Teacher Training By Dr. Diana Wehrell-Grabowski » Diana Wehrell-Grabowski

Teachers Explore STEM Concepts Through Hands-On-Minds-ON Inquiry-Based Investigations

Diana Wehrell-Grabowski — Mon, 23 Jan 2012 16:13:23 +0000

Just back from Texas where I conducted STEM training for elementary teachers at Town Center Elementary. We began the workshop with discussing methods to develop and strengthen critical thinking skills in students. During the full-day science, technology, engineering, and math (STEM) teacher training workshop teachers were introduced to a wide-array of STEM content and concepts via hands-on-minds-on inquiry-based investigations. Teachers explored: Super absorbing polymers, biomimicry, structure and function, engineering design process, and using toys to explore force, motion, energy concepts. Additionally, teachers were introduced to a wide-array of children’s literature that make connections to STEM concepts. Teachers recorded their notes, drawings, and designs in their professional learning journals. I was really impressed with Town Center Elementary administrators and teachers. It was apparent from the moment I entered the school that the administrators and teachers strive to provide the very best educational experience for every Town Center Elementary student. The school is actively engaged in integrating STEM throughout all grade levels and subject areas including physical education and the arts. Lastly, I was really impressed with the use of professional learning journals by the teachers. Each teacher has a professional learning journal (composition notebook) that they bring to each professional staff development training they attend. Teachers record their notes, etc.. in the journals. This is kept throughout the school year for teachers to use a reference, review etc…During all my teacher training workshops I encourage teachers to record their notes in journals versus bringing loose sheets of paper to record their notes etc… only to be lost or misplaced over time. Kudos to Town Center Elementary and Coppell Independent School District Science Resource specialist for promoting the use of professional learning journals by their teachers.

Early Childhood Teachers Explore Science, Technology, Engineering, and Math Concepts

Diana Wehrell-Grabowski — Sun, 08 Jan 2012 15:45:43 +0000

Thirty-five early childhood teachers explored a wide-array of science, technology, engineering, and math (STEM) concepts during a recent hands-on-minds-on inquiry-based teacher training workshop I conducted in LaVergne, Tennessee. It’s always rewarding to see the enthusiasm of early childhood teachers in their willingness to be introduced to new and exciting investigations to bring into the early childhood classroom. During the six-hour workshop teachers were actively engaged in exploring numerous STEM concepts via hands-on-minds-on explorations. We started off the workshop by observing and analyzing shapes and patterns found in nature and man-made objects. Then it was onto building 2 and 3-D structures. Analyzed toys to explore force, motion and energy concepts. Made connections to birds, airplanes, helicopters, parachutes, and seed dispersal. Built ramps out of store-bought race car tracks, paper tubes, insulating foam, and whatever else the teachers could get their hands on. Ended the session with building boats out of aluminum foil, the goal being to have the aluminum boat carry the maximum cargo load (pennies) without sinking. Additionally, teachers were introduced to numerous early childhood literature STEM connections such as “Iggy Peck The Architect” and more. Check out STEM literature references under the book page on this website. What a great group of early childhood teachers at LaVergne Primary School, Tennessee. We need to have a strong science and STEM presence at the early childhood level if we want our children to continue their excitement for the natural world around them. Check out some of the photos taken during the STEM workshop for early childhood teachers.

STEM Teacher Training with 21st Century Community Learning Center Staff

Diana Wehrell-Grabowski — Wed, 16 Nov 2011 20:21:56 +0000

Check out 21st Century Community Learning Center Staff conducting hands-on-minds-on inquiry-based STEM investigations during a recent two-day STEM teacher training workshop I conducted in Washington State. The teachers were actively engaged in exploring a wide-array of STEM concepts via hands-on-minds-on investigations. From exploring structures and function in nature and in man-made objects to exploring engineering concepts. It was a great group of teachers. As always very willing to expand upon their own content knowledge as well as being introduced to many new STEM investigations to bring back to their after-school work sites. Transforming K-12 math and science education via STEM education is definitely where it’s at.

www.youtube.com/watch?v=vz1sNHqR65M

What Happens After The Teacher Training Experience?

Diana Wehrell-Grabowski — Tue, 15 Nov 2011 17:08:40 +0000

I’ve been conducting hands-on-minds-on teacher training workshops since 1987 throughout the nation and lately conducting teacher training abroad as well. With over 650 teacher training workshops under my belt from 3 hour sessions to 10-day institutes one constant remains the same, “Change comes from within.” For the most part teachers are willing to try new teaching methods within their classroom. However, there are always the few teachers that are resistant to change their ways. Attending a teacher training workshop is only the first step to making real change within the classroom, what teachers choose to do with what they learned is the determining factor as to whether the training experience was valuable. The point is, “change comes from within.” The movement to implement inquiry-based science practices and learning within all K-12 science classrooms has been on the forefront of education reform for close to twenty-years. Yet there are still so many teachers who are unaware of what an inquiry-based science classroom really looks like. What is the role of the teacher and the student in an inquiry-based science classroom? Essentially, it’s up to the individual teacher to decide what form of inquiry-science best fits their teaching style as well as the group of students to whom they are teaching. One teacher may choose to use a structured inquiry format, while another chooses a guided approach, and yet another implements an open-ended inquiry approach. It’s difficult enough to be an excellent science teacher, let alone master effective inquiry-based practices on a daily-basis. I found a great article by Carl J. Wenning, Department of Physics, Illinois State University Implementing inquiry-based instruction in the science classroom: A new model for solving the improvement-of-practice problem. Wenning’s article brings to light the difficulty of actually implementing inquiry-oriented pedagogical practices within the classroom. Just because a teacher has attended inquiry-based professional staff development, and has learned how to conduct scientific inquiry does not automatically translate to implementation of inquiry-based instruction. In the end, I do believe change must come from within. A teacher who is not comfortable with inquiry-oriented pedagogical practices is not going to change their existing practices, it’s just that simple. To read Wenning’s article in detail see the following link in the Journal of Physics Teacher Education.

Designing, Constructing and Testing Parachutes: A STEM Investigation

Diana Wehrell-Grabowski — Tue, 06 Sep 2011 20:47:28 +0000

One of the Science, Technology, Engineering, and Math (STEM) investigations I often introduce during the STEM teacher training workshops I conduct nation and worldwide is the science of Parachutes.We begin the investigation by analyzing seeds and how they are dispersed. That may be followed up by designing and constructing a paper helicopter that floats through the air similar to how milkweed, pine cone, and dandelion seeds travel. We discuss how man borrowed the design of the modern-day parachute from nature as in the flight of dandelion seeds. Leonardo daVinci is said to have gotten his inspiration for his triangular-shaped parachute from observing and analyzing how seeds were dispersed. Additionally, we discuss STEM-related concepts relative to parachutes (air resistance, surface area, gravity, Newton’s Laws of Motion, kinetic and potential energy, and other concepts). We then move onto the engineering design process. Teachers observe and analyze a variety of pre-made parachutes. They then design, construct, and test their own parachutes, re-designing if necessary. I provide a wide-array of materials for teachers to build with. Low-cost and accessible being number one priority. Plastic trash bags, paper bags, tissue paper, string, washers, plastic figurines, tape, digital balances, and rulers are about all you need to design some pretty cool and functional parachutes.

www.youtube.com/watch?v=f0n6V6PQGFk

United States Must Improve Teachers Knowledge of STEM

Diana Wehrell-Grabowski — Wed, 31 Aug 2011 12:42:08 +0000

Yolie Flores is “spot on” when she states in an article in US News and World Report that “recruiting, training, supporting, and equally distributing highly effective math and science teachers must be a top priority for the United States in US News and World Report. Yolie Flores, a former Los Angeles Unified School District board member, is CEO of Communities for Teaching Excellence. As always if we want US students to comprehend complex math and science concepts then we better be sure that our teachers have a handle on the concepts as well. Continual teacher training, professional staff development, and support is critical in building a strong STEM initiative in the United States.

It’s All About Making Observations and Developing Critical Thinking Skills

Diana Wehrell-Grabowski — Fri, 26 Aug 2011 14:50:36 +0000

No matter what hands-on-minds-on inquiry-based teacher training workshop I’m conducting. A fundamental component of the teacher training is introducing teachers to investigations that help the student develop observational skills, as well as developing critical thinking skills. Developing observational skills and critical thinking skills is essential in all science classes. I find that in my STEM teacher training workshops the need for heightened observational skills and critical thinking skills is crucial for the student to fully comprehend STEM education concepts. Recently, I conducted a 3-day STEM teacher training institute for an elementary school that is in its first year of becoming a STEM school. Throughout the 3 days teachers were actively engaged in exploring STEM concepts through hands-on-minds-on inquiry-based investigations. Many of the teachers shared with me that they had never looked at nature and the world the way they learned to during the training. As teachers we often get caught up in the daily rut of covering mass amounts of information within short periods of time that becomes disjointed with little meaning to the student. The first priority in any classroom is to teach observational skills and help the student develop critical thinking skills. But first, teachers may need to take the time to look closely at nature themselves. The following slideshare below is from a recent Science, Technology, Engineering, and Math (STEM) teacher training workshop I conducted.

Developing critical thinking skills via exploring science, technology, engineering, and math (stem) concepts aug 2011

View more presentations from Diana Wehrell-Grabowski

Developing Critical Thinking Skills via Exploring Science, Technology, Engineering, and Math (STEM) Concepts

Diana Wehrell-Grabowski — Tue, 23 Aug 2011 22:08:57 +0000

Had the pleasure of conducting a STEM teacher training workshop for a middle school in Florida that has become a STEM school this year. It’s an exciting time for the teachers and students to become a part of the ever growing STEM movement. All teachers of the school will incorporate STEM concepts within their classrooms, whether they are a foreign language teacher, reading or social studies teacher. The entire staff at CASE will incorporate STEM, and they are excited to be involved with such an endeavor. During the STEM teacher training workshop I conducted teachers explored an array of STEM concepts from conducting experiments. We began the workshop with teachers exploring biomimicry concepts. Incorporating biomimicry investigations into the STEM classroom helps to develop critical thinking and problem-solving skills in the student. Teachers also conducted experiments with nano-technology products as well as designing, constructing, and testing parachutes. In addition to the many hands-on-minds-on inquiry-based investigations teachers conducted to explore STEM concepts they were also introduced to literature that reinforces STEM concepts. The following photos are a sample representation of some of the hands-on-minds-on inquiry-based STEM investigations the teachers undertook during the STEM teacher training workshop.

Differentiated Instruction Conference

Diana Wehrell-Grabowski — Thu, 28 Jul 2011 14:36:19 +0000

Just back from presenting at the Midwest Conference on Differentiated Instruction in Chicago, hosted by Staff Development for Educators (SDE). I presented three different workshops during the conference. Exploring Physical Science Concepts for middle school teachers, Exploring The Big Ideas in Science to elementary teachers, and Developing Critical Thinking Skills via Exploring Science, Technology, Engineering, and Math (STEM) Concepts for middle through high school teachers. Teachers were actively engaged in hands-on-minds-on investigations throughout each of the workshops. The workshops were inquiry-based which provided the teachers with opportunities to discover, explore, and share their ideas with one another and the entire group. As always, I’m grateful to be sharing my enthusiasm and expertise with teachers nationwide. Looking forward to future visits to Chicago to conduct teacher training.

Video Footage Science, Technology, Engineering, and Math (STEM) Workshop For Early Childhood Teachers

Diana Wehrell-Grabowski — Mon, 25 Jul 2011 23:40:16 +0000

These days we hear quite a bit about incorporating STEM education in K-12 classrooms. STEM explorations can and should be incorporated into the early childhood classroom. Early childhood classrooms already incorporate science, math, and simple engineering explorations. Along with the K-12 STEM teacher training workshops I conduct nation and worldwide, I’ve developed STEM teacher training workshops for early childhood teachers. The early childhood teachers have been very receptive to incorporating STEM explorations within their early childhood classrooms. Below is select video footage from a recent early childhood teacher training workshop I conducted. 75 early childhood teachers were actively engaged in conducting hands-on-minds-on science, technology, engineering, and math (STEM) explorations. Additionally, teachers were introduced to children’s literature that had STEM-related themes. Once again, a great group of teachers.