correlated science & math: a new professional development model for stem education
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Correlated Science & Math: A New Professional Development Model for STEM Education. Sandra West, Ph.D. Texas State University-San Marcos Sandra Browning, Ph.D. University of Houston - Clear Lake Link Fuller, M.Ed. Retired Asst. Superintendent, Principal, Trainer & Motivational Speaker. - PowerPoint PPT PresentationTRANSCRIPT
Correlated Science & Math:A New Professional
Development Model for STEM Education
Sandra West, Ph.D.Texas State University-San Marcos
Sandra Browning, Ph.D.University of Houston - Clear Lake
Link Fuller, M.Ed.Retired Asst. Superintendent, Principal, Trainer & Motivational Speaker
Middle School Science I
Goals
•Improve content & pedagogy of Grades 5-8 science & math teacher teams
•Improve student performance in science & math
•Train principals how to identify and support effective science & math instruction
•Establish a Community of Practice among science & math teachers & their principals
Significant gains in Math & Science (F=27.9,dfn=1,dfd=526,p<0.001)
Statistically significant gains for students of Mix teachers over control teachers
• Math Science
• Mix It UP Project Directors West & Browning, proposed a new continuum for linking science & math in PD
West & Browning PD Continuum (2010West & Browning PD Continuum (2010))
CSMCSM Program Description Program Description
• Science led course– Correlated Geology & Math
• Math led course– Correlated Geometry & Science
• Instructional Team– Experts in science content & pedagogy– Expert in math content & pedagogy
Astronomer
Math
Professional DevelopmentProfessional Development
•Grades 5-8 teacher teams
•Always together during both science & math instruction
•Teachers & Principals• Breakfast/lunch• Books, etc.• Daily stipends
•Teachers – iPads (if remain for 2 yrs)– Equipment: distributed if in
attendance (density cylinders, etc.)– Monthly observations/debriefing
Math TeacherScience Teacher
2. Proper language Ex. Fractions– Science teacher typically tell/have students “reduce” the fraction
– CSM trained Science teacher uses proper math language: “simplify” instead of misleading term “reduce” which implies a reduction in value
3. Uses standards-based learning objectives– TEKS
– Framework for K-12 Science Education & Next Generation Science Standards
Correlated Science & MathCorrelated Science & Math
1. Conceptual understanding Not rote memorizationDeep understanding Assess /w demonstration with application of concept in new context
5. Identifies confusing language- Distance
• Science” distance” refers to “displacement”• Math” distance” refers to the “linear length point A to point B”
- Motion• Math– movement• Science – moving from point A to point B
Correlated Science & Math Correlated Science & Math
4. Identifies natural linksRatio & proportions, percent, graphing, positive & negative numbers, measurement & units, estimation, precision, reading charts & graphs
7. Inquiry (when appropriate) – Uses 5 E (or some version) Inquiry for concepts
– Direct instruction for processes or skills
Correlated Science & Math Correlated Science & Math
6. Identifies parallel ideas (when possible) Behave the same or share characteristics
Positive & negative numbersSkills or processes; measurement & units, solve for ratios
Gains in Teacher Performance• Year 1
– Community of Practice – Content – Able to plan & implement integrated lesson– Implementing some best practices on a limited basis
• Questioning
• 1 concept/lesson
• Inquiry
• Year 2 – > 170 hrs– Significant increase in
• # of integrated lessons
• Use of best practices
• Leadership
CSMCSM Program Description Program Description• Teams of Science & Math middle school teachers & their
principal
• 105 hrs. (long term intense training)
• May 24 – 1st session (Intro & pretests)
• July 7-18 - Tx State
• AY Saturdays
– Meet at various schools
– Field trips – Bracken Bat Cave, Natural Bridge Caverns, Canyon Lake Gorge & dinosaur tracks)
• Optional paid training:
– Safety (June 17-19)
– CAST, CAMT (daily rate)
Daily schedule
• Teachers– Am: Collaborative
learning w/ principals
– Lunch: Collaborative team time
– PM: • Lesson planning• Lesson Debrief
• Principals• Am: Collaborative
learning w/ teachers
• Lunch: Collaborative team time
• PM: • STEM Principal • Lesson Debrief
Principals
• Effective STEM Leadership• Experience effective STEM learning w/teachers
• Collaborative time w/ teachers• Breakfast & lunch
Principals
Agreements • District: ID, recruit, support, pay travel • Program Evaluation Agreement: Aggregate data
• TQ TQ ID #s for each teacher – statewide program evaluation, aggregate data
– Mix: Teacher Pre/post tests, surveys, interviews
– Observations of integrated lesson & debriefing• Student work samples (high, medium, low)
– Sample integrated lesson plans– Student pre/posttests (20 items, Sept & May, Aggregate data) • Experimental (Mix)
• Controls
• Video agreement
Correlated Science & Math
• Funded in part by:– Texas Higher Education Coordinating Board– Texas Space Grant Consortium– Texas State University– Participating districts
Correlated Science & Math:A New PD Model for
STEM Education
• Additional information
• Questions ?