STEM – Every Child
Can Succeed Toolkit
Facilitator
’s
Guide
Families In Schools Vision & Mission
Families In Schools (FIS) envisions a public education system where all students have the opportunities and resources necessary to succeed in school and in life. We seek a residency prepared for lifelong learning, and active engagement in the civic and economic life of our democratic society. The mission of FIS is to involve parents and communities in their children's education to achieve lifelong success. We accomplish our work through our three key competencies:
• Curriculum & Professional Development
• Community Engagement
• Advocacy
Technical Assistance
Technical assistance by phone, mail, and email is available to all registered schools implementing the STEM – Every Child Can Succeed program. Contact Families In Schools at the phone number, email or address below:
Families In Schools, 1545 Wilshire Blvd, Suite 700, Los Angeles, California, 90017 Phone: 213-201-3900 | [email protected]
What is the STEM
–
Every Child Can Succeed Toolkit?
The STEM – Every Child Can Succeed Toolkit was developed to provide school and agency staff with the best practices and strategies for engaging parents on the topic of STEM education. The toolkit was designed to provide staff with workshop modules of 90 minutes on the topic of STEM education. Based on the best practices in adult pedagogy, the workshops are designed to enhances parents’ understanding of STEM education, the benefits of STEM education, and to increase their knowledge and skills for supporting student achievement in STEM education.
The Goals of the STEM
–
Every Child Can Succeed Toolkit
The goal of the STEM – Every Child Can Succeed Toolkit is to help parents:
• Develop a better understanding of STEM education
• Become familiar with the benefits of STEM education for students
• Explore strategies to support student achievement in STEM education
Facilitator’s Toolkit
The facilitator toolkit includes tools to help you implement the best possible program, including:
• Four module agendas
o What is STEM?
o Supporting STEM Education
o Careers for STEM
o Creating an Action Plan
How to Use this Guide
This guide was developed to ensure that preparing for and implementing the modules is as easy as possible. The step-by-step design ensures that the facilitator has all the necessary
information, instructions, tips, worksheets and materials for each module.
What are the Toolkit Components?
To ensure ease of use, the STEM – Every Child Can Succeed Toolkit has the following components:
• Introduction and Learning Objectives
• Agenda
o Welcome and Ice Breaker
o STEM education content and activities
• Facilitator Notes
o Mindful tips for facilitators
• Closing and Tips for Parents
Workshop Best Practices
• Recommended Seating Arrangements – if possible, arrange the room so that parents are
seated in groups of three to four, making adjustments based on the total group size. Small groups will help parents feel more at ease and comfortable sharing with one another.
• Materials – for each parent group, make the following materials are available:
o Parent Workbooks
o Pens/Pencils
o Post It Notes
o Scratch Paper
o Markers/Crayons
o Tape
Table of Contents
Item
Page(s)
Workshop 1: What is STEM? 6-13
Workshop 2: Supporting STEM Education 14-20
Workshop 3: Careers for STEM 21-27
Workshop 4: Creating an Action Plan 28-33
Workshop 1: What is STEM?
Welcome 15 minutes Materials: “People Bingo” worksheet, board/chart paper, markers
Part A – Introduction
• Prepare and present a brief (1 minute) introduction of yourself including your name, background, position at school or within the community, etc.
• Optional: provide parents with your contact information.
Part B – Icebreaker
• Refer parents to the worksheet titled “People BINGO.”
• Explain to participants that they are going to play BINGO in an untraditional sense. • Share that for them to get “BINGO” they have to find another participant in the room
who can answer yes to one of the traits/questions on their assigned BINGO card and have them sign their name to the corresponding box.
• Explain that a parent can only sign their name to one box of any other parent’s card. • Let parents know that they should briefly introduce themselves when sharing signatures
with other parents.
• Whoever gets the most signatures in the given period of time (3-5 minutes, depending on the size of the group), wins.
• After 3-5 minutes, ask parents to return to their seats. • Thank parents for participating.
• Ask parents to count the number of signatures they received and to write the total at the top of their People Bingo card.
• Next, ask parents the following question:
o Who has received the most signatures. (This may require you asking for parents to raise their hands for different increments of signatures. Example: Raise your hand if you have 5 signatures. 9 signatures? Etc.)
• Once the winner has been determined, ask the larger group to give them a round of applause.
o Optional: you may provide prizes to the parent(s) who collect the most signatures.
• Next, ask parents the following question and solicit a few responses:
o What did you learn from the activity? • Thank parents for their responses.
Part C – Lesson Objectives
• Write out the objectives of the lesson on the board/chart paper. Select a parent volunteer to read the following aloud.
Parents will:
o Develop a better understanding of what STEM education is
o Explore the importance of STEM education
o Become familiar with STEM teaching and learning standards
FACILITATOR NOTE: Depending on the literacy level of the parents in the group, you may need to read worksheets aloud or ask for
volunteers to read them aloud to assist those who may have trouble reading. Look for the Reading Icon (right) throughout the lesson that indicates which sections participants may need support with.
What is STEM? 10 minutes Materials: Board/chart paper, markers, “What is STEM Education?” worksheet
• Begin by asking parents the following question:
o Please raise your hand if you have heard of STEM before. • Thank parents for participating.
• Next, write the letters S, T, E, and M down the left side of the board/chart paper.
• Ask parents the following question and solicit a few responses:
o What does the “S” in STEM stand for?
▪ Answer: the “S” in STEM stands for “science” ▪ Write the word “science” next to the letter “S”
o What does the “T” in STEM stand for?
▪ Answer: the “T” in STEM stands for “technology” ▪ Write the word “technology” next to the letter “T”
o What does the “E” in STEM stand for?
▪ Answer: the “E” in STEM stands for “engineering” ▪ Write the word “engineering” next to the letter
“E”
o What does the “M” in STEM stand for?
▪ Answer: the “M” in STEM stands for “math” ▪ Write the word “math” next to the letter “M” • Refer parents to the worksheet titled, “What is STEM Education?” • Read aloud the opening paragraph, then ask for volunteers to read
aloud the science, technology, engineering, and math bullet points.
• Thank parents for reading and share with them that they will now be exploring the importance of STEM education.
The Importance of STEM Education 25 minutes Materials: “STEM Scenarios” worksheet
• Ask parents the following question and solicit a few responses:
o Why is it important for students to learn about science, technology, engineering and math?
o If not shared, be sure to highlight the following with parents:
▪ STEM classes are required for students to graduate from high school and go on to college
▪ Math and science courses are part of the A-G high school graduation requirements
▪ There are many well-paying jobs that require an understanding of STEM
topics and skills, and there is currently a shortage of people to fill them • Examples include jobs in computer science or health care ▪ STEM education teaches students skills to solve real-world problems,
how to work as a team, how to research solutions to complex problems, and other skills that they can use for the rest of their lives, even if they don’t work in a STEM field
• Divide parents into three even groups by counting off by three. (If there are more than 15 parents in the workshop, divide them into six even groups)
• Ask parents to move and sit with their groups.
• Once parents are in their groups, refer them to the worksheet titled, “STEM Scenarios”. • Assign each group one of the three scenarios on the worksheet.
• Ask each group to spend four or five minutes reading the scenario and deciding what information they would need to know to solve the problem.
• Additionally, ask parents to discuss if science, technology,
engineering and/or math would be helpful in finding a solution to the scenario.
• If not shared, be sure to highlight the following:
o Scenario #1 information needed:
▪ How many cars are driving on Main Street?
▪ What times is traffic worst? ▪ What other routes are available?
o Scenario #1 STEM topics: math, technology and engineering could all be useful for solving this problem
o Scenario #2 information needed: ▪ What is causing the dirty water?
▪ How can the water be cleaned?
▪ How is the water being collected and distributed?
o Scenario #2 STEM topics: science, technology and engineering could all be useful for solving this problem
o Scenario #3 information needed:
▪ What kinds of fruits and/or vegetables are making people sick? ▪ How are the fruits and/or vegetables being grown?
▪ Is the farm using fertilizers and/or pesticides?
o Scenario #3 STEM topics: science and technology could both be useful for solving this problem
• Ask parents the following question and solicit a few responses:
o What might students learn by completing this activity? • If not shared, be sure to highlight the following:
o How to ask important questions to solve a problem
o How to identify important information to solve a problem
o How to identify which skills are needed to solve a problem
o How to apply science, technology, engineer and/or math to solve a problem
• Thank parents for their responses. • Share with parents that:
o STEM education in elementary school helps students to begin learning how to ask questions and solve problems
o Problem-solving skills are useful in any career and are beneficial for students as they transition to middle school, high school, college and throughout their lives
o In STEM education, students learn to apply their learning in science, technology, engineering and math to find solutions to real world problems
• Ask parents the following question and solicit a few responses:
o How can you support your child’s STEM education at home?
• If not shared, let parents know that they can support STEM education at home by doing the following:
o Parents can encourage their child to research answers to STEM-related questions, such as why the sky is blue or how plants grow
o Families can visit their local library and check out STEM-related books for their child
o Families can visit local recycling or water-treatment facilities to learn how plastic, water and other materials are cleaned and reused
o Families can visit local or national parks to learn more about nature, including Los Angeles National Forest, Malibu Creek State Park, Placerita Canyon State Park, Yosemite National Park, or even their nearest neighborhood park • Ask parents the following question and solicit a few responses:
o What kinds of questions can you ask your child around STEM topics?
o If not shared, provide the following examples:
▪ Parents can ask their child questions about the ratios of ingredients when cooking or baking
▪ Parents can ask their child questions about the seasons when growing plants and vegetables
▪ Parents can ask their child questions about engineering related to household items, such as furniture or a bicycle
o Remind parents that it is okay if they do not know the answer to these types of questions themselves, but that they should explore the answers to these kinds of questions with their child.
• Share with parents that they will next explore some common myths about STEM
education.
STEM Myths and Facts 15 minutes Materials: “STEM Myths and Facts” worksheet
• Explain to parents that you’ll be asking them a series of true or false statements. • Ask parents to close their workbooks.
• Next, ask parents to stand up after each question if they believe that the statement is true and remain seated if they believe the statement is false.
o After each statement is read, ask all parents to sit down before reading the next statement.
• Read the following statements and pause for parents to respond by standing or sitting.
o Statement #1: Jobs that require STEM education do not welcome minorities and women
o Statement #2: Girls do not like math and science
▪ Answer: False – Girls tend to earn better grades in math and science than boys, but often receive less encouragement to pursue STEM careers
o Statement #3: Jobs that require STEM education require teamwork and collaboration
▪ Answer: True – There are thousands of STEM careers that require teams
of people to work together, including health care fields and designing construction projects
o Statement #4: Math and science are for “smart kids” only
▪ Answer: False –Studies have shown that a passion for STEM topics is the most important factor for STEM success
o Statement #5: Science and math are boring and are not important in real life ▪ Answer: False – Math and science play important roles in everyday
experiences, from managing a budget to growing a garden • Refer parents to the worksheet titled, “STEM Myths and Facts”.
• Read aloud or ask for volunteers to read aloud each myth and fact and explanations below them.
• Thank volunteers for reading (if applicable).
• Share with parents that there are opportunities and careers for all students in STEM fields.
• Share with parents that all students have the ability to do well in STEM subjects and that there are many opportunities to use STEM learning in everyday life.
• Point out to parents the website at the bottom of the worksheet where they can learn more about common STEM myths and facts, as well as more resources for parents about STEM education (http://www.nyul.org/wp-content/uploads/2015/02/NYUL-Parents-Guide-to-STEM2.pdf).
• Let parents know that they will next be looking at some of the teaching standards related to STEM education.
Exploring STEM Teaching and Learning Standards 15 minutes Materials: “Exploring STEM Teaching and Learning Standards” worksheet
• Begin by asking parents the following question and soliciting a few responses:
o What do you know about the “learning standards” that apply to your child’s education?
• Thank parents for their responses.
• Share with parents that there are standards, or guidelines, for teaching and learning in all subjects, but that they will now get a chance to become familiar with two types of standards that apply to STEM education.
• Next, ask parents the following question and solicit a few responses:
o Have you heard of any teaching and learning standards before? If so, which ones?
• Thank parents for their responses.
• Share with parents that the two sets of teaching and learning standards that apply to STEM education are:
o The Next Generation Science Standards (NGSS)
o The Common Core State Standards (CCSS)
• Let parents know the following about the Next Generation Science Standards (NGSS):
o They establish topics and skills that students should master for college and careers (i.e. using scientific evidence to explain natural events, understanding how science affects everyday life, etc.)
o They apply across a wide range of STEM subjects
o They provide tools for understanding and solving complex problems (i.e. learning how to apply the scientific method, how to accurately measure and observe scientific evidence, etc.)
o They relate to the life experiences of students and society
o They become more specific and complex as students pass to higher grades
o They were created by state and national science and education experts
• Let parents know the following about Common Core standards:
o Common Core standards are different than the NGSS
o Common Core standards are designed to help students learn to ask questions
and learn to solve problems
o Common Core standards are designed to help students learn to read, write, and speak about STEM subjects
o Common Core standards apply to all subjects, not just STEM education • Refer parents to the worksheet titled, “STEM Standards”.
• Let parents know that if they would like to learn more about either the Next Generation Science Standards (NGSS) or the Common Core standards (CCSS), they can read the “STEM Standards” worksheet
Closing 10 minutes Materials: Board/chart paper, markers
• Begin by dividing parents into pairs (a group of three is okay if there is an odd number of parents in the workshop).
• Next, ask parents the following question and direct them to discuss it with their partner for two minutes:
o Do you use science, technology, engineering or math in your personal life or at work? If yes, how so?
• After two minutes have passed, solicit a few volunteers to share their responses.
• Record responses on the board/chart paper.
• Thank parents for their responses.
• If not shared, be sure to highlight how the following relate to STEM:
o Baking requires math because you need the right amount of ingredients to make bread or a cake
o Setting up TV and DVD player requires an understanding of technology
o Building a fence is similar to engineering because you have to understand angles and building techniques
o Growing a vegetable garden requires an understanding of science because you
have to know when to plant, how much to water, and when to harvest.
• Let parents know that while STEM education may sound challenging, no matter their
experience, they can help their child learn about STEM topics.
• Share with parents that as their child’s first teacher, they play a critical role in supporting their child’s education.
• Remind parents that they have lots of knowledge and experience with which to support
their child’s learning.
• Thank parents for attending the workshop and share with them the next workshop date,
Workshop 2: Supporting STEM Education
Welcome 15 minutes Materials: Letter Signs (A, B, C, D)
Part A – Introduction
• Prepare and present a brief (1 minute) introduction of yourself including your name, background, position at school or within the community, etc.
• Optional: Provide parents with your contact information.
Part B – Icebreaker
• Post a letter (A, B, C, and D) in four separate corners of the room (prior to the start of the session).
• Begin by asking parents to stand up.
• Explain to parents that you will be asking some questions about STEM education. • Share with parents that the questions will be multiple choice and that they will answer
the questions by going to the corner of the room and standing under the corresponding letter (A, B, C, or D) that represents their answer. (i.e. If their answer is example A, they will stand in the corner where the A is posted).
• Ask each question below, one by one.
o Once each parent has chosen an appropriate corner for a given question, ask parents to introduce or re-introduce themselves to the parents in the group and discuss their response for two minutes.
• Questions:
1. How confident are you that you understand what STEM education is?
a. Very confident
b. Somewhat confident
c. Not confident
d. This is my first time learning about STEM education
2. How familiar are you with the benefits of STEM education for your students? a. Very familiar
b. Somewhat familiar
c. Not familiar
a. Yes, I have heard of “growth mindset” before and think I know what it means b. Yes, I have heard of “growth mindset” before but I’m not sure what it means c. No, I have never heard of “growth mindset” before
4. Does your child enjoy learning about science, technology, engineering and/or math? a. Yes, my child enjoys learning about science, technology, engineering and/or
math
b. My child somewhat enjoys learning about science, technology, engineering and/or math
c. No, my child does not enjoy learning about science, technology, engineering and/or math
d. Not sure, I’m not sure if my child enjoys learning about science, technology, engineering and/or math
• Thank parents for participating and ask them to return to their seats. • Ask parents the following question and solicit a few responses:
o What did you learn or find surprising from this activity?
• Explain that this activity was meant to provide an initial opportunity to begin to become familiar with one another and begin exploring the topic of STEM education.
• Share with parents that as the session continues they will look at the topic of STEM education in more depth.
Part C – Lesson Objectives
• Write out the objectives of the lesson on the board/chart paper. Select a parent volunteer to read the following aloud.
Parents will:
o Develop an understanding of a Growth Mindset
o Explore how a Growth Mindset can help students succeed in STEM education
o Become familiar with how to support a Growth Mindset at home
FACILITATOR NOTE: Depending on the literacy level of the parents in the group, you may need to read worksheets aloud or ask for volunteers to read them aloud to assist those who may have trouble reading. Look for the Reading Icon (right) throughout the
What is a Growth Mindset? 30 minutes Materials: Board/chart paper, markers, “What is a Growth Mindset?” worksheet
FACILITATOR NOTE: Before beginning this activity, be sure to write the definition of a Growth Mindset and a Fixed Mindset on a piece of chart paper. Do not post the definitions until after parents have created and posted their own definitions. See directions in “Part B” below.”
Part A
• Begin by asking parents to raise their hand if they believe the following statement is true:
o All students are capable of learning and succeeding.
• Next, ask parents the following questions, one-by-one, and solicit a few responses for each:
o Does your child ever gets frustrated trying to learn?
o How do you help or encourage your child when he or she gets frustrated trying to learn?
o What must students do to succeed in school?
• Thank parents for their responses
Part B
• Begin by asking parents the following question and solicit a few responses:
o What do you think affects student achievement?
• Record responses on board/chart paper.
• If not mentioned, provide the following factors:
o Teacher and school quality
o Previous experiences at school
o Structural/social factors (e.g. poverty and trauma)
o Students’ mindsets - their beliefs about school and learning
• Share with parents that certain beliefs make learning feel safe and exciting, while others make learning feel threatening and scary.
• Explain to parents that there are two different mindsets that affect student motivation and success in school.
• Let parents know that the first is called a Growth Mindset and the second is called a
Fixed Mindset.
• Next, divide parents into groups of 3-5.
• Once parents are in their groups ask them the following question:
o When you hear the terms Growth Mindset and Fixed Mindset, what comes to
• Share with parents that in their groups they will have five minutes to develop a definition for Growth Mindset and a definition for Fixed Mindset.
• Allow groups five minutes to write or draw their definitions on a piece of chart paper and then post it at the front of the room.
• Read aloud each group’s definitions of Growth Mindset and Fixed Mindset, then thank groups for participating.
• After reading all of the group definitions, post the prepared definitions for each term at the front of the room.
• Let parents know that for the purpose of these workshops, we are going to use the following definitions:
o “Growth Mindset is the belief that intelligence can be developed. A person with a growth mindset believes that they are capable of growing their abilities
through effort, practice, seeking help when needed and learning from mistakes.” (adapted from mindsetkit.org)
o “Fixed mindset is the belief that intelligence is pre-determined at birth. A person with a fixed mindset believes that they are not capable of growing their abilities, and that having to work hard, seeking help, and making mistakes are signs of low ability.” (adapted from mindsetkit.org)
• Review the commonalities between the definitions the groups developed and the
provided “Growth Mindset” and “Fixed Mindset” definitions by circling any words, phrases or concepts that are the same.
• Ask parents the following question and solicit a few responses:
o Which mindset would be more beneficial for your student and why?
• Refer parents to the worksheet titled, “What is a Growth Mindset?”
• Let parents know that they can review the worksheet at home if they would like to learn more about the benefits of a Growth Mindset.
• Next, ask parents the following question and solicit a few responses:
o How can you encourage your child to develop a Growth Mindset?
• If not shared, be sure to highlight the following:
o Praise your child’s effort in trying to solve problems, not just that they found the right answer.
o When children need help solving a problem, encourage them to research the
problem and come up with their own solutions rather than providing them the direct answer.
o Be enthusiastic about your child’s learning, as a parent’s enthusiasm can serve as great motivation for students.
Supporting a Growth Mindset 15 minutes Materials: Board/chart paper and markers
• Ask parents to close their eyes for one minute and recall a time that they tried to do something and failed the first time, but tried again and succeeded.
• After one minute has passed, ask parents the following question and solicit a few responses and record them on the board/chart paper:
o What did you learn the first time that allowed you to succeed the next time? • Thank parents for their responses.
• Ask parents the following question and solicit a few responses:
o Did you show a Growth Mindset in the example you just remembered? If yes,
how so?
• Thank parents for their responses.
• Ask parents to talk with the people at their table for three or four minutes to answer the following question:
o How can failure lead to success?
• Once three or four minutes have passed, ask a volunteer at each table to share how failure can lead to success and record responses on the board/chart paper.
• Thank volunteers for sharing.
• Let parents know that with a Growth Mindset, mistakes or failures can lead to future learning.
• Share with parents that when their child makes a mistake, it provides an opportunity to see where they got off track and they can try a new way to find the right answers. • Let parents know that perseverance is a key part of developing a Growth Mindset and
that students should try again if they don’t succeed the first time.
• Share with parents that they will next look at how a Growth Mindset applies to STEM education.
Growth Mindset and STEM Education 15 minutes Materials: “Supporting Your Child’s STEM Education” worksheet
FACILITATOR NOTE: There may be new parents in the workshop. Therefore, the following section is a review for parents who were present for the first workshop and intended to help new parents catch up
• Begin by asking parents the following question and solicit a few responses:
o How many of you remember what STEM stands for?
▪ Answer: Science, technology, engineering and math
• Next, ask parents the following question and solicit a few responses:
o Can you share what STEM education helps students learn to do?
• Thank parents for their responses.
• If not shared, be sure to highlight the following:
o STEM education in elementary school helps students begin to learn how to ask questions and solve problems.
• Divide parents into five even groups by counting them off by five. • Ask parents to move and sit with their groups.
• Once parents are in their groups by number, refer parents to the worksheet titled, “Supporting Your Child’s STEM Education”.
• Ask parents to spend four or five minutes discussing how they can support their child’s STEM education at home and at school and to record their responses in the appropriate column in their workbook.
o Examples can include:
▪ At home: Asking their child STEM-related questions, taking their child to the library to research STEM topics, etc.
▪ At school: Meeting with their child’s teacher, attending conferences, etc. • After four or five minutes have passed, ask a volunteer in each group to share one or
two ideas from each column. • Thank volunteers for sharing.
• Next, ask parents to spend three or four minutes discussing an answer to the following question:
o How can a Growth Mindset be helpful for students in STEM education?
• Once three or four minutes have passed, ask a volunteer in each group to share their group’s answer to the previous question and record responses on the board/chart paper.
• Thank volunteers for sharing.
• If not shared, let parents know that STEM education teaches students to ask questions and helps them build skills to find answers, while a Growth Mindset encourages students also seek new ways to solve problems.
• Share with parents that even if students struggle with STEM subjects initially, a Growth Mindset will encourage them to continue seeking new ways to master STEM subjects. • Let parents know that they can help their child adopt a Growth Mindset by encouraging
them to try new ways to solve problems and by talking with their child as they work through problems rather than just providing answers.
• Also, let parents know that they can support their child’s Growth Mindset by
encouraging them to try again if they make mistakes or fail the first time they try to learn something.
• Remind parents that both STEM education and Growth Mindset encourage students to develop problem solving skills, the types of skills that will help their child in middle school, high school, college and career.
Closing 15 minutes
Materials: A small foam ball that can be tossed from person to person (in the absence of a foam ball, a white board eraser can be used).
• Ask parents to stand up and form a circle.
• Once parents have formed a circle, share with parents that:
o They will be tossing a ball back and forth and that each person will receive the ball once.
o The ball should only be tossed to someone who has not held the ball yet.
o The activity is over once all parents have received the ball.
• Share with parents that when they hold the ball, they should respond to the following question:
o Based on what you learned today, what might you do differently when helping
your child with their STEM school work?
• Toss the ball to one parent and remind them to answer the question above. • After the parent answers, he/she should toss or pass the ball to another parent. • Continue this exercise until all participants have received the ball and answered one of
the two questions above.
• Once all parents have received the ball and answered the question above, ask parent to return to their seats.
• Thank parents for participating.
• Remind parents about the following:
o A parent’s enthusiasm and attitudes about learning can help their child develop a positive attitude about learning.
o Parents play a key role in helping their child develop a Growth Mindset.
o Parents can help their students in STEM subjects by encouraging them to ask questions and seek multiple ways to answer them.
• Thank parents for attending the workshop and share with them the next workshop date,
Workshop 3: Careers for STEM
Welcome 15 minutes Materials: Masking tape (or similar)
Part A – Introduction
• Prepare and present a brief (1 minute) introduction of yourself including your name, background, position at school or within the community, etc.
• Optional: provide parents with your contact information.
Part B – Icebreaker
• Create a straight line on the floor, approximately 20-feet long (can use tape for this) • Share with parents that one side of the line (right) will represent “Agree” and the other
side of the line (left) will represent “Disagree.” Also, explain that the middle section of the line represents “I don’t know” or “I’m not sure.”
• Ask parents to stand up and lineup on the line, front-to-back facing the front of the room, straddling the line on the floor.
• Once everyone is standing up, ask them to listen to the following statements and decide whether they agree or disagree with what is said:
o If they agree with the statement, they should stand on the “Agree” side of the line (right)
o If they do not agree, they should stand on the “Disagree” side of the line (left)
o If they are not sure, they should stand somewhere near the middle of the line • Read the statements one at a time and complete the following after each statement:
o After everyone has made a choice ask them to look around at where others are
standing on the line/continuum
o Ask for volunteers from each portion of the line/ to share why they chose to stand where they did
• Questions:
o My child enjoys STEM subjects
o I believe I can support my child’s STEM education
o I believe I can support my child’s Growth Mindset
o I want my child to have a well-paying career after they graduate from college
• Once the last responses are shared, ask everyone to go back to their seats. • Thank parents for participating.
• Ask parents the following question and solicit a few responses:
• Let parents know that the purpose of the activity was to identify parents’ beliefs and desires for their students and that they will all be learning more about STEM careers in today’s workshop
Part C – Lesson Objectives
• Write out the objectives of the lesson on the board/chart paper. Select a parent volunteer to read the following aloud.
Parents will:
o Develop an understanding of STEM careers
o Explore the benefits of STEM careers
o Become familiar with the importance of partnering with teachers
FACILITATOR NOTE: Depending on the literacy level of the parents in the group, you may need to read worksheets aloud or ask for volunteers to read them aloud to assist those who may have trouble reading. Look for the Reading Icon throughout the lesson to indicate which sections participants may need support with.
What are STEM Careers? 50 minutes Materials: Board/chart paper, markers, “Careers in STEM” worksheet, “STEM Careers in Action” worksheet
Part A
• Begin by dividing parents into pairs.
• Asking each pair to spend two or three minutes discussing their answer to the following question:
o What is the difference between a job and a career?
• After two or three minutes have passed, ask for a few volunteers to share their responses and record them on the board/chart paper.
• Thank parents for participating.
• If not shared, be sure to let parents know that:
o Careers are generally occupations that someone chooses to do for their life based upon their long term goals.
o Jobs are usually occupations that someone chooses temporarily to make money.
▪ These definitions are adapted from mnscu.edu
• Ask parents the following question and solicit a few responses:
o Do you want your child to have a job or a career? • Thank parents for their responses.
• Ask parents the following question and solicit a few responses and record them on the board/chart paper:
o What are the benefits of having a good career? • Thank parents for their responses.
• If not shared, be sure to highlight that a good career provides the following:
o Stable pay
o A living wage that will help your child pay their bills and save for the future
o Health care
o Money for retirement
o Safe working conditions
• Ask parents to raise their hands if they would like their child to have stable pay, a living wage, health care, money for retirement, and safe working conditions.
• Thank parents for their responses.
• Share with parents that they will next look at STEM careers.
Part B
• As a review, ask parents the following questions and solicit a few responses:
o What are some of the goals of STEM education?
▪ Answer: Teaching students to ask questions and build skills to find answers, using STEM topics to find solutions to real world problems
o What types of careers do you think require STEM education?
• Thank parents for sharing.
• Refer parents to the worksheet titled, “Careers in STEM”.
• Read Part 1 of the worksheet aloud or select a volunteer to read it to the group.
• After reading Part 1, ask parents to look at the graph below. • Ask parents the following question and solicit a few responses:
o What do you notice about how education affects income levels?
▪ Answer: The higher the level of education, the more money people make.
• Thank parents for their responses.
• Next, read Part 2 of the worksheet aloud or select a volunteer to read it to the group. • After reading Part 2, ask parents to look at the graph below.
• Ask parents the following question and solicit a few responses:
o What do you notice about STEM careers compared to other careers?
▪ Answer: STEM careers have higher average pay than other non-STEM
careers.
• Divide parents into five even groups by counting off by five. • Ask parents to move and sit with their groups.
• Once parents are in their groups, refer them to Part 3 of the worksheet titled, “Careers in STEM”.
o Parents should read through each of the three careers listed and fill out which STEM topics that might apply to each career and what skills each job might require.
• After five or six minutes, ask parents the following questions and solicit a few responses:
o What STEM fields might apply to the Laboratory Scientist career?
▪ Answer: Science, technology
o What skills might be required of the Laboratory Scientist?
▪ Answer: Understanding of chemistry, understanding how to use
technology for testing, understand public health. • Thank parents for their responses.
• Next, ask parents the following questions and solicit a few responses:
o What STEM fields might apply to the Construction Engineering Manager career?
▪ Answer: Engineering, math
o What skills might be required of the Construction Engineering Manager?
▪ Answer: Understanding of building techniques, understanding of angles, understanding of math, understanding of budgets (math).
• Thank parents for their responses.
• Finally, ask parents the following questions and solicit a few responses:
o What STEM fields might apply to the Aerospace Designer career?
▪ Answer: Technology, engineering, math
o What skills might be required of the Aerospace Designer?
▪ Answer: Understanding of flight, understanding of physics (math),
understanding of how to use technology to make parts, understanding of engineering to assemble the plane.
• Thank parents for their responses.
• Let parents know that these are just three examples of STEM careers.
• Share with parents that there are thousands of careers in STEM fields and that they are expected to expand over the next decade.
Part C
• Refer parents to the worksheet titled, “STEM Careers in Action.” • Read aloud or select a volunteer(s) to read the profile for “Ayanna
Howard, Robotics Engineer” to the group.
• After reading her profile, ask parents the following questions and solicit a few responses:
o What STEM topics do you think Ayanna uses to do her work as a Robotics
Engineer?
o Would your child find this type of career interesting? If so, why? • Thank parents for their responses.
• After reading his profile, ask parents the following questions and solicit a few responses:
o What STEM topics do you think Ayanna uses to do her work as a Robotics
Engineer?
o Would your child find this type of career interesting? If so, why? • Thank parents for their responses.
• Suggest to parents that they review the careers with their child and ask their child if these careers seem interesting to them.
• Let parents know that these career profiles come from Sally Ride Science and that they can learn more about STEM and STEM careers by visiting www.SallyRideScience.com. • Remind parents that there will be many high paying jobs created in STEM fields over the
next decade and that they are open to all qualified applicants, including minorities and women.
o Some examples include:
▪ Computer science
▪ Data engineering
▪ Website development
▪ Health care
• Share with parents that they will next begin looking at how they can continue supporting their child’s STEM education.
Partnering with Your Child’s Teacher 15 minutes Materials: Board/chart paper, markers, “Questions for STEM Teachers” worksheet
• Begin by asking parents the following questions, one-by-one, and solicit a few responses for each:
o How comfortable are you speaking with your child’s teacher or counselor?
o Why is it important to speak to your child’s teacher or counselor?
o How often do you speak to your child’s teacher or counselor? • Thank parents for their responses.
• Let parents know that they can work with their child’s teacher(s) to support their child’s STEM education.
• By supporting their child’s STEM education, parents can help their child pursue a STEM career.
• Next, divide parents into even groups of 3-5.
• Provide each group with a piece of chart paper and a marker, or assign them space on the white board and give them a dry erase marker.
• Ask groups to spend four minutes answering the following question and writing their responses on the board/white paper:
o What are some questions you might want to ask your child’s STEM teacher? ▪ Each group should come up with 3-5 questions to ask their child’s STEM
teacher.
• Ask one volunteer from each group to read the group’s answers aloud to the rest of the group.
• Once each group has shared, ask everyone to return to their seats. • Thank parents for their responses.
• Refer parents to the worksheet titled, “Questions for STEM teachers”.
• Divide parents into pairs at their table or at a nearby table so they can work in twos. • Ask parents to take three or four minutes taking turns to read the ten questions from
the worksheet to one another.
• Ask parents to place a star next to questions they would like to ask their child’s teacher. • After three or four minutes, asked parents the following questions and solicit a few
responses:
o Do you think it would be useful to ask these questions and learn more about what your child’s teacher(s) and school are doing regarding STEM education?
o Do you think that by asking these questions you could learn more about how to support your child?
o What are two or three questions you can commit to asking your child’s teacher? • Thank parents for their responses.
• Share with parents that they can request a meeting to speak to their child’s teacher(s) to ask these question or any others.
• Remind parents that even if they do not speak fluent English, they have a right to request and receive an interpreter to help them speak with their child’s teacher(s).
Closing 10 Minutes
Materials: Sticky note, chart paper or white board
• Prepare a piece of chart paper or a section of a white board titled “STEM Careers”. • Provide each parent with a single sticky note.
• Share with parents that they will be creating a “Word Wall” in this activity.
• Ask parents to take one sticky note and write down one STEM-related career that they think their child may be interested in.
o Examples can include:
▪ Engineer
▪ Doctor
▪ Scientist
• Once parents have written down the career that they think their child may be interested in, they should get up and paste it on the Word Wall under “STEM Careers”
• After each parent has posted their sticky note on the Word Wall, select two or three volunteers to share what career they chose and why they think their child may be interested in that career.
• Share with parents that they can create a Word Wall at home for their child where they can post new vocabulary words they’ve learned, ideas that they are interested in learning about, and more.
• Ask parents the following question and solicit a few responses:
o How will you support your child’s STEM education? • Thank parents for their responses.
• Remind parents that careers are long-term occupations that their child may choose and that they often provide better overall benefits than simple jobs.
• Share with parents that STEM careers tend to pay significantly better than non-STEM careers.
• Remind parents that the need for STEM careers and STEM-trained employees is
expected to continue growing over the next decade and beyond.
• Let parents know that by partnering with their child’s teacher(s) and school, they can help their child succeed in school.
o Remind parents that they can use the questions on the worksheet titled,
“Questions for STEM Teachers” to learn more about how to support their child’s STEM education.
Workshop 4: Creating an Action Plan
Welcome 15 minutes Materials: Foam ball (or similar)
Part A – Introduction
• Prepare and present a brief (1 minute) introduction of yourself including your name, background, position at school or within the community, etc.
• Optional: provide parents with your contact information.
Part B – Icebreaker
FACILITATOR NOTE: before beginning this activity, write the two following questions on the board/chart paper:
o What is one thing you’ve learned from the previous workshops?
o What is one thing you plan to do to support your child’s STEM education?
• Ask parents to stand up and form a circle.
• Once parents have formed a circle, share with parents that they will be tossing a ball back and forth and that each person will receive the ball once.
• The ball should only be tossed to someone who has not held the ball yet. • The activity is over once all parents have received the ball.
• Share with parents that when they hold the ball, they should answer one of the following questions:
o What is one thing you’ve learned from the previous workshops?
o What is one thing you plan to do to support your child’s STEM education?
• Toss the ball to one parent and remind them to answer one of the two questions above. After the parent answers, he/she should pass the ball to another parent.
• Continue this exercise until all participants have received the ball and answered one of the two questions above.
• Once all parents have received the ball and answered one of the questions, ask parents to return to their seats.
• Thank parents for participating.
• Let parents know that the purpose of the activity was for parents to identify and acknowledge what they’ve learned and what they plan to do going forward when it comes to supporting their child’s STEM education.
Part C – Lesson Objectives
• Write out the objectives of the lesson on the board/chart paper. Select a parent volunteer to read the following aloud.
Parents will:
o Explore ways they can support their child’s STEM education.
o Create an action plan for supporting their child’s STEM education.
o Learn strategies for speaking with their child about STEM education.
FACILITATOR NOTE: Depending on the literacy level of the parents in the group, you may need to read worksheets aloud or ask for volunteers to read them aloud to assist those who may have trouble reading. Look for the Reading Icon throughout the lesson to indicate which sections participants may need support with.
Creating a Plan of Action 40 minutes
Materials: “Parent Support Action Plan” worksheet
Part A
• Remind parents that in the previous workshops, they’ve explored what STEM education is, what a Growth Mindset is, and how careers in STEM fields can be beneficial for students.
• Ask parents the following questions and solicit a few responses:
o Can someone share what STEM stands for?
▪ Answer: Science, Technology, Engineering and Math
o Can someone share what a Growth Mindset is?
▪ Answer: “Growth Mindset is the belief that intelligence can be developed. A person with a growth mindset believes that they are capable of growing their abilities through effort, practice, seeking help when needed and learning from mistakes.” (adapted from
mindsetkit.org)
o Can someone share how STEM careers compare to non-STEM careers?
▪ Answer: STEM careers pay better on average than non-STEM careers,
especially for college graduates. • Thank parents for their responses.
• Share with parents that today they will be completing an Action Plan, where they can define their goals and actions to support their child’s STEM education.
Part B
• Begin by dividing parents into five even groups by counting them off by five. • Ask parents to move and sit with their groups.
• After parents have moved into their groups, let parents know that they will be working together to develop an action plan to support their student
• Begin by asking parents the following question and give them three or four minutes to discuss in their groups:
o How can you partner with your child’s teacher(s) and school to support their academic success?
• After three or four minutes, ask parents the following question and give them three or four minutes to discuss in their groups:
o How can you support your child’s Growth Mindset at home?
• After three or four minutes, ask parents the following question and give them three or four minutes to discuss in their groups:
o How can you support your child’s STEM education at home? • Thank parents for participating.
Part C
FACILITATOR NOTE: Before beginning this activity, place three pieces of chart paper around the room with the titles, “Building School Partnerships”, “Supporting a Growth Mindset”, and “Supporting STEM Education”
• Share with parents that they will be creating a Parent Support Action Plan to support their child’s STEM education in this activity.
• Let parents know that they will be divided into three groups to address three key areas of parent support:
o Building School Partnerships
o Supporting a Growth Mindset
o Supporting STEM Education
• Divide parents into three even groups by counting them off by three.
o Ask the ones to stand by the poster titled, “Building School Partnerships”.
o Ask the twos to stand by the poster titled, “Supporting a Growth Mindset”.
o Ask the threes to stand by the poster titled, “Supporting STEM Education”.
▪ Provide each group with a permanent marker to chart their responses
(preferably a different colored marker for each group)
• Share with parents that each group will have three minutes to discuss and write down all of the ways they can build school partnerships, support a Growth Mindset, or support STEM education.
• Let parents know that after three minutes have passed, they will rotate clockwise to the next poster.
• Ask parents to begin addressing the poster in front of them.
• After three minutes, ask parents to rotate clockwise to the next poster and give them three minutes to address the next poster.
o Share with parents that if they are having a difficult time coming up with new ideas that they can place a check mark next to ideas they like that other groups have written
• After three minutes, ask groups to rotate back to the poster they started with and spend two minutes reviewing what other groups have added.
• After two minutes, ask each group to nominate a speaker to share out what has been
written on their poster.
• Ask everyone, except the speaker, to return to their seats.
• Ask the speaker for each poster to read aloud the responses left on their poster aloud to the whole group.
• After each speaker has shared, thank them for sharing and ask them to return to their seats.
• Refer parents to the worksheet titled, “Parent Support Action Plan”.
• Share with parents that that they will have about five or six minutes to complete the worksheet.
o Remind parents that the ideas and strategies they discussed in the last two activities can help them create their Parent Support Action Plan.
• Let parents know that they can work together to complete the worksheet, but each
parent should complete their own.
• After about five or six minutes have passed, ask for four or five volunteers to share their plans with the whole group.
• Thank volunteers for sharing.
• If not shared, remind parents about the following:
o Parents can attend school events like Open House, Back to School Night, and Parent-Teacher Conferences to partner with teachers and schools.
o Parents can request meetings with their child’s teacher(s) and counselor to discuss their child’s education – grades, resources needed, etc.
o Parents can support their child’s Growth Mindset by encouraging them to not give up and/or find multiple solutions to problems.
o Parents can support their child’s STEM education by providing them STEM resources at home, such as access to books or online learning tools, and encouraging their curiosity about STEM topics.
▪ Remind families that they can visit www.sallyridescience.com to find STEM activities and resources for their child.
o Parents can take their child to their local library or visit local parks where students can learn more about STEM topics.
• Remind parents that they play a large role in supporting their child’s STEM education. • Let parents know that by supporting their child’s STEM education, they can help their
Partnering with Your Child 20 minutes Materials: “Partnering with Your Child” worksheet
• Share with parents that while they have built a plan for supporting their child’s STEM education, including encouraging a Growth Mindset and partnering with teachers and schools, they will now explore partnering with their child.
• Let parents know that by learning more about their child’s interests, successes and challenges in learning, they can find effective ways to support their child’s learning. • Ask parents the following question and solicit a few responses:
o What kinds of questions do you ask your child about school? • Thank parents for their responses.
• Share with parents that it is important for them to work with their child to support their STEM education.
• Refer parents to the worksheet titled, “Partnering With Your Child”.
• Ask parents to spend three or four minutes reviewing the material and questions on the worksheet.
• Ask parents to “circle” the questions they have asked their child in the past.
• Ask parents to put a “star” next to the questions that they would like to ask their child as they review the worksheet.
• After three or four minutes, ask parents the following questions and solicit a few responses:
o Can these questions help you learn more about your child’s STEM education?
o Which questions do you want to ask your child (i.e. the questions parents but a “star” next to)?
• Thank parents for their responses.
• Ask parents the following question and solicit a few responses:
o Are there any other questions you can ask your child to learn about how to support their STEM education? If so, what might you ask?
• Thank parents for their responses.
• Share with parents that these questions are just some examples of questions that they may want to ask their child.
• Let parents know that it is important for them to regularly check with their students about their feelings and attitudes about school and STEM education.
Closing 15 Minutes Materials: Board/chart paper, markers
• Begin by posting a piece of chart paper at the front of the room or clearing a section of white board space.
• Title the poster or white board space “Supporting Your Child’s STEM Education”.
• Ask parents the following question and direct them to draw or write their answer on the poster or white board at the front of the room:
o What is one step you are planning to take to support your child’s STEM education?
• After each parent has drawn or written their response, thank parents for their participation.
• Share aloud to the group the responses written on the poster or white board. • Next, ask parents the following question and solicit a few responses:
o Will you use the plan you’ve created to help you support your child’s STEM education? If yes, how so?
• Thank parents for their responses.
• Also, thank parents for their commitment to attending the workshops and supporting
their child’s STEM education and academic success.
• Remind parents that in the last four workshops, they’ve covered:
o STEM education
o Growth mindset
o STEM careers
o How to support their child’s STEM education
• Ask parents the following question and solicit a few responses:
o Do you have any questions about what we have covered over the last four
workshops?
• Thank parents for their responses.
• Remind parents by encouraging a Growth Mindset, partnering with their child, and partnering with their child’s teacher(s) and school, they can help their child find success in STEM education.
• Remind parents that all parents have the ability to help their child be successful. • Thank parents for their participation and encourage them to continue working with