This teacher’s guide provides the background information, STEM concepts, and strategies needed to successfully implement an early STEM curriculum (Ramps and Pathways) with young children, ages 3–8. R&amp;P actively engages young children in designing and building ramp structures using wooden cove molding, releasing marbles on the structures, and observing what happens. Children use logical-mathematical thinking and problem-solving skills as they explore science concepts related to motion, force, and energy. This guide helps teachers to: <ul>
<li> Structure and organize an engaging STEM learning environment. </li> <li> Understand and promote logical-mathematical and scientific thinking during investigations. </li> <li> Promote social settings that enhance communication, cooperation, and collaboration. </li> <li> Make the necessary accommodations and modifications for diverse learners. </li> <li> Integrate STEM concepts and skills with other content areas. </li> <li> Align teaching and learning with Next Generation Science Standards (NGSS) and Common Core State Standards (CCSS). </li> <li> Assess STEM learning using formative and summative assessments. </li> <li> Establish adult learning communities to support ongoing professional development. </li> <li> Help children develop habits and behaviors that contribute to positive attitudes toward STEM.</li> </ul>
This one-of-a-kind resource uses a newly created Inquiry Teaching Model (ITM) as the conceptual framework and devotes specific attention to the importance of an inclusive and social, STEM learning environment in which children are free to collaborate, take risks, and investigate within the context of exploratory and constructive play.

STEM Learning with Young Children: Inquiry Teaching with Ramps and Pathways (Early Childhood Education Series)

Education & Teaching

Zan, Betty

Counsell, Shelly L.

Escalada, Lawrence

Geiken, Rosemary

Sander, Melissa

Uhlenberg, Jill

Van Meeteren, Beth Dykstra

Yoshizawa, Sonia

Schools & Teaching

Teachers' College Press

Drawing Out Learning With Thinking Maps®: A Guide for Teaching and Assessment in Pre-K–2

What and how young children are thinking are typically expressed and shared at home and school through verbal and written modes of communication. As a visual language framework conceived and developed by David Hyerle, Thinking Maps® offers an additional way for learners to represent their ideas by visually mapping their fundamental patterns of thinking. The authors offer a wide range of materials, strategies, and evidence-based practices for implementing Thinking Maps (and the metacognitive framing strategy that each map promotes) in ways that are developmentally appropriate, culturally responsive, and more inclusive with the full range of pre-K to 2nd-grade children. Since 1990, Thinking Maps have been implemented by teachers in over 15,000 schools across the United States and around the world, including countrywide implementation in Malaysia. This guide provides a whole-child approach with practical ideas and best applications for working with emergent readers and writers across developmental domains, curricula, and executive function. 
Book Features: Promotes systematic support of every students’ cognitive development in whole schools (pre-K–2). Demonstrates how to use visual, auditory, tactile, and kinesthetic activities and materials to increase student engagement. Recommends Universally Designed Learning strategies to ensure full access and inclusion with diverse learners and children with disabilities. Includes graphically designed examples of Thinking Maps across content areas. Provides examples of student work, lesson planning ideas, and curriculum design based on cognitive education. Links language and thinking in everyday classroom learning for individual and cooperative learning.

Science & Math

Hyerle, David

Behavioral Sciences

What and how young children are thinking are typically expressed and shared at home and school through verbal and written modes of communication. As a visual language framework conceived and developed by David Hyerle, Thinking Maps® offers an additional way for learners to represent their ideas by visually mapping their fundamental patterns of thinking. The authors offer a wide range of materials, strategies, and evidence-based practices for implementing Thinking Maps (and the metacognitive framing strategy that each map promotes) in ways that are developmentally appropriate, culturally responsive, and more inclusive with the full range of pre-K to 2nd-grade children. Since 1990, Thinking Maps have been implemented by teachers in over 15,000 schools across the United States and around the world, including countrywide implementation in Malaysia. This guide provides a whole-child approach with practical ideas and best applications for working with emergent readers and writers across developmental domains, curricula, and executive function. Book Features: <ul> <li>Promotes systematic support of every students' cognitive development in whole schools (pre-K-2).</li> <li>Demonstrates how to use visual, auditory, tactile, and kinesthetic activities and materials to increase student engagement.</li> <li>Recommends Universally Designed Learning strategies to ensure full access and inclusion with diverse learners and children with disabilities.</li> <li>Includes graphically designed examples of Thinking Maps across content areas.</li> <li>Provides examples of student work, lesson planning ideas, and curriculum design based on cognitive education.</li> <li>&nbsp;Links language and thinking in everyday classroom learning for individual and cooperative learning.</li> </ul>

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Books by Counsell, Shelly L.