"Explore the possibilities of STEAM - Create and Learn with Sol Garden Creations & Aqua Creations!"

Workshop 1 (one full day/two half days (one topic); two full days/four half days (two topics)
Introduction

• Trainees develop understanding regarding what they want from this program

• Individual schools strategically plan to understand how this idea will fit into the culture and climate of the school

• Designation of Key Principals who will implement this program

• Develop organizer to explain the structure of program and assign roles and responsibilities

Introduction of history

• Trainees complete pre‐survey of their understanding of topic chosen

• Review and fill gaps of understanding

• Introduction to topic(s) chosen

• Develop Vision boards of what it would look like in their classroom (to be revisited later in training)

• Explanation of topics to be studied

• Trainees begin to complete some of the hands‐on activities the students will complete in class

• Begin set‐up of structures in kits and work on layout and design of classroom (Teachers receive kits)

• Discussion of the student materials, the teachers understanding of how to implement the student materials, and teacher complete task that students will complete in class using the student materials provided

 

Implementation

• Look at scope and sequence to see where different activities fit throughout the year for mathematics and science grades 3‐8

• Review class data to see where students are in their level of understanding foundational skills need to complete the STEAM task grades 3‐8

Close

• Complete end of workshop survey

Workshop 2 (one full day/two half days (one topic); two full days/four half days (two topics)
Introduction

• Schools can either work together to form cohort 1 or work independently

• Introduction to cohort and share visions of participating schools (share Vision Boards)

• Develop school rotation for schools to house trainings at least 1 Saturday during the professional learning

Building Teacher Capacity

• Teachers will work in grade bands and by school to build understanding of student materials and how they fit the state standards

• Review and fill gaps of understanding

• Teachers continue to develop knowledge of topic(s) chosen

• Teachers review partner school set‐up and provide logic behind set‐up and get feedback from group. Schools share ideas on structure set‐up and layout and design considerations

• Continue discussion of the student materials, the teachers understanding of how to implement the student materials, and teachers complete task that students will complete in class using thestudent materials provided

Implementation

• Continue to look at scope & sequence to see where different activities fit throughout the year for mathematics and science grades 3‐8 and share in discussions ideas and concerns

• Review class data to see where students are in their level of understanding foundational skills need to complete the STEAM task grades 3‐8 and share in discussion ideas and concerns

Close

• Complete end of workshop 2 survey

Workshop 3 (one full day/two half days (one topic); 2 full days/4 half days (two topics)
Introduction

• Schools can either work together to form cohort 1 or work independently

• Schools share out success and failure; groups receive feedback or individual feedback Building 

Teacher Capacity
Community Partners will complete portions of workshop to help teachers make connections to existing support network located within the school district  local surrounding communities.

• Community Garden Group‐ (half day)

•  

• Roots & Sky

  • MSU organic farming graduate

  • Extensive knowledge of permaculture (edible forest)

  • Will provide a workshop on herbal gardening and its uses in everyday life (Benefits of Herbs)

  • Assist with layout and design of gardens/farms

 

• Continue to have teachers work in grade bands and by school to build understanding of student materials and how they fit in the state standards

• Review and fill gaps of understanding

• Teachers continue to develop knowledge of topic(s) chosen

• (Rotation 2)‐Teachers review partner school set‐up and provide logic behind set‐up and get feedback from group. Schools share ideas on structure set‐up and layout and design considerations

• Continue discussion of the student materials, the teachers understanding of how to implement the student materials, and teacher complete task that students will complete in class using thestudent materials provided

 

Implementation

• Continue to look at scope and sequence to see where different activities fit throughout the year for mathematics and science grades 3‐8 and share in discussions ideas and concerns

• Review class data to see where students are in their level of understanding foundational skills need to complete the STEAM task grades 3‐8 and share in discussion ideas and concerns

Close

• Complete end of workshop 3 survey

Workshop 4 (one full day/two half days (one topic); two full days/four half days (two topics)
Introduction

• Schools can either work together to form cohort 1 or work independently

• Schools share out success and failure; groups receive feedback or individual feedback Building 

Teacher Capacity

• Community Partners will complete portions of workshop to help teachers make connections to existing support network located within the school district local surrounding communities.

• Roots & Sky

  • MSU organic farming graduate

  • Extensive knowledge of permaculture (edible forest)

  • Will provide a workshop on herbal gardening and its uses in everyday life (Benefits of Herbs)

​

• Assist with layout and design of gardens/farms

• Class to complete task using herbs

• Continue to have teachers work in grade bands and by school to build understanding of student materials and how they fit in the state standards

• Review and fill gaps of understanding

• Teachers continue to develop knowledge of topic(s) chosen

• (Rotation 3)‐Teachers review partner school set‐up and provide logic behind set‐up and get feedback from group. Schools share ideas on structure set‐up and layout and design considerations

• Continue discussion of the student materials, the teachers understanding of how to implement the student materials, and teachers complete task that students will complete in class using the student materials provided

Implementation

• Continue to look at scope and sequence to see where different activities fit throughout the year for mathematics and science grades 3‐8 and share in discussions ideas and concerns

• Review class data to see where students are in their level of understanding foundational skills need to complete the STEAM task grades 3‐8 and share in discussion ideas and concerns

Close

• Complete end of workshop 4 survey

• Teachers receive certificate of completion

• Schedule follow‐up visits for remainder of year

• Set‐up monthly meetings for cohort for the remainder of year

• Offer SCHEHs if possible.