Instruction

At Our Lady of Grace Catholic School, STEM instruction plays a vital role in our educational approach. We value not only leading in STEM education but also staying open to new ideas and influences from the educational community. STEM is integrated into all our classrooms, ensuring that students encounter STEM concepts throughout their education.

Our dedicated teachers continuously engage in professional development. This includes participating in group training, pursuing individual learning opportunities, and taking advantage of resources provided by the school. This commitment to ongoing education equips our educators with the latest teaching methods and STEM advancements.

Our STEM inclusive lesson implementation is centered on the Engineering Design Process (EDP), emphasizing problem-solving and critical thinking. This process involves defining problems, brainstorming solutions, designing prototypes, testing, and refining. Through this approach, students learn how to address unique challenges effectively. We are thrilled to incorporate the Activity-, Project-, and Problem-Based approach (APB) along with Picture Perfect STEM, as well as the 5E model in conjunction with Project Lead the Way (PLTW), into our STEM-specific classes as part of our newly adopted STEM curriculum.

We expose our students to software technologies like Google Suite, Canva and other tools, along with supplemental learning devices. This includes hands-on experiences with items like the Garden Tower and Lego Wall. Such exposure helps students develop practical skills and a deeper understanding of how technology and engineering are applied in real-world contexts.

Our school offers diverse learning spaces to cater to different learning styles and needs. These spaces include a Wood shop STEM Lab, Maker Space, outdoor classrooms, and religious prayer gardens. These environments encourage creativity, adaptability, and a well-rounded educational experience.

By prioritizing STEM education and fostering a holistic and immersive learning environment, Our Lady of Grace Catholic School empowers its students with essential skills for the modern world while nurturing creativity and problem-solving abilities.

3.1 STEM Instructional Approach Training

As 100% of Our Lady of Grace students participate in STEM class, and all teachers provide STEM learning opportunities in their classrooms. Teachers utilize the Maker Space, maker carts, woodshop and workbench as needed to support their in-class projects. The Director of STEM is available to help facilitate collaborative projects between STEM classes and general education classrooms. Classroom supplies, STEM bins, STEM challenge cards, and assessments are part of teacher lesson plans to ensure that the design process is taught and utilized. Grade-level STEM projects are based on the Tool Curriculum Map, and work in conjunction with NGSS Science standards. These signature projects are created to help students demonstrate proficiency.

Our Lady of Grace's commitment to STEM education and its approach fosters creativity and problem-solving skills in students. Our Lady of Grace emphasizes the integration of STEM across classrooms, ongoing professional development for teachers, a focus on the Engineering Design Process, exposure to technology and tools, and the availability of diverse learning spaces. This comprehensive approach is geared toward preparing students with essential skills for the modern world.

3.1 Trainings Staff STEM List.xlsx

Instructional Approaches

Webinars and Trainings

3.1 Renewal

Staff List & Training Descriptions

Staff Development Day Flyer

Woodshop Training & Refresher

Woodshop Training Agenda

During Professional Development sessions, new staff members have access to Woodshop specific training. The Woodshop is equipped with large and small items that require safety training. Staff members are also able to review any of this training and access direct help from our Woodshop STEM Lab liaison as needed.

PD & Training Agenda

PD September 2022.docx

Woodburner Tool Training

Woodshop Training Lesson Plan

All teachers created a wooden box using the tools in the woodshop during this after-school staff training day. This sample is also used as a lesson plan example for teachers.

Lesson Plan - Engineering a Heart Box

Research-Based Model for Teacher Instruction:

trajectories.pdf

what_is_engineering.pdf

3.2 STEM Instructional Approach Implementation

The emphasis on the Engineering Design Process in every classroom at Our Lady of Grace Catholic School is clear. By consistently using this language and modeling the process, students are provided with a clear understanding of the expectations at each grade level.

In primary classrooms, teachers encourage students to express their ideas by providing opportunities to write and draw their plans in notebooks, journals, and on templates. This approach fosters creativity and allows younger students to explore their ideas and solutions.

For older students, collaboration is emphasized as they work together on plans, supplies, and revisions within defined classroom parameters. This collaborative learning environment encourages students to share ideas, make improvements, and develop a deeper understanding of the engineering design process.

Overall, this approach ensures that students not only learn about the Engineering Design Process but also actively apply it, promoting critical thinking, problem-solving, and teamwork throughout their educational journey.

We are thrilled to incorporate the Activity-, Project-, and Problem-Based (APB) approach along with Picture Perfect STEM, as well as the 5E model in conjunction with Project Lead the Way (PLTW), into our STEM-specific classes as part of our newly adopted STEM curriculum. This innovative approach promises to provide our students with a rich and dynamic learning experience that will prepare them for the exciting world of STEM.

OLG PLTW Curriculum Map.docx

Copy of 5th Grade Stem Activities -Gallagher

5th Grade Lesson Examples

This is a collection of lessons where students walk through the Engineering design process. Students implement problem-based learning and inquiry-based learning.

80% of All Teachers use a STEM instructional approach in the context of solving a real world problem or challenge

OLG Picture-Perfect STEM Curriculum.docx

STAGES of STEM Instructional Model

We are excited to teach APB approach with Picture Perfect STEM and the 5E Model with Project Lead the Way (PLTW) in our STEM specific classes. We continue to use EDP with EPICS and STEM inclusive lesson implementation.

The 5E Model of Instruction.docx

Engineering Design Process

All teachers use these steps in the engineering design process when teaching the EDP model. They are posted in each classroom.

Teacher Resource STEM Binders

Teachers at Our Lady of Grace are given a binder to begin working with STEM in their classrooms. Lesson planning pages, integration ideas, templates, and articles can be found inside to help inspire teachers to use STEM as a way to teach standards through hands-on, problem solving skills. Primary teachers start with the foundation from EIE which will go through age 12. Middle School teachers use research from 5E to show how STEM skills are not just specific to science or math, but can be used in other domains to show collaboration between many classes. Starting with these two models, we empower teachers to give students every opportunity to grow creativity in exploring all the skills they know. Binders were updated for the 2023 year to include updated models, templates, standards, and sources. Binders are kept in each classroom and resources are shared during the year.

3.3 Student Instructional Work Groups

Collaborative group work is an integral part of the educational experience at Our Lady of Grace Catholic School, occurring at all grade levels and within every Specials area class. Our school's approach to collaborative group work includes both planned and spontaneous activities.

Students are encouraged to take on various group roles and responsibilities during collaborative projects. These roles can be predefined in some cases, with specific tasks and responsibilities assigned to each member. In other instances, roles may be left undefined, allowing our students to naturally gravitate towards positions where they can best contribute to the group's success.

Our Lady of Grace's philosophy recognizes the importance of guiding students to identify their strengths and then enabling them to naturally assume roles that align with their individual abilities. This approach not only promotes personal growth but also ensures that each of our students can make meaningful contributions to the collaborative effort, fostering a sense of success and fulfillment within the group.

Native American Dwellings STEM, 5A/B 2023.docx

BRWB4B5B6E2E2A0_005404.pdf

5th grade used technology to supplement and demonstrate knowledge learned during a collaborative group lesson where they created 3D Native American habitats and then created a Google slides presentation to share their project and finding with their classmates.

Copy of TIPI- jak ,lucas ,Claire

OLG Unit Lesson Plan - 1st Grade Example.pdf

1st Grade Lesson Plan - Sound using Chrome Music Lab to explore

Thanksgiving STEM, 4th 2023.docx

Lesson plan showing students working in small groups with designated roles.

Scan Jan 23, 2024 at 12.44 PM.pdf

Student evaluation of collaborative groups

8th grade collaborative group lesson Math/STEM/Science

Defined Student Roles

Examples of Collaborative Rubrics and Project Evaluation Sheets:

Collaboration rubric.pdf

Middle School Science Project

Defined Student Roles for Collaborative Group Work:

Facilitator: Moderates team discussion, keeps the group on task, and distributes work.
Recorder: Takes notes summarizing team discussions and decisions and keeps all necessary records.
Reporter: Serves as group spokesperson to the class or instructor, summarizing the group’s activities and/or conclusions.
Timekeeper: Keeps the group aware of time constraints and deadlines and makes sure meetings start on time.
Devil’s Advocate: Raises counter-arguments and (constructive) objections, and introduces alternative explanations and solutions.
Harmonizer: Strives to create a harmonious and positive team atmosphere and reach consensus (while allowing a full expression of ideas.)
Prioritizer: Makes sure the group focuses on the most important issues and does not get caught up in details.
Explorer: Seeks to uncover new potential in situations and people (fellow team members but also clients) and explore new areas of inquiry.
Innovator: Encourages imagination and contributes new and alternative perspectives and ideas.
Checker: Checks to make sure all group members understand the concepts and the group’s conclusions.
Runner: Gets needed materials and is the liaison between groups and between their group and the instructor.
Wildcard: Assumes the role of any missing member and fills in wherever needed.

Reference: https://www.definedlearning.com/pd-center/team-group-roles/

Defined Student Roles during restricted Groups:

These roles were used during our return to school with COVID learning where groups were restricted but students continued to practice defined group roles:

Project Manager: responsible for giving out directions to the builder and the supplier. This student usually has the set of instructions, plans, or sketches that they need to follow to build the group’s design.
Inspector: observe their teammates and analyze how the communication is in that group.
Builder: get materials from the supplier and follow directions of the project manager.
Supplier: listens to the instructions from the project manager and gets the materials from the materials box.

Reference: https://lovelearningstem.com/stemteamroles

Examples of Collaborative Project Curriculum

Welcome to the 2018 K-12 Global Gingerbread STEM Project!

Students work through the engineering design process in collaborative groups to actively question, brainstorm, and utilize the design process to make decisions.

Students in Art Class working in collaborative project groups: Tile Mural, Nativity Play Backdrops, Stop Motion Mini Movies, Cross Painting, and Material Scavenger Hunt.

STEM Planning Worksheets

Copy of 5 min STEM lesson plan2.docx

Staff STEM List.xlsx

Roster of Certified Staff Members Implementing STEM Approach

Group work is an integral part of daily classroom room practices from teacher conferencing, math groups, cluster teaching, engineering projects both large and small scale and from partner work to grade level partnerships, to school wide collaboration each and every day to encourage the 4C's of 21st Century learning.

3.3 Certified Staff Members implementing STEM approach

3.4 Technology in Instruction

Technology is an integral part of daily classroom learning at Our Lady of Grace Catholic School, with different devices provided to students across grade levels:

In the Middle School (Grades 6-8) and Intermediate grades (Grades 4-5), students have a 1:1 device setup, receiving Google Chromebooks for their educational needs. While in the elementary grades (K-3), iPads are used to supplement lessons and engage students in station activities, providing a hands-on approach to learning.

Our students from Kindergarten to 5th grade are provided with Chromebooks and iPads for classroom use and can also take them home on eLearning days as needed, ensuring technology is integrated into their education both in and outside of the classroom.

To facilitate teaching, a cart with 30 iPads is available for all teachers to use in their classrooms, ensuring easy access to technology resources for instructional purposes.

By offering these technology resources at various grade levels, Our Lady of Grace Catholic School equips our students to leverage technology for learning, both within the school environment and during remote or home-based learning, preparing them for success in the digital age.

Over 75% of the time students are engaged with instruction supported by technology to support students learning, collect data and influence future instruction.