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What are examples of Student Learning Outcomes (SLO) in STEM? [ep. 29]

What are examples of Student Learning Outcomes (SLO) in STEM?[ep. 29]

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Episode Summary

Writing a student learning outcome or SLO can be a little bit tricky, especially when you teach all the grades in the school K through five STEM and beyond.

You may be wondering, “Where do I even begin?” I felt the same exact way when I first became a STEM teacher.

If you are looking for examples of student learning outcomes, in today’s episode, I share three SLOs that I have written over the years that you can use for any grade and the type of evidence you need to collect to gather the data.

 

In this episode, you’ll learn:

  • Using the Engineering Design Process as your base
  • Find ways that students can problem-solve and use resources
  • Use self-reflection as an assessment tool

Resources Mentioned:

Episode Transcript: 

Naomi Meredith  00:54

Looking for ideas for student learning outcomes or SLOs in STEM? Based on my experience as an elementary STEM teacher, here are three examples of SLOs that have worked well in my classroom that you can use in yours. 


Naomi Meredith  01:39

This episode was inspired by common questions I was seeing in a Facebook group that I'm a part of. With that being said, I want to make sure that I am answering your specific questions and want to hear your voice, and literally, I want to hear your voice. I have set up a special message system where you can leave me an audio message, hit record, ask your question, and even have the chance to be featured on the podcast. I'll link this voice message system in the show notes for today and all future episodes. Can't wait to hear your messages and inspire future podcast episodes! Writing a student learning objective or SLO can be a little bit tricky, especially when you teach all the grades in the school K through five STEM and beyond. You may be wondering, “Where do I even begin?” I felt the same exact way. 


Naomi Meredith  02:32

Here are three SLOs that I have written over the years that you can use for any grade and the type of evidence that you need to collect so you can gather the data. Let's jump on in the first SLO that you can write. This SLO is all about the Engineering Design Process. If you've been listening to this podcast for a while now, there are quite a few episodes that go along with the Engineering Design Process. So those will all be linked in the show notes for you to go back and take a listen, so you can enhance this experience in your classroom and plan lessons that are designed around this process. There are even standards that go along with the Engineering Design Process for K through two and three through five. So this is a perfect connection when you are writing your SLO goals. 


Naomi Meredith  03:19

Here's how I wrote this SLO goal. Students will demonstrate growth when applying the Engineering Design Process by using self-assessment in a project. I created a self-assessment with my STEM PLC team. This was all wrapped around students being able to self-assess during each stage of the Engineering Design Process using a four-point scale. At the beginning of the project, they used this rubric to see where they were at in each stage of the Engineering Design Process. We did it in the middle of the project and also at the end. This same rubric was used for three different projects throughout the year so we could collect the growth on how they use the Engineering Design Process and how they applied it in a lot of different projects. This was also a great SLO goal to write because you really could use this for any grade level, and my PLC teammates and I didn't actually have the same projects going on. But we could compare similar data because we were using the same self-assessment and talking about how this was being applied and different types of projects. 


Naomi Meredith  04:28

Something that we noticed is that students' results were different based on the project. Some students were really strong at the Makerspace projects but oftentimes struggled when things were more digital, or vice versa. This was great evidence to see how we can improve our teaching, get better when using the Engineering Design Process, and the stages that we weren't hitting as well. This was a time when I actually started improving my planning stage because I would just say, “Okay, draw something.” So really refine my practice, and that has really been a great base for my teaching, understanding how students are able to understand the Engineering Design Process, how they're able to self-assess, and then, in turn, it really improved my teaching. If I wanted to, I could even use the same self-assessment on the teacher side, and students are rating themselves. Then on another sheet of paper, I could rate where I think they are at and then compare the data that way. Again, this would be a great start, especially K through five, and having it in a kid-friendly language would be very beneficial. It'd be really great to see that growth in how you use this process within your classroom. 


Naomi Meredith  05:41

The second SLO goal that I have written over the years is about how students are problem-solving and using their resources. This is the SLO that I wrote in my fourth year of teaching STEM because I had known the kids since it was their fourth year of me knowing them, and I wanted to see how they were using the resources that I was providing them to be successful. Here's how I wrote that goal. Students will be able to problem-solve and be independent in their work by using available resources and strategies. Just like anything that you teach as a teacher, you are going to build up resources and strategies for ways to attack a problem. This is a lot like when I was teaching writing as a classroom teacher. There were a lot of different strategies that I taught the kids, including going back and checking their work and checking their spelling. I did the same thing for math and for reading. Likewise, this is also very helpful in the STEM space for students to have go-to strategies when they get stuck during any type of project, but also providing resources that they can rely on that are project specific. 


Naomi Meredith  06:53

For example, I have go-to troubleshooting techniques that students can use when they are faced with a technology problem. Things like refreshing the page, restarting the device, closing out the tabs, and reopening them. Those are things that they can use all the time, no matter what website tool we are using. When it comes to specific materials, I will have specific rules and also tips, and tricks to help them use that resource. One way I have done this is with my Sphero sleds robotics unit, where I teach students how to use the robot and how to connect to it. But I go a little further than that. There is an anchor chart to remind students of key things that they need to press. There are also videos that they can scan with a QR code that they can rewatch if they are a little bit stuck. Students even have the strategy of asking three before me so that they can really work on their communication skills and ask for what they need. Instead of following me around like a baby duck and asking me for help with every single issue. 


Naomi Meredith  07:57

For this SLO goal, I wanted to see what strategies students are using and how many. So at the beginning of a project, I asked students the question, “When you are faced with a problem in STEM if you don't know the answer, what strategies do you use?” There were some kids who said nothing. Some kids did say ask three before me, some said to ask the teacher. A lot of them were actually teacher based ask the teacher, ask the teacher. Throughout the week, we were talking, and I was very specific about these strategies that I'm teaching you to help you be independent and problem-solve with this project. In the middle of the week, I had a check-in, and they had to write down the strategies that they might use. Then I would count how many, and then we also did this at the end, a lot like the Engineering Design Process goal. This was something that we did for different projects throughout the year. Then I could track their progress and how they were applying similar or different strategies based on the project. This was a really great one. Again, this was my fifth-grade students. But I recommend doing this with third through fifth grades to see what strategies they have been learning with you, how they're applying them, and then also how you can improve your teaching. So students are using those strategies that you're teaching them, and they can be successful. 


Naomi Meredith  08:28

The third SLO goal that you can write for your classroom is all about self-reflection. You may have noticed all of these goals are centered around the student and how they can really have their metacognition or thinking about their thinking and really be reflective on their experience. I am there as their guide on the side. I'm not their sage on the stage. My goal is to help students build those soft skills in my classroom. It's really not about the cool tools. None of my goals are about how to use a robot. Some kids might be successful, some might not. But the goal is, “Are they problem-solving? Are they collaborating? Are they critical thinking?” So really think about how these goals that you're writing can work with multiple projects throughout the year so that they're really dealing with those soft skills. For this goal for self-reflection, I wrote it as students will be able to improve and reflect on their work by using self-assessment tools. The longer that I have been in this position, the more I realize sometimes students have a hard time going back and improving their work. They finish it, they are one and done, and they're ready to move on. But we, now as inventors, as engineers, as problem solvers, that we're always going to go back and improve, and everything can be improved. 


Naomi Meredith  09:45

Practice makes better, not perfect, perfect doesn't exist, is one of the growth mindset things that I tell kids. So it really is a practice to help kids self-reflect and be thoughtful when they are creating. Some ways that I can collect data on this goal is by using self-assessment checklists that are related specifically to the project, and peer feedback, so they can compare their answers to others based on the work that they have provided. I can even assess them using that same reflection checklist as well. Rubrics are another great way for students to self-assess if they are written in kid-friendly language. Back in episode 26, I talked about how I plan a STEM lesson, and there was a part where I talked about how I structured a rubric for students that are in kid-friendly language and how you can do that on a four-point scale that can be effective when you are grading and also when students are reflecting on the work. Another way that students can reflect is by having the same questions that are used throughout the year. So students are used to these types of questions since their questions will change. When you're collecting evidence, you can use evidence from all these rubrics, maybe you count up how many responses they get, especially if you have a rubric. This would be really helpful because you can base it on the number of points that they get or the overall score. 


Naomi Meredith  11:08

As a recap, here are the three different examples of SLO goals that you can write for your STEM classroom. First is using the Engineering Design Process as your base. Next, find ways that students can problem solve and use those resources. Third, using self-reflection as an assessment tool. I hope this helps you think about the lessons that you are teaching throughout the year so you can gather data no matter what project that you are using and you can see that growth in your students, even if you see them for a short amount of time. As a reminder, don't forget to leave me a voice message. I would love to hear your questions or comments and how I can best serve you on this podcast.

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Related Episodes/Blog Posts:

 

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More About your host, Naomi Meredith

Naomi Meredith is a former classroom teacher turned current K-5 STEM teacher and coach. Her role not only includes teaching over 500 students in her school, but also leading professional development and co-teaching with teachers to help them integrate STEM & Technology.

With over a decade of experience along with a M.Ed. in STEM Leadership and STEM certificate, she helps teachers navigate the best practices, strategies and tools out there.

She truly believes that any teacher out there can learn how to use STEM & Technology in their classrooms effectively. She can’t wait to connect with you and be your guide!

More About The Elementary STEM Coach Podcast

Are you tired of scrolling online for your next great STEM lesson? Do you feel like there is no time to plan, research and test meaningful STEM lessons, so you throw together a hands-on activity and hope that it works? What systems and routines should you set in place to help students be creative, critically think, and collaborate? 

The Elementary STEM Coach is a podcast for K-5 STEM teachers, classroom teachers, GT specialists, and homeschool parents looking for actionable STEM solutions. Each week, Naomi Meredith will share tools, resources and lesson ideas that are actionable in your classroom and create highly engaging experiences with your students. You’ll learn systems and routines that will create control in the chaos and that will keep you organized all year long. 

Your mindless scrolling days are over! Your new STEM-best friend is now here in your ear buds!

how-to-teach-technology-in-the-classroom

How to Teach Technology in the Classroom

How to Teach Technology in the Classroom

how-to-teach-technology-in-the-classroomOne of the biggest hurdles to overcome when figuring out how to teach technology in the classroom is the management. Likewise, the flow of the lesson when teaching the lesson while integrating technology can be a tricky balance. Especially as a teacher in the classroom, you are typically by yourself and are managing a new experience as the ONLY adult in the room. 

Don’t let the numbers game intimidate you. 

By setting up clear expectations, routines and models, using technology tools in the classroom can be a great success. 

The biggest piece of advice I can give you is: NEVER assume kids know how to use the tools.

Even if the device or tech tool was used in previous grade levels, assumption is dangerous. 

Assuming that the majority of students know how to use the tool using the processes you have in mind for the project can be detrimental. Level the playing field by setting up classroom expectations that are clear for all students in the space. 

Prior knowledge from students will be helpful, but it’s also important for all students in the classroom to be successful with the given project and build a strong foundation. 

 

How to Teach Technology in the Classroom: #1 Set-up Expectations

This is the key to ultimate success. The most common mistake I’ve seen teachers make is not isolating the tools and how they generally work before diving into a lesson. 

Often times, teachers getting started with technology in the classroom will tell students to get their device, login, go to the lesson, leave the device open as the teacher teaches the lesson with the materials in front of students. 

In the meantime, students are on various steps, someone doesn’t know their password, a device isn’t charged and the rest of the class isn’t paying attention to the lesson that’s actually being taught. 

Does this sound familiar? 

There is a better way to teach it! 

When integrating technology effectively into a lesson, break-down the steps into smaller bite-sized chunks. Especially if it is the class’ first time using the tool, it’s better to go slow to go fast later on. 

how-to-teach-using-technologyFirst, set up expectations of how to use the tool. For example, if it’s an iPad, younger students often need explicit steps in how to “wake-up” the iPad when it falls asleep. 

This is a great time for adding in little phrases and rhymes you can repeat over and over again with a class. Just like those favorite commercials you remember as a kid… it’s because they are catchy!

Along with that, add in technology related vocabulary when explaining what specific buttons are, icons and tools. Students will start recognizing these markers and universal icons within other tools they use. 

how-to-teach-technology-in-the-classroom

Here are some sayings I regularly use: 

  • “When in doubt, ‘X’ it out!” (If a page doesn’t load, something unexpected pops up on the screen, typed in the wrong web address…)
  • “The iPads like to sleep when we aren’t using them so they can save their battery power for us! We are going to press the home button two times and say this at the same time, Wake-Up!”
  • “Can’t find all the options, press the Three Magic Dots…They stand for, There Is More!” (Ellipsis menu for more settings)
  • “Type it in exactly as shown, all one word, no spaces” (When typing in a website, username or password.”
  • “Practice makes better!” Or “Everything New is Hard at First!” (When students get frustrated for using  a tool for the first time and it’s not “working”)
  • “T to type!” (When adding in a textbox, most platforms use the letter ‘T’ as the symbol to add in this feature on top of a workspace.” 

How to Teach Technology in the Classroom: #2 Get Materials Ready First

Once expectations are set up (and yes, these need to be reviewed EVERY time before use) have students get their materials for the lesson set up first. 

Model for students by visually showing what materials they will need set up to be successful for the actual lesson. 

These are the physical and digital materials. 

how-to-teach-using-technology

how-to-teach-technology-in-the-classroom

When modeling, students don’t have anything in their hands. This will force students to pay attention to the directions instead of their devices. 

Model by going through the steps on the screen. It can also be helpful to have the steps written out with visual markers as well. 

This is NOT the time to show them HOW to use the tools. This is all about WHAT tools will be used.

In turn, this is meeting multiple modes of learning and are great references for current and future lessons. 

I will have ALL students get their materials ready first at their table, have everyone at their table get their “screen to match mine” and join me back at the meeting area with NOTHING in their hands. 


While having the materials ready to go, students are now able to focus on how the materials will be used for the actual lesson. 

In the long run, this will save time as students aren’t stressed about logging in and forgetting how all of the pieces will fit together. 

Examples for setting up technology for a lesson

Primary Example: Students will be using Seesaw to complete an activity within the platform. Teacher will model the below steps first. Then, students will…

  1. Gather an iPad
  2. Wake iPad up
  3. Log into Seesaw
  4. Select the correct activity
  5. When finished, come back to the class meeting area, with nothing in hands
  6. Mini lesson on how to complete activity
  7. Students go back to set-up iPad to work on activity

Intermediate Example: Students will be researching using a Epic! Books, and taking notes on a digital document on their laptop. Teacher will model the below steps first. Then, students will…

  1. Gather their device & log in
  2. Log into Google Classroom & open up digital notes document
  3. Open another tab, log into Epic! Books account
  4. When finished, come back to the class meeting area, with nothing in hands
  5. Mini lesson on how to complete activity
  6. Students go back to set-up device to work on activity

How to Teach Technology in the Classroom: #3 Allow Explore time

First time using the tool? Allow explore time

This step can be skipped if the tool has been used before. However, this step is important to add in the lesson planning process of a unit. 

In fact, once students materials are ready (as explained above), this exploration can be your ACTUAL lesson. 

Realistically, students are going to want to explore anyway, so harness that curiosity in a positive and academic way. ESPECIALLY, if it’s a tool that will be used multiple times in the classroom or for a long project. 

how-to-teach-using-technology

Instead of having a random exploration, make it purposeful with a goal in mind. 

  • What do you notice? Anchor chart
  • Tips & Tricks You Want to Share (T-chart ,teacher & students)
  • Create an anchor chart of important icons
  • Guided Scavenger Hunt with small mini tasks

Through exploration, students will develop comfortability using the tool and be able to produce a high-quality assignment since that initial struggle will be sorted out. 

How to Teach Technology in the Classroom: #4 Dig into the Assignment

Once students know the expectations of the tools, how to set up their materials and basics of the platform, it’s time to dig-into the actual assignment. 

Again, these steps can all be done in an entire lesson, or broken up into mini-lessons throughout the week. 

When truly integrating technology, the lessons should pertain to content standards and promote higher-levels of thinking. 

Think about using tools that can allow students multiple ways to respond. 

For example, speaking, typing or drawing all within the same platform can be great for differentiation. 

As you become stronger in your technology lesson planning repitoire, you’ll notice more variety in students’ work and their ability to respond in ways that best show off their capabilities. 

 

How to Teach Technology in the Classroom: #5 Build Independence Along the Way

As students are working through integrated assignments, new discoveries are bound to pop up. 

Likewise, unforeseen technology issues as well. 

Help build student independence by adding in the expectation of ‘Ask 3 Before Me’. 

As the teacher, it’s easy for the students to see you as the gate-keeper of all the technology information, however, don’t take-on that role!

how-to-teach-technology-in-the-classroomhow-to-teach-using-technologyYour goal is to have students become equal experts as well. In fact, as a K-5 STEM teacher, I will step in only as necessary if it’s an extreme problem like an account it locked or there is a battery issue. 

However, most problems are common like a student skipping a step or typing in a website incorrectly. 

The process of ‘Ask 3 Before Me’ can solve most technology issues during work time. In turn, also create an ‘Expert List’ throughout a project or even the whole school year. 

how-to-teach-technology-in-the-classroom

Instead of having one or two “tech-sperts” assigned as classroom jobs, recognize the skills of all students. Create an anchor chart to showcase the names of students (which they write themselves) of specifics problems they know how to solve. 

That way, when students have a problem, they can recognize that problem instead of saying “It’s not working”. Then, they know who they can specifically ask for their problem instead of floundering. 

Here are some categories that can be added to get your started on your Expert List:

  • How to Log Into Device
  • How to Log into (name of platform)
  • Fixing Microphone & Camera Accept/Blocked
  • Adding a Textbox
  • Deleting Objects 

How to Teach Technology in the Classroom: #6 Model Clean Up

The importance of caring or technology is just as important as learning how to use it in an academic setting. 

When the lesson is complete, model how students should close out for the lesson an properly put the device away. 

By being specific with these expectations, there is less of a risk for devices being damaged. 

This is coming from a K-5 STEM teacher who taught over 500+ kids each year with minimal devices being broken. I am very strict about device care for good reason!

Teach and re-teach these lessons throughout the year to ensure best device care: 

  • Turning in digital assignments
  • Closing Individual Tabs vs. All Tabs
  • Logging Out of platforms
  • Putting device away and plugging in
  • Where to store login information
  • Wrapping headphone cords and storage
  • Cleaning devices

By having clear structures in place when integrating technology can ensure greater success in the classroom. Even if you are the only adult in the classroom. 

It will take time and practice, but be as consistent as possible; with your expectations and technology use. The more students are using these routines, the better they will get for future assignments. 

This process is tried and true for all elementary ages and will change the way you integrate technology into your instruction. 

Resources mentioned in this post:

Other Blog Posts You Might Enjoy:

 

How can I help you navigate your STEM & Tech journey? Feel free to direct message me on Instagram, @naomimeredith_ and I would love to chat with you!

About the Author

Naomi Meredith is a former classroom teacher turned current K-5 STEM teacher and coach. Her role not only includes teaching over 500 students in her school, but also leading professional development and co-teaching with teachers to help them integrate STEM & Technology.

With over a decade of experience along with a M.Ed. in STEM Leadership, she helps teachers navigate the best practices, strategies and tools out there. 

She truly believes that any teacher out there can learn how to use STEM & Technology in their classrooms effectively. She can’t wait to connect with you and be your guide!