

How our organizations are tackling this challenge:
"Enhancing early STEM learning through active STEM learning experiences for preK-1st grade teachers through partnerships with schools and leveraging the assets of informal science institutions."

The American Museum of Natural History (AMNH), Bank Street, and New York Hall of Science (NYSCI), piloted year-long partnerships with schools and community-based organizations that offer preK-1st grade. In both cases, teachers engaged in active STEM learning using new materials and observing natural phenomena in a variety of environments; teachers implemented new strategies of STEM teaching with young children; and teachers became enthusiastic about STEM through the use of Museum assets. At AMNH, teachers, children, and families learned STEM together during class visits and Family Fun Nights complementing the teachers’ professional learning. In the Bank Street and NYSCI pilot, teachers learned how close observation of children’s STEM processes coupled with instructional conversations with colleagues fostered learning. Lessons learned are informing future directions for all of the institutions in early STEM. Michaela Labriole, Director of Strategic Initiatives at NYSCI, was an additional contributor to this work.

DC Public Schools
Lauren Allen  Twitter: @AllnSTEM  @dcpublicschools

How our organization is tackling this challenge:
"State-supported STEM early learning through standards revision, professional development, and community collaboration."

 The Office of the State Superintendent of Education (OSSE) and the community of the District of Columbia (DC) is working to support early implementation of STEM and encourage early STEM learning and inquiry by aligning DC early science standards to the NGSS. Using community connections, we have developed a content-rich development series that is open to all public educators in DC to support their implementation of the revised three-dimensional standards. Thanks to 100Kin10, DCPS, and the National Air and Space Museum, we have a solid foundation for STEM development. Our challenges focus on securing sustainable funding to provide materials and bandwidth for facilitation support. Community collaborators have reviewed and updated the science inquiry standards, which are awaiting review and approval by the State Board of Education.

avatar for Maggie Waldner

Maggie Waldner

Kindergarten Teacher, Harvard Graduate School of Education

Kelly Keeler

STEM Curriculum Developer, Loyola Marymount University School of Education

Philip Molebash

Director, Center for Math and Science Teaching, Loyola Marymount University School of Education

Elena Lopez

Professional Learning Manager, California Science Center
avatar for Jenny Ingber

Jenny Ingber

Director of Children and Family Learning, American Museum of Natural History

Jacqueline Horgan

Children and Family Learning Coordinator, American Museum of Natural History

Peggy McNamara

Chair, General Teacher Education Department, Bank Street College of Education
avatar for Lauren  Allen

Lauren Allen

STEM Management Analyst, STEM Integration, DC Office of the State Superintendent of Education (OSSE)
Follow me on twitter @AllnSTEM

Tuesday March 26, 2019 11:15am - 12:30pm
Dickinson Classroom 1

Attendees (28)