STEM-LIT Progress

Slides 2-4 are from Tamara

Wondering if we also want something from principles to action (for the math view)

And/or what I have on slide 5 that I always use in my methods class. Point is to show these are research based strategies for what teaching and learning should look like1When Pigs Fly

2Elements of Effective InstructionBanilower, et al., 2010Motivating learners, especially intrinsically Eliciting students prior knowledgeEngaging students in meaningful intellectual work Providing opportunities for learners to use evidence to make/critique claimsProviding learners with opportunities to make sense of what they have done/encountered in a science lessonAnd relating all lesson activities to a conceptual framework, grounded in a Big IdeaGenerate 1 comment and 1 question per section (both the descriptive part, p. 5-14, and the examples, p. 16-25.) Do this one section at a time, discuss it whole class, then move to next section.Question prompts:What academic language (science ed or education specific) in this section do you wonder if you have a clear idea of?Can you provide an example of this element in terms of your own experiences?What connection is there between this element and something you saw in the fungi or the heart classroom video last week?Why do you think this is not very prevalent in U.S. classrooms? What might be difficult about this?How does this support students progress toward scientific literacy / understanding?

3Washington State Research on Powerful Teaching & Learning A Classroom Observation Framework Student work shows evidence of understanding, not just recall.Students are engaged in activities to develop understanding and create personal meaning through reflection.Students apply knowledge in real world contexts.Students are engaged in active participation, exploration, and research.Teachers utilize the diverse experiences of students to build effective learning experiences. Students are presented with a challenging curriculum designed to develop depth of understanding.Assessment tasks allow students to exhibit higher order thinking. (Fouts et al., 2002, p. 9) Washington State / 2002

17% of 669 lessons observed in 34 K-12 classrooms had strong evidence of these characteristics.50% had little to no evidence of these characteristics.

Classroom instruction in Gates Grantee schools: A baseline report (prepared for the Bill & Melinda Gates Foudndation)Use the TAOP items for view videos a second time. (p. 55+)

669 lessons observed in 34 classrooms, elemen, middle, high. Over 4 months. More than 1 lesson/teacher.

17% of observed classrooms had strong evidence for these characteristics. 50% had little to no evidence of these practices. 4Consider the 4 Strands of Science Learning(From Taking Science to School & Ready Set Science) What does it mean when learners:Understand scientific explanations?Generate scientific evidence, models, explanations?Understand the nature of science and science as a way of knowing? Participate productively in the norms and discourses of science?New science practices are grounded in this.Understanding scientific explanations: Know, use, and interpret scientific explanations of the natural world; conceptual understanding; argumentationGenerating scientific evidence: Generate and evaluate scientific evidence and explanations, build/refine/evaluate models, design & conduct investigationsReflecting on scientific knowledge: Understand the nature and development of scientific knowledge; science as a way of knowing; includes nature of science + what/how one is understandingParticipating productively in scientific practices and discourse; using tools, engaging in discourse, representing ideas, challenging models, employing scientific habits of mind

5How students learn mathematicsAdherence to mathematically productive classroom norms and relationships.Math discourse that focuses on students reasoning, sense-making, representations, justifications, and generalizations.Cognitively demanding math tasksProductive disequilibrium about mathematical ideas and relationships.Reflection and metacognition about their own & each others mathematical thinking.

6STEM-LIT ProgressYear 2 ReportC. Kennedy7STEM-LIT GoalsDevelop Engineering Design ChallengesIncrease Teacher KnowledgeContent & Pedagogic Content KnowledgeBoth Math & Science for EveryoneImprove integration of STEM practicesIncrease student knowledge

8Lots of STEM-LIT Activities!LIT Meetings get most of the work doneSummer Academies introduce new ideasSchool Year Workshops reinforce & support the workData collection & review provide:Relevant information to inform teachingFeedback to inform project activitiesEvidence of progress toward goals

910 Advisors40 Teachers4,000+ StudentsSTEM-LIT Direct Impact to Date1010 Advisors40 Teachers 4,000++ Students STEM-LIT Indirect Impact! + Teaching Colleagues 1120+ Design Challenges6 presented at workshops14 tried in the classroom? Packaged for re-use 12Teacher LearningTeachers report learning as a direct result of working with Design Challenges.Thinking about the other subjects stimulates learning about practices.August Academies with students very generative for pedagogic content knowledge and student-centered approaches.

1314Never underestimate a students ability! I was blown away by how creative, innovative, and focused the students were this week. It was impressive how much they were able to accomplish and teach themselves with very little teacher directionthis week showed me that it is okay to let the students go and trust them to lead themselves in the right context.

Students are quite capable of learning from each other and I would like to ensure they are given ample opportunities to make discoveries together and teach each other

teacher reflections August 2014Establishing a culture of inquiry is key to engagement because programming a robot may be engaging but connecting it to a purpose is essential to the design process and not necessarily engaging. If there is a culture of inquiry then students will have a reason beyond fun for design.

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The type of questions I ask in my classroom influences learning and classroom culture in a major way. 15Student Learning161718STEM-LIT Year 2MSP Findings19Grade 6 Math Spring 2014 Comparison TeachersSTEM-LIT Teachers20

When we control for reading achievement, difference between STEM-LIT and Comparison group is not statistically significant (p = .48). STEM-LIT students earn average of 2 more points on math assessment. STEM-LIT Fit LineGrade 7 Math Spring 2014

Comparison TeachersSTEM-LIT Teachers21When we control for reading achievement, difference between STEM-LIT and Comparison group is statistically significant (p = .05), with very modest effect size (d = .15). STEM-LIT students earn average of 6 more points on math assessment. STEM-LIT Fit LineGrade 8 Math Spring 2014 Comparison TeachersSTEM-LIT Teachers

22When we control for reading achievement, difference between STEM-LIT and Comparison groups is statistically significant (p = .04), with a very modest effect size (d = .13). STEM-LIT students earn average of 6 more points on math assessment.STEM-LIT Fit Line

Grade 8 Science Spring 2014 Comparison TeachersSTEM-LIT Teachers23When we control for reading achievement, difference between STEM-LIT and Comparison groups is statistically significant (p < .01), with a modest effect size (d = 0.25). STEM-LIT students earn average of 7 more points on science assessment.

STEM-LIT Fit LineFurther MSP data24Reducing the Gap:

For 8th grade, being qualified for FRLP status reduces a students expected math score by 6.1 points, but being in a STEM-LIT classroom recovers 4.6; being a special education student reduces a students expected score by 22.8 points, but being in a STEM-LIT classroom recovers 3.9 points, and being a current ELL student reduces a students expected score by 6.5 points, but being in a STEM-LIT classroom recovers 6.4 points.

Being qualified for FRLP status reduces a students expected science score by 5.2 points, but being in a STEM-LIT classroom recovers 5.8 points; being a special education student reduces a students expected score by 9.1 points, but being in a STEM-LIT classroom recovers 6.6 points, and being a current ELL student reduces a students expected score by 12.5 points, but being in a STEM-LIT classroom recovers 7.5 points 25STEM Challenge26Wolves and Pigs

DTAMS Math Assessment27Design Challenges28The Design Challenges that the planning team and teacher teams have created will be made available on-line to others looking for these types of tasks.Design Challenge Reflection29Informed Consumer

Does it meet the criteria for a good design challenge?Does it fit with my content goals? With the math, science and engineering practices?

Design Challenge Reflection30Choose a Design Challenge that would like to spend some time thinking about.

Consider the Criteria for a good Design Challenge.

For each category, write a sentence strip that shows where the criteria is evident in the challenge and post it.

If a certain criterion is not evident but you think it should be, how might you incorporate it? Record thoughts on the Challenge document that can be added to the challenge that can be made available to others.

2. Standards: Which NGSS and CCSS content standards are addressed?Which Math, Science and Engineering practices might a teacher want to intentionally highlight in this task?Pedagogical Considerations31Plan for Implementation of a Design Challenge.

Setting up a Culture for Learning and Discourse (Ambitious Teaching Practices)Eliciting Student Wonderings (Question Wall)Promoting Argumentation (Claims-Evidence-Reasoning Framework)Providing Feedback (Questions and Affirmations)

Assessing Student Learning (?)Critical Beliefs Survey323-2-133Reflect Together on:

3 Students who amazed me2 Wow moments with kids1 Thing that my colleagues made possible33Final Meeting34Science DTAMSSustainability Conversation with AdministratorsCelebrate the Wonderful Things Youve Done (WTYD) for this audience and for a broader audience that is interested in your work.

Please put a dot under each 4-hour option you are willing to participate in in early June: - Saturday (paid curriculum rate) - School Day (sub will be paid) - 2 2-hour after school sessions (paid curriculum rate)Evaluation and Closure35