Learning Today, Leading Tomorrow

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The mission

of Colleton County Middle School

is to provide

meaningful learning experiences

for all students.

Science ♦ Technology ♦ Engineering ♦ Mathematics

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STEM Trans-disciplinary Big Ideas

Facilitate students making connections to STEM in all content areas (one per quarter)

What are student benefits of focusing on the same STEM big idea in all classes?

Transformational STEM Grant

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Goal 1Increase teacher content knowledge in math and science.

Goal 2Improve student learning in math and science while decreasing subgroup score differentials.

Goal 3Improve teacher knowledge of interconnectedness among STEM disciplines.

Objective 1: Mathematics teachers will improve content knowledge.

Objective 1: Teachers will use multiple strategies to solve math and science problems.

Objective 1: Teachers will implement STEM practices and processes in their lessons.

Objective 2: Science teachers will improve content knowledge.

Objective 2: Students will use multiple strategies to solve math and science problems.

Objective 2: Students will use technology and engineering design to solve problems.

Objective 3:Improve student learning in math and science while decreasing Not Met and increasing Exemplary scores on PASS.

Objective 3: Teachers will implement Habits of Mind as their 21st century skills.

MSP–Mathematics Partnership Grant

Professional Development Partnership with Clemson University

•3 year grant for professional development

• $146,604 per year

• Professional development partnership with…

Clemson UniversityDepartment of Mathematical Sciences Professional Development for Integrated Inquiry

Extensive Professional Development opportunities

• Monthly after school sessions and 8 day summer institute•Support math teachers with common core standards

•Support science teachers with inquiry-based science• Including SSEP: Student Spaceflight Experiments

Program by the National Center for Earth and Space Science Education

•Expand STEM units and classroom STEM lessons•Explore school-to-work connections with industry visits and guest speakers during the summer institute•Broaden the interconnectedness of STEM in practice in classrooms•Website with a digital portfolio is in progress: www.transformationalstem.org

21st Century Classroom

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Scientific and Engineering Practices (K-12)

S1. Asking questions (for science) and defining problems (for engineering).S2. Developing and using models

S3. Planning and carrying out investigations.

S4. Analyzing and interpreting data.

S5. Using mathematics, information and computer technology, and computational thinking.

S6. Constructing explanations (for science) and designing solutions (for engineering).

S7. Engaging in argument from evidence.

S8. Obtaining, evaluating, and communicating information.

Standards for Mathematical Practices (K-12)

MP1. Make sense of problems and persevere in solving them.

MP2. Reason abstractly and quantitatively

MP3. Construct viable arguments and critique the reasoning of others

MP4. Model with mathematics.

MP5. Use appropriate tools strategically.

MP6. Attend to precision.

MP7. Look for and make use of structure.

MP8. Look for and express regularity in repeated reasoning.

Communication

Collaboration

Creativity

Connections

Critical Thinking

Continuous Assessment

Tools and Technology

Student ownership in learning— Not a book of knowledge or procedures, but understanding math and science as a way to make sense of our world

Design Process

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Trans-disciplinary Big Idea: _______ENERGY________

Vroom! Vroom! Driving Science

Do to learn… versus Learn to do…

STEM Investigation with Design Cycle

Bringing the Standards to Life

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STEM teaching…

engages students in learning through integrated units that are based on state-adopted curriculum standards, connected by trans-disciplinary big ideas,

linked to arts, natural resources, or Tuskegee learning communities,

infused with processes from the STEM disciplines,

with opportunities for students to design, collaborate, think critically, and

develop Habits of Mind, which are 21st century “survival” skills for success in college, career, and life interactions.

STEM Units:•Quarterly

•Developed by teacher teams

•Cross-curricular standards

•Trans-disciplinary “Big Idea”

•Each subject links content to a STEM Big Idea

•Driving question for inquiry

•Purposeful investigation and research to learn and answer the driving question

•1 Habit of Mind

•Common vocabulary

•Relevance; Real world scenario

•21st Century Skills

•Design Process

•Facilitates students’ connections

•Integrated culminating project based on the driving question and STEM design cycle

Habits of Mind

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How do successful people in various careers and all walks of life approach the challenges that they encounter on a day to day basis? The habits of mind are the skills, behaviors and attitudes that effective learners use when dealing with new learning problems. They were developed through 10+ years of research into the habits of successful learners in all areas of life. These 16 attributes are what human beings do when they behave intelligently. When taught explicitly and practiced, these habits become dispositions toward behaving intelligently when confronted with problems.

Costa & Kallick 2008

Projects versus Project-Based Learning

Make a model of the Alamo

Can be done at home without teacher guidance or team collaborationAre used year after year and usually focus on productHas few opportunities for student choicesAre based on directions and are often done “like last year”Are often graded on teacher perception such as “neatness”Are turned inEmphasizes an end-product that shows what was learnedThe teacher work occurs mainly after the project is finishedCannot be used in the real world to solve problems

Design a fortification that would take your community through a biological attack.

Requires teacher guidance and team collaborationIs complex and takes a team to plan and implementHas many student-made choices following pre-approved guidelinesIs based on driving questions that encompass every aspect of the learning that will occur and establishes the need to knowIs graded based on a clearly defined rubricIs presented to an audienceEmphasizes the process of learning with reflection through the projectThe teacher work occurs mainly before the project startsCould provide solutions for real-world problems

Projects… Project-Based Learning…

http://www.teachthought.com/learning/project-based-learning/difference-between-projects-and-project-based-learning/

“In PBL, the projects only serve as an infrastructure to allow users to play, experiment, use simulations, address authentic issues, and work with relevant peers and community members in pursuit of knowledge.” -TeachThought Staff 12/2012

Rigor and Relevance Framework

Based on the Rigor and Relevance Framework, W. Daggett International Center for Leadership in Educationhttp://marlboroughstudentcenteredlearning.wikispaces.com/Rigor+%26+Relevance+Model