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At Jefferson Elementary, our STEM instructional approach is centered on hands-on, inquiry-driven learning that engages students in solving real-world problems. Our staff actively implements Project-Based Learning (PBL), Project Lead the Way (PLTW), and Picture-Perfect Science to create a dynamic and integrated STEM experience for all students.
Through PBL, teachers design projects that challenge students to explore STEM concepts while working collaboratively to find solutions to meaningful, authentic problems. This approach allows students to take ownership of their learning, apply critical thinking, and develop essential skills for the future.
The PLTW curriculum further enhances our STEM offerings by providing structured pathways for students to engage in technology and engineering activities. PLTW’s modules focus on hands-on experiences in robotics, coding, and engineering design, encouraging students to apply what they learn in practical, real-world contexts.
With Picture-Perfect Science, teachers integrate literacy and STEM by using engaging picture books to introduce scientific concepts. This approach makes complex science ideas accessible and relatable to young learners while fostering a love for reading and inquiry.
Jefferson’s staff is committed to using these tools and methods to deliver high-quality STEM instruction that aligns with the Gold Standard PBL framework and Indiana's STEM priorities, ensuring every student has the opportunity to thrive in a rich, collaborative, and innovative learning environment.
3.1 STEM Instructional Approach Training
3.1 STEM Instructional Approach Training
At Jefferson Elementary, we prioritize continuous professional development to ensure our teachers are equipped with the best strategies for delivering high-quality STEM instruction. Our STEM Instructional Approach Training is designed to provide educators with hands-on experience in integrating STEM concepts into daily lessons through inquiry-based learning, project-based activities, and the use of cutting-edge technologies like robotics and coding platforms.
This training focuses on equipping teachers with tools to create engaging, real-world STEM experiences that align with state standards and best practices. Teachers collaborate during these sessions to develop interdisciplinary STEM lessons, share instructional strategies, and explore innovative ways to foster critical thinking and problem-solving skills in their students. By empowering our teachers through continuous training, Jefferson ensures that STEM instruction remains dynamic, inclusive, and effective, preparing students for future success in a rapidly changing world.
3.2 STEM Instructional Approach Implementation
3.2 STEM Instructional Approach Implementation
Jefferson Elementary’s STEM instructional approach is designed to integrate STEM concepts into daily learning through a systematic and intentional implementation plan. This plan ensures that STEM instruction is both cohesive and aligned with best practices in education. Our approach emphasizes hands-on, inquiry-based learning where students actively engage in real-world problem-solving and critical thinking.
The implementation process begins with teacher collaboration and professional development, where educators receive ongoing training in STEM integration and project-based learning (PBL). Weekly planning sessions allow teachers to align STEM lessons with Indiana state standards and create interdisciplinary units that combine science, technology, engineering, and mathematics with core subjects.
Classroom instruction follows a student-centered model, where inquiry drives learning and students are encouraged to explore and innovate. The use of technology, such as coding programs, robotics, and engineering kits, is integrated throughout all grade levels, fostering engagement and deepening students’ understanding of STEM concepts.
Regular assessment and reflection are built into the process, allowing teachers to adjust instructional strategies based on student progress and feedback. This ensures that the implementation of our STEM approach remains dynamic and responsive, meeting the diverse needs of all learners while maintaining alignment with Indiana Department of Education (IDOE) priorities.
By following this structured plan, Jefferson Elementary guarantees that STEM is an integral part of the learning experience, preparing students for future academic and career success.
3.3 Student Instructional Work Groups
3.3 Student Instructional Work Groups
At Jefferson Elementary, our STEM instructional work groups are designed to promote collaboration, leadership, and hands-on learning among students. In these groups, students are assigned specific roles that allow them to contribute their strengths and work together to solve STEM challenges. Typical roles within the groups include Team Leader, responsible for guiding the project and keeping the group on track; Researcher, who gathers information and resources; Engineer, who leads the design and building process; and Recorder, who documents the group’s progress and findings.
These instructional work groups not only encourage teamwork but also foster important STEM skills like communication, critical thinking, and problem-solving. By assigning roles, every student has a clear responsibility, ensuring active participation and accountability. This structure mirrors real-world STEM environments, where collaboration and clearly defined roles are essential to success. Jefferson’s approach helps students build leadership and cooperation skills while engaging deeply with STEM concepts in a dynamic and interactive way.
employability-skills-standards-poster.pdf-ROLES MATTER-
Frequency of Group Work is Weekly with 100% participation
At Jefferson Elementary, we utilize STEM Instructional Work Groups to foster collaboration and hands-on learning, giving students specific and actionable roles within their teams. Each student is assigned a role that aligns with their strengths while encouraging the development of new skills.
These roles vary but are centered around and can include Project Manager, who oversees group progress and ensures timelines are met; Engineer, responsible for designing and building the group's solution; Data Analyst, who collects and interprets data; and Communications Specialist, tasked with documenting the process and presenting findings.
By giving students these clear roles, we promote accountability, teamwork, and deeper engagement with STEM content. These structured group dynamics not only enhance learning outcomes but also mirror real-world professional environments, preparing students for future collaborative work in STEM fields.
This approach ensures that every student contributes meaningfully to their group’s success, fostering both leadership and collaboration skills.
Sampling of Student Roles and Responsibilities
Sampling of Student Roles and Responsibilities
Here is a list of at least 15 Jefferson student roles (Connected to our IDOE Employability Skills) for our project-based learning (PBL) lessons that span grades K-6. These roles encourage collaboration, responsibility, and the development of various skills over the course of days or weeks:
Project Manager: Oversees the timeline and ensures tasks are being completed. Coordinates with team members and keeps everyone on track.
Researcher: Gathers information from various sources, such as books, articles, or the internet, to inform the project.
Designer: Sketches or develops blueprints, plans, or visual models for the project. They focus on aesthetics and functionality.
Engineer/Builder: Takes the designer’s plans and brings them to life by building, crafting, or assembling the project components.
Recorder/Note-Taker: Keeps detailed records of group discussions, decisions, and steps taken throughout the project.
Data Analyst: Collects and analyzes data from experiments or research to inform project decisions.
Quality Control: Ensures the project components meet quality standards and reviews the work for accuracy and functionality.
Presenter: Prepares and delivers the final presentation of the project to the class, teachers, or other stakeholders.
Communications Specialist: Writes emails, letters, or journal entries that update others (teachers, classmates, or parents) about the project’s progress.
Materials Manager: Responsible for gathering, organizing, and maintaining all materials needed for the project.
Timekeeper: Keeps track of the time allotted for various parts of the project and makes sure the team is working efficiently.
Photographer/Documentarian: Takes photos or videos to document the project’s progress and creates a visual story or documentary.
Technologist: Handles any technology tools needed for the project, such as coding, robotics, or using software.
Problem-Solver: Identifies obstacles the group encounters and helps brainstorm solutions to overcome challenges.
Peer Reviewer: Reviews other groups' work, provides feedback, and suggests improvements or alternative ideas for collaboration.
3.4 Technology in Instruction
3.4 Technology in Instruction
At Jefferson Elementary, technology is a core component of our STEM instruction, empowering students to develop essential 21st-century skills. From an early age, students are introduced to coding, robotics, and digital tools that enhance their understanding of science, engineering, and mathematics.
Through hands-on experiences with platforms like Sphero robotics, LEGO Spike, and coding apps, students learn to think critically, solve problems, and collaborate effectively.
Our technology instruction is seamlessly integrated into the curriculum, ensuring that students apply these tools in real-world contexts, whether they are programming robots to complete tasks or designing digital projects.
This focus on technology not only supports their STEM learning but also prepares them for future careers in a technology-driven world. Jefferson’s commitment to providing equitable access to cutting-edge tools ensures that every student has the opportunity to thrive in a technology-rich environment.
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