Ask: What kind of classroom culture do you hope to achieve in your classroom? Have you considered how to reach this goal?

Engage: Developing a STEM state of mind in the classroom gives students agency. To develop this, the design process can be used as a method of solving all problems. Consider this image of the engineering design process, created by KQED. Student-led class meetings, with the teacher playing the role of facilitator will enhance the classroom culture where students develop not only their executive function, but also a strong growth mindset.

Action: Brainstorm the type of classroom culture you would like to develop in your classroom. Visualize the type of classroom culture you would like to develop in your room. After formulating your goal, brainstorm the pathways to achieving it.

Ask: Does room arrangement affect learning and classroom management?

Engage: Room arrangement is an important part of creating a functional space where your students can be independent and active learners. Considering your goals for student learning is a step in creating and managing your space. The types of seating and work spaces, the ability for students to safely flow throughout the classroom, and lab spaces are all points to consider.

Action: Look around your building at the different ways classrooms are designed. Talk to other teachers on your grade level about arrangements that have worked for them. Use Twitter/Pinterest and Facebook groups to get more ideas. Create a plan for your classroom, but be flexible to change as the needs of your students change.

Ask: What kind of classroom materials do you have? How will they be managed?

Engage: Creating spaces for instructional materials is another important consideration in the classroom. Giving student ownership will aid in developing their executive function. Materials should be stored in places where students can easily access them without disturbing those around them. Safety is always a consideration, as well. Use this Materials Management Tool as you plan your classroom. Consider these inexpensive storage ideas from We Are Teachers.

Action: Think about the materials in your classroom. To which materials do your students need regular access? Which materials require more safety considerations? What storage do you already have in the classroom? What needs to be created to meet your goals?

Ask: How can time for quality STEM activities become a part of your curriculum?

Engage: Lack of time to do STEM related active learning activities is often given as a reason for not doing them. Integrating STEM into the curriculum allows for more time for all subject areas, as well as for deeper learning opportunities where connections are made. Watch this video which gives examples of students going through the engineering design process in multiple lessons. Consider ways you can connect real world problems to your lesson as you read this article on integrating STEM.

Action: Take a look at the standards across your curriculum. Which areas can be integrated to allow for making connections? Where can you see a quality STEM activity being done? Use the design process (ASK-IMAGINE-PLAN CREATE-IMPROVE) to plan one lesson which integrates the curriculum.

Ask: How can the Science and Engineering Practices help in implementing a strong STEM program in elementary school?

Engage: Science and Engineering Practices (SEPs) are the process skills needed for students to not only do science and engineering, but also the skills needed for problem solving and critically thinking across the curriculum, as well as in their everyday lives. These planning cards can be used to effectively use the SEPs in your lessons. This video will explain the planning cards and how to use them.

Action: Look at your standards and plan one lesson using some of the planning cards referenced above.

Ask: How do we teach discourse and communication skills to our students?

Engage: Discourse is a skill which needs to be explicitly taught and practiced in elementary school in all areas of the curriculum. Too often, time constraints cause a lack of real learning. Activities are completed, but students are not given the opportunity to discuss their learning and fully form their ideas. Explicitly teaching discourse early builds the foundation necessary for students to make connections in their learning. Watch this video which gives an overview of teaching discourse in the classroom. Additionally, these talk moves for students and for teachers will help to make discourse more effective in your classroom.

Action: Look over your plans for the next couple of weeks. Plan to have a discourse circle after one of your math or science activities to discuss what students have learned. Select one or two of the talk moves introduced above. Have your mentor or a colleague videotape your discussion so that you can reflect more thoroughly on it.

Ask: How can I design assessments which show what my students are actually learning?

Engage: All assessment should always be made with the goal of informing instruction. Assessment is not limited to one kind of assessment. A variety of approaches leads to more information about your students. Watch this video for an introduction to a variety of assessments. Review STEM Teaching Tool Practice Brief 18. For a deeper understanding review the NSTA procured resources.

Action: Look over your next unit of study. Create a plan for assessing student learning throughout the unit using some of the strategies above. Review your plan with your mentor or another teammate.

Ask: How can I assess my students' development of the 5Cs?

Engage: The 5 Cs: Critical thinking Skills, Collaboration Skills, Communication Skills, Creative Thinking Skills, and Citizenship Skills are 21st century skills which every students needs, no matter what their future role will be. Assessing these skills will help to inform the way we handle instruction. Developing these skills will help our students to become STEM literate. Review this article Peer-Tested Approaches for Teaching and Assessing Soft Skills. Study the rubrics for assessing soft skills at the end of this article.

Action: Consider your goals for student learning in your classroom beyond the standards. Using the rubrics referenced above as a model, create your own rubric. Discuss your rubric with your mentor or a teammate.

Ask: How can rubrics be used in the elementary classroom?

Engage: Rubrics can be used to give clear expectations of student work criteria, as a tool for assessment, and as a tool for student self-reflection on their work. Work through this tutorial for creating a rubric. Single point rubrics can provide very individualized feedback for students. Read this brief article to learn more.

Action: Look over your next unit of study. Create a rubric for one student assignment. Discuss the rubric with your mentor or a teammate.