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Vision Matters:
Sustaining an 18-year EdTech Journey
Please respond to these prompts now:
https://tinyurl.com/DesignEdTech2
Clute Conference Orlando, 2018
Catherine Saldutti, President & Founder
Introduce Yourselves
Share Name, Role, Affiliation
+ 1 Response
to the Google Form Questions
@EduChange
Catherine Saldutti
President & Founder,
EduChange
18 Years of Successful Collaboration
• 350+ schools in NYC
• USA: Expeditionary Learning Schools
Network of 150+ schools
• Fairfax County & Richmond (VA)
• Perris, Orinda & San Bernardino (CA)
• El Paso, Ysleta, Wills Point, Canton (TX)
• Commonwealth of the Bahamas
www.educhange.com
We transform educational research and
current technologies…
Research & Tech
Teaching &
Learning
…into systems, tools and experiences that
transform teaching & learning
Overview
Design• Instructional Design as EdTech
Evolve• Celebrate the Only Certainty
Spiral• Eliminate Unnecessary Structures
Assess• Trade Exams for Ongoing Growth
Design
•Instructional Design as EdTech
Next Gen Instructional Design
is #EssentialEdTech
• Multivariate
• 4D Architecture (Iterative for All)
• UX = Fidelity to the User
• Coherence Standardization
• Collaborative Systems Silos
The Integrated Science Program is a
Comprehensive, Multi-year,
Interdisciplinary
Secondary STE(A)M Program
that replaces only
Science Class Time
Ages 13-20
www.educhange.com/intsciwhat
This is not a thought experiment.
This is not a futuristic ideal.
We designed, iterated, tested, refined and delivered the program over the past 18 years.
Four different models, spanning 2-4 years each, are ready for digital implementation,
right now for interested schools around the world.
Speaking From Experience
Grades 9-12 (2 years of science required)
Honors Program
Biology I Honors
Chemistry IHonors
Physics I HonorsChemistry II
AP Program
Biology II AP, Physics IIAPFig. 1 -- AHS
Science Course Schema
1995-1996
Environmental Earth
Science
Biology I
Chemistry I
Physics I
Human Anatomy &
Physiology
Integrated Science
Content + Competencies
2 Key Learnings:
• Coherence is built through a balance of competencies and content.
• One-and-done is a bad structure for conceptual comprehension
STEAM Competencies Require
Ongoing Practice
MathArtsEngineeringTechnologyScientific
Inquiry/ Practices
Design &
Innovation
Problem solving
Arguing from
evidenceLab Techniques
Modeling
With Digital
Tools
Close
Observation
Pattern-finding
Measurement
Concepts
Computational
Thinking
Experimental &
Engineering
Design
Entry:
Skill Level ISkill Level I
Nature’s Reactions, Our Working World
Unified Science II
Unified Science II Honors
Physics I
Honors
Skill Level III
Chemistry II, Human Anat./Physio., Physics I
AP Program
Biology II Honors, Physics II Honors
Fig. 2 -- AHS Science
Course Schema
2000-2001
Unified Science I
Unified Science I Honors
Summer Remediation
Programs
Advanced Chemistry I,
Ecology, Environmental
Earth Science
Skill Level II
TBA Life Science
Honors
Advanced
Chemistry I
Honors
Level III Honors
STATE TEST
(1st administration in 10th grade)
2001 Results: HS Science
Enrollment
Full-Year
Science
Courses
Class of
1995
Class of
2001
4 9% 38%
5 1% 12%
6 0% 6%
7 0% 1.6%
2001 Additional Results
✓Higher Average Grades, compared to
same course in old org. structure
✓Student Lab-tech program
✓Informal Student Tutoring program
✓Positive—and surprised—parent
feedback
2001 Additional Results
✓ Integrated Science + Upper-level elective
Faculty Assignments
• Positive impact on recruitment (for admin &
faculty)
• More equity across department
✓ Increased faculty collaboration (PLC)
most cohesive department in the school
✓ Increased Faculty Desire for PD
Observations of Authentic
STEM Research
Graduate School and Research Institute
New York City
No Departments
Self-organize around “The
Question””
Pure Inquiry
International Community
Learning
Organization
24 Nobel Laureates
If neither nature, nor science, nor
technology is constrained by single
disciplines, why is science education
still compartmentalized?
---Dr. Sandy SimonHead, Cellular Biophysics Lab
The Rockefeller University, NYC
Our Head Scientific Advisor Asked…
Authentic STEM Research REQUIRES
Integration & Collaboration
STEM is a Human Endeavor
Personal
Local
Global
Our Rockefeller University
Collaborators
• Cared about Students
• Cared about Teachers
• Cared about Science
Education
• Cared about Education
Innovation
Teaching and Learning are
Human Endeavors
Design to help
teachers & students
succeed
in a time of
enormous change &
uncertainty
Program Design “Specs” Include
• Teach students how to learn
• Incorporate more critical reading & writing
• Develop hands-on laboratory skills
• Give rich assessment tasks
• Do real inquiry with applied math
• Personalize the learning experience
• Tap relevant, current STEM issues
• Integrate technology in meaningful ways
• Go global
• Cover the content & Align with government regs.
• Make it student-centered
• Prepare students for IB/AP/Advanced Courses – University!
• Let teachers customize
• Build a sustainable program for schools
And Here Are Some Constraints…
• Set number of class periods per year
• Teacher attrition & arrivals
• Limited supplies/equipment budgets, access
• Varying degrees of teacher know-what and know-how
• Diverse student learners
• Need for BYOD accessibility
• Varying school sizes
• Shifting student schedules
• Limited teacher training time, access
• Local, national, international program req.
• Student reading & math levels
• Student developmental levels (skill & conceptual)
Four Connected Areas of R&D
Authentic STE(A)M
Technology Integration
How People Learn
Teacher
Professional Development
Comprehensive
Anticipatory
Design Science
(à la Buckminster
Fuller)
Phase/
Timeframe
SOER Delivery Student
Experience
#Students #Schools/
Teachers
Phase One:
2002-2008
Teachers
Microsoft
Word®
documents
Print,
personalized
~2000 10 Schools
30 Teachers
Phase Two:
2012-2016
Teachers
Classroom,
Hapara,
Microsoft Office
Digital,
personalized
~500 3 Schools
25 Teachers
10 Years of Small-Scale Implementation
Data Collection Across 10 Implementing Schools
Phase One: Six Years
Data Collected Frequency of Collection
Documented classroom observations & meetings Weekly
Student work and formative assessments Monthly
Written student reflections Every 6 weeks
Written teacher reflections Every 6 weeks
Teacher, Student, Scientist Inquiry Group Meetings Quarterly
Administrator Interviews Annually
Publicly accessible school profiling data Annually
Standardized test scores, each exam Annually
Student attitudinal profiling questionnaires Biannually
Teacher action plan portfolios Biannually
Teacher one-on-one interviews Biennially
Parent surveys Biennially
In 2000 we started designing with ~250 variables.
Since 2011 we have been designing with 500+ variables.
These variables are organized strategically, spatially and temporally to achieve a variety
of emphases and learning goals.
Neural Net Architecture
Evolve
•Celebrate the Only Certainty
Change is Certain
Technology will change. Be careful what you build on.
Smart Phones (2007) HTML5 (2014) Google Drive (2012) Twitter (2007)
PhET (2002) Various incarnations of
BlackBoard, Moodle,
Instructure/Canvas LMS
Google Classroom
(2014)
MySpace (2003 -
come and gone!)
IARC Cancer Today Data
Visualizations (2016)
Doctopus, LucidChart &
other Google Doc
integrations
BioDigital Human
(2013)
DropBox (2008)
Google+ Hangouts (2011) Instagram (2010) FlyLab/Drosophila
(2005)
Periscope (2015)
iPads (2010 – fizzling out
for secondary STEM
students!)
SoundCloud (2008) Virtual Urchin (2004) Google Earth
(2001)
NCBI BLAST Database
(2008)
NZ Science Learning Hub
(2007)
EWG Sunscreen &
Cosmetic Databases
(2006)
PLOS One (2007)
Build to Benefit from Uncertainty
Ensconce your designs in the evolving landscape.
This forces your organization to change alongside both
STEM and pedagogy.
Designs That Get Better with Increasing Volatility are
Antifragile (Nassim Taleb)
Research & Tech
Teaching &
Learning
Let’s See Some Free, Quality EdTech!
We will be using some of the sheets in your
packet.
Please also participate on your laptops if you
wish (phones won’t work as well).
Shared Google Folder:
https://tinyurl.com/Clute18Saldutti
BioDigital Human
BioDigital Human (2013)
See the Reference Sheet in Your Packet
Evolved 4 different interfaces (UX/UI),
which means revising all activities and assignments using this program.
These revisions constitute an important type of maintenance that EduChange completes
for teachers.
PhET
https://phet.colorado.edu/
We PhET Interactive Simulations!
We also that they maintain them!
PhET recently raised lots of $$$ to translate all of their Sims to HTML5.
Luckily they were able to secure all necessary funding—most others were not as lucky.
PhET
Click “Play With Simulations”
Students Practice with BioDigital & PhET
Excerpt from our Technology Tracker
These two programs are merely 2 of the
500+ variables we track.
STEM Texts and Resources Also Change
Spiral
•Eliminate Unnecessary Structures
“I very frequently get the question: 'What's going to change in the next 10 years?' And that is a very interesting question; it's a very common one.
I almost never get the question: 'What's not going to change in the next 10 years?' And I submit to you that that second question is actually the more important of the two --because you can build a business strategy around the things that are stable in time.”
--Jeff Bezos, CEO of Amazon.com
10 Years of Stable Structures
✓Overall Macro-level Sequence
✓Student-centered learning
✓Advanced teaching techniques
✓Desirable Student Competencies
✓Major Concepts
Stable Design Principles
✓Trust that nature will deliver the content
✓Trust that students will be interested in the questions and problems that interest STEM professionals
✓Trust teachers to make classroom decisions
✓Trust that schools will remain dynamic (even chaotic)
Globally Relevant Uber-Contexts Drive The Program
Th
e Q
ues
t fo
r E
ne
rgy
I Society’s Quest
An Organism’s Quest
A Cell’s Quest
A Molecule’s Quest
An Atom’s Quest
Air Quality
Sport at
Depth or
Elevation
Global Land Use
Childhood Asthma
Added Sugar and
Global Diabetes
Adolescent Health
& Safe Driving
Behaviours
Antimicrobial
Resistance
Ocean
Acidification
Environmental
Resilience &
Conservation
Satellite Pollution
The Evolution of
Flight: Birds &
Planes
Big Data and
Genomics
MicrobiomesPhotovoltaics
Biofuels
The Promise &
Peril of Palm Oil
Fukushima Then
and Now
The Promise &
Peril of
Hydropower
Medical
Diagnostics
Eco-friendly
sunscreens &
cosmetics
Electrolytes &
Sports Drinks
Building a Bike-
Friendly CityPuberty & Aging
Biomagnification &
Bioaccumulation
Coral Bleaching
Cardiovascular
Fitness
Global STEM Stories = #10XTech
http://tinyurl.com/avesclad
http://tinyurl.com/albatrosssoar
http://tinyurl.com/flightint
(Click to launch Press play After the intro, drag and double-click map to explore)
http://aroundtheworld.solarimpulse.com/
Global STEM Stories at the Center
View the Node Worksheet at your tables
Authentic STEM
Research
• Interdisciplinary
• Multi-faceted
• Longitudinal
• International
Diverse Perspectives
• Personal, Local, Global
• Multicultural
• Economic
• Ethical
• Empathetic
• Aesthetic/Artistic
Diverse “Texts”
• Anchor text
• Videos
• Diagrams, Graphs & Tables
• Animations & Simulations
• Scientific Databases
• Blogs & News Articles
• Twitter Feed
• Problem Sets
Global Land
Use & Soil
Degradation
Multiple Learning Modes
• Visual
• Written & Rendered
• Discussion & Feedback
• Hands-on: physical and digital
Varied Grouping Structures
• Individual
• Pair
• Group
• Class
Global Land
Use & Soil
Degradation
Global STEM Stories 10x EdTech
https://soilgrids.org/
http://tinyurl.com/soilhands
http://globalsoilweek.org/
http://weirdbeard.nl/demo/highlandfarmer/
1. Prepare to compile data according to teacher
instructions. Share findings across the class to
compare:
a. The qualitative soil texture data you collected by
“feel”
b. The quantitative soil texture data you collected in
the lab
c. The LaMotte Kit® quantitative chemical test data
you collected in the lab
d. The predicted soil data from the SoilInfo page (from
your sampling site)
e. The predicted soil data from your selected global
location. Which global location selected by any
team in the class is the closest match to your local
soil sample?
2. Divide the class into flower, fruit, herb and vegetable
groups. Based on your category, spend 10-15 minutes
researching what grows in the type of soil you collected
(your local sample). Generate a class table by category,
and log your results below:
Up to 38 Hands-on Labs: 4 Years
BacteriologyExtractions &
FiltrationMicroscope Work Electrochemical Cell
Gas Evolution Modeling/Simulation Design Challenges
Acid-Base & Redox Titrations
Biotechnology Flame TestsIndicators & Reagents
Gas Laws
Soil Profiling Molar Solutions Genetics Databases
Stream Tables
What Did We Eliminate?
▪ Lectures Student-led Q&A
▪ Taking Notes Critical Reading +
Writing/Drawing to Learn
▪ Lesson Plans Our tested sequence is
shared with students & teachers and
the classroom owns/modifies
Back-End Content Creation & Curation
Teacher Refinement
Student Personalisation
Sustainable Open Educational
Resources (SOER)
Curriculum Available on
ANY Platform
The Evolution of 1 Page: Student Text
www.educhange.com/intscifeatures
Scroll to the middle of this page and
click through the interactive graphic.
Students write/illustrate over 1/3 of
their digital text.
http://educhange.com/international-student-artists/
Illustrations Submitted by Students Become
Part of the Digital Text
Our Goal:
Only Student-
rendered art &
graphics by
2020
Results: Why We Use SOER
Students:
• Overwhelming support for personalization
• Cite SOER as one reason they learn how to
learn
• Acclimate quickly
Results: Why We Use SOER
Teachers:
• Unanimously appreciate ability to modify AND
that EduChange did the heavy lifting—
curation done well takes TONS of TIME
• Benefit from professional conversations
prompted by SOER
• Desire ongoing maintenance and updates
from EduChange
What Else Did We Eliminate?
✓Large Summative Projects and
End-of-Unit Tests
Increased Instructional Time +
Decreased Anxiety
Assess
•Trade Exams for Ongoing Growth
Traditional Curricular
Architecture
One-and-Done Models Cue “Finish”
--Even Projects!
Integrated Science & PBL
Integrated Science is the Heart of PBL
Without the Heart Burn!
View the PBL chart in your packet
View the colorful flow chart (Strand Map)
in your packet
Shift: From Closed to Open Architecture—
A Design for Lifelong Learning
Conceptual Physics
Environmental
Earth Science
Biological Sciences
Materials Sciences
Disciplines, Concepts & Competencies
Integrate and Spiral Through Levels I-II
Showeet img.
Four Competency Areas: 64+ Indicators
Master Rubric TrackerTop Level: Name of Large Category – For example: “Inquiry & Design”
Second Level: Criteria – These many be used for reporting purposes
Third Level: Rubric Items – These are the LEGO pieces
EduChange/teachers/students use to craft task-based rubrics
Second L
evel: S
ingle
Crite
rion
Third Level: Single Rubric Item
Assessment Strategies
Focus on Smaller, Performance-based Assessments
(No end-of-unit tests, No MC)
Build to Proficiency Over Longer Periods (More than 1 Project/Unit)
Balance Revision Work with Novel Tasks
Balance Tasks, Rubrics and Instruction in the Proper Roles
Sample Performance Task
View the Google Folder
Air Quality & Data Analysis
Students use a completed 20-country AQ
standards analysis in this assessment
Parallel But Connected Streams
Core Science Curriculum
Student Independent & Group Projects
20% Play/Project Time
Second Year (Grade 9/Age 14 earliest)
Integrated Science IB
Third Year - Integrated Science IIA (Customized for school)
Traditional Core
Science Course
Equivalencies
First Year (Grade 8/Age 13 earliest)
Integrated Science IA
Biology I
Equivalence
Chemistry I
Equivalence
1.5 Semester
Conc. Physics
Equivalence
1.5 Semester
Enviro. Sci.
Equivalence
Foundation
Year
Fourth Year - Integrated Science IIB
(Independent Student Projects – Streams Converge)
Next Gen Instructional Design
is #EssentialEdTech
• Multivariate
• 4D Architecture (Iterative for All)
• UX = Fidelity to the User
• Coherence Standardization
• Collaborative Systems Silos
Teacher Professional Development
Integrated Science immerses teachers in modern pedagogies:
• Growth mindset
• Collaboration with EduChange, your colleagues, local partners
• Onboarding Institute + Regular Virtual Meetings
This is not a textbook package—
teachers are on a supported journey with
an expectation of collaboration
Thank you for your participation
www.educhange.com
@EduChange
We welcome you to book an informational
meeting according to your schedule:
https://meetme.so/educhange