1 Metro STEM Early College Lottery. Inquiry Inquiry Critical Thinking Critical Thinking...
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Transcript of 1 Metro STEM Early College Lottery. Inquiry Inquiry Critical Thinking Critical Thinking...
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Metro •STEM•Early College•Lottery
At Metro, STEM means …
Inquiry
Critical Thinking
Communication
Active and Responsible Decision-Maker
Engaged Learner
Collaborator
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STEM is about inquiry and delivery—not curriculum
Strategies That Engage Minds—ncsmt.org
Extending the Content—through advisory
Advisory-
Supporting the Academic Content
Advisory Design Challenges
•A class; .25 credits per year 90 minutes per week
•Multi-age groups (grades 9-12)
•Adult Advocate for each student
•Service Learning
•Personal Awareness and Growth
•Academic Progress
•Roundtable
•Gateway
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Metro’s Graduation Data
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Metro Student Achievement
ACT—school wide average composite 24.5• State of Ohio average composite 21.8
2011 Metro composite 24 2010 Metro composite 23.3
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Metro Demographics Fall 2011
Asian
Black
Hispan
ic
Native Am
erica
n
Multir
acial
White
0.00%10.00%20.00%30.00%40.00%50.00%60.00%
Ethnicity
2011-12 Metro Ethnicity
Gender
Male
Female
• 30% Free and Reduced Lunch
• 14% Identified Special Needs
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Mastery Learning
Time
120
Performance
F
D
C
B
A
120
Time
WIP
Mastery
Performance
What does Mastery Look Like? Paper and Pencil Tests—Using
QualityCore Standards Common Midterm Exams Guided Practice/Individual
Practice End of Course Exams
Design Challenges—Using QualityCore Standards
Trans-disciplinary Real-World Context Formative Strategies Frequently
in each class
Literacy Design Collaborative—College Ready Tools
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• Expectations for learning are the same for all students.
• Time is flexible; Performance is not
• Standards guide instructional decisions at the classroom level.
• The focus of instruction is on student learning.
• Students may repeat courses, or work on independent studies/short term extensions on content they did not master.
Short Term/Mini-Mester
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Term 1 (15 weeks)
Term 2 (5 weeks)
Term 3 OptionSchedules will reflect individual needs—recovery classes as needed(15 weeks)
Class One
Recovery Class(es)OR
Class Five
Class Six
Class Two Class Seven
Class Three Class Eight
Class Four Class Nine
High School Courses/College Access
Year One• 1st term--
focused Math, English, Science
• Earn up to 9.25 high school credits
• 2nd and 3rd Term Schedules personalized
• Take PSAT
Year Two• Personalized
schedules based on mastery of previous classes
• Social Studies Curriculum
• Earn up to 9.25 credits per year
• Take Ohio’s Graduation Exam (OGT)
• Take PSAT
Year Three• Work to
complete remaining high school (can earn 9.25) coursework.
• Begin Learning Center/College Access
• Complete Internship/Wellness
• Take College Entrance Exams PSAT/ACT/SAT
Year Four• College
Courses and/or Finish High School Courses
• Earn as many as 9.25 high school credits per year
• Solidify College/Career path choice
• Complete FAFSA/Financial Aid applications
Short Term/Mini-Mester Schedules
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Term 1 (15 weeks)
Term 2 (5 weeks)
Term 3 Option Schedules will reflect individual needs—recovery classes as needed (15 weeks)
Envt’l Science or Biology Recovery Class(es)OR
Class Five
Biology or Chemistry Intro to Fine Art or engineering
3D Art, engineering, envt’l science, physics, foreign language
English 9 English 10 or Eng 11Geometry Algebra 2
Term 1 15 weeks Term 2 5 weeks Term 3 15 weeks
American History Government EconomicsStudent Choice Student ChoiceStudent Choice Student ChoiceStudent Choice Student Choice
Year One Student
Year Two Student
Learning Centers
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Human Body Systems/PLTW Biomedical Engineering
Botany, Food Science, Entrepreneurship, Urban Agriculture
Engineering, Digital Electronics, Automated Systems and Robotics
Chemistry, Materials Science and Engineering
Humanities/Art/English/Government
Bio 113/114 HCS 200/Eng 269
ED PL 259/ Math 151/Eng 110
MSE 205/Chem 121
Variety of OSU classes
Partner with Westerville City Schools
At the Mid-Ohio Foodbank
At COSI At Watts Hall on Main Campus OSU
Uses Downtown Columbus
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Term 1 (15 weeks)
Term 2 (5 weeks)
Term 3 (15 weeks)
High School Class College Class 2 and High School classOR College Class 2 and 3
High School ClassHigh School ClassCollege Class 1 Finish College
Classes Winter
Start College Classes in Spring
Possible College Access Schedule
Alignment of Courses for Career and College Readiness
Alignment to standards—not curriculum
Acceleration and Remediation as needed
Progress with Middle and High Achievers
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Design Challenge/Project Development Template is an integration of work by Wiggins and McTighe, the International Center for Leadership in Education, Robert Marzano and David Conley.
Knowledge Taxonomy
Application Model
6 – Evaluation 5 – Apply to Real World UNPREDICTABLE Situations
5 – Synthesis 4—Apply to Real World PREDICTABLE Situations
4 – Analysis 3 – Apply Across Disciplines
3 – Application 2 – Apply in Discipline
2 – Comprehension
1 – Knowledge
1 – Knowledge/Awareness
Design Challenges
The Inquiry Continuum
- Douglas Llewellyn, Inquire Within
Learner
Learner
Learner
Learner
Learner
Teacher
Learner
Teacher
Teacher
Teacher
Teacher
Teacher
Results
Procedure
Question
Open Inquiry
Guided Inquiry
Structured InquiryDemo
Differentiation in Design Challenges
Content-What a student needs to learn
Process- What a student engages in to master the content
Products- What a student produces to show application and extension of content
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Schedules/Flexible Time
• Master Schedule
• Annual Calendar
• Daily Schedule
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Trimester Schedules
Term 1 Term 2* Term 3*
Geometry Algebra 2 Trigonometry
College Reading (Eng 9)
College Writing (Eng 10)
Literary Analysis (Eng 11)
Environmental Science Intro to Engineering Physics
*Recovery Classes for students who did not achieve mastery the first time
Term 1 Term 2 Term 3
American History World Studies Government
Student Choice Student Choice Student Choice
Student Choice Student Choice Student Choice
Year One Student
Year Two Student
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Third and Fourth Year Schedules Highly Personalized•OSU classes
•Finish High School Credit Requirements• Art• Wellness
•Internship
•Research class—at a learning center (COSI, Franklin Park, Westerville City Schools, Mid-Ohio Food Bank)
Term 1 Term 2 Term 3
Internship Art Research
Learning Center High School Class (Botany, Advanced Engineering, Biomedical Engineering)
Learning Center High School Class (Entrepreneurship, Robotics, Human Body Systems)
OSU Class
OSU Class OSU Class OSU Class
Phases of Design: An Integrated Approach to Project Development
Cross Curricular Content Integration Math, Science, English, Art, Social Studies, Spanish, Chinese
Framed by the Greater Columbus Context 22
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Step One Determining Design Challenge focus
• Two topics presented to Staff as options for 2nd semester Design Challenges:
• The Millennium Development Goals with a student exhibition in March• www.un.org/millenniumgoals/
• The Olympics, with student exhibitions in May
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Step Two: Dividing in Design Teams
1.) Each Staff member came to staff meeting prepared to answer:
• For each Design Challenge Topic, something students could create or produce that is relevant to my content and the Design Challenge Context is:• *instead of—not in addition to
• A way that at least two other content areas could tie into my proposed products is:
2.) Each teacher individually decided on ONE of the two design groups
3.) Fishbowl protocol for both design groups—lots of accountability; little risk
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Plans for each challenge Millennium Development Goals
Global Partnership—Fair Trade Coffee—Partnership with Local Coffee Company
Chemistry, World Studies, English 10,11,12, Economics, IED, Government, Algebra 2, Biology, Environmental science
A Fair Coffee Fare
Olympics Metro Games (advisory field day)
Physics, Geometry, Pre Calc, Art, Trig, Calculus, Wellness, English 9
New games to be played at Metro Games—with design constraints from each content area
Time for teachers
Project Development Overview
Theme – the cross grade level hook.
Enduring Understanding – The understanding that students will take forward from the work developed that will make a difference in the way that they make decisions or how they see the world.
Essential Questions – Questions that enable students to make the connection between the content that they are studying and the enduring understanding. Essential Questions lead to the Enduring Understanding
Local Context Application – What makes the question relevant to the student and/or the situation in which the project will be deployed?
Project Management 9 Components Scope – the processes to insure that the work is successfully defined and
controlled
Time – defining activities, putting them in sequence, making duration estimates, and developing the schedule
Cost – resources planning, budgeting, etc.
Quality – insuring that project meets it quality objectives (rubric)
Human Resources – all of the necessary processes to handle how the team will work, develop, & organize themselves
Communication – performance reporting and information distribution
Risk – involves all the procedures to handle the project risks, such as identification, analysis, risk response, risk monitoring
Procurement – the procedures used to handle equipment and materials used/needed
Integration – how will the processes work together?
Roles in a Project
Project manager - manages (is responsible for) the resources, including time, people and money, with the goal of excellence around success of the project
Relationship manager - manages the opportunities the relationship can bring, not just to this project, but to others that spawn from it. Also manages the client through the project.
Logistics Manager—manages (is responsible for) planning and coordinating resources, and schedules
Principle investigator - focuses on (is responsible for) the content of the work – is the subject matter lead
Roles are fluid based on the size of the groups, the design of the challenge, and the content area expertise that is needed to successfully complete the challenge.
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Instructional Practices and Professional Development
Weekly Updates highlighting best practices and introducing a strategy
Embedded Professional Development at Weekly Staff Meeting
Clear Learning Targets for staff and students
Instructional Rounds
Instructional Design and Identity Influence Assessment
• Project Based Learning• Expeditionary Learning• Discovery Learning• Multiple Intelligences Approach Learning• Inquiry Based Learning• Performance Based Learning• Constructivist Learning
They all begin with backward design.
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Using Data1. Map the Value Added and Achievement Data
Reflect on course scope and sequence
2. Assessment Multiple Methods Common Assessments Nationally normed, locally normed, and Teacher created
3. Instructional Practices What is the administration doing What are the teachers doing
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Innovation at Metro
•Systems/Structures• Mastery• Trimesters• Mini-Mester
•Information capture and deliveryBasecamp
TaskStream—PreCalculus
TaskStream—World History
•Meeting with staff and students• Adobe Connect
•Trans-disciplinary Design Challenges
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Adobe Connect
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Adobe Connect