“learning is something students do; not something done to them” nse standards p.20
TRANSCRIPT
“Learning is something students do; not something done to them” NSE Standards p.20
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
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Mastery Learning
Time120
Perf
orm
ance
F
D
C
B
A
120
Time
WIP
Mastery
Perf
orm
ance
Mastery Learning Means That…
• 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.
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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)
Bio Recovery Class(es)OR
Class Five
Chemistry
Intro to Fine Art 3D Art
English 9 English 10
Algebra 2 Trigonometry
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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
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
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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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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Formative and Summative Assessment
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
10Design 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 Cross Curricular Content Integration
Math, Science, English, Art, Social Studies, Spanish, Chinese
Framed by the Greater Columbus Context
Phases of Design: An Integrated Approach to Project Development
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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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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
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.
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
The Connection to Learning
Learners need to have opportunities to progress from concrete to abstract ideas.
Learners construct their own understanding by taking an active role in their learning.
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Metro 2011-2012
•Lottery•Program•STEM•Early College
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Metro’s Graduation Data
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Ashland UniversityBoston College Bowling GreenBrigham Young Brown UniversityButler UniversityCapital UniversityColumbia Case Western CCAD Columbus StateCornell UniversityDenison UniversityDePaul UniversityDillard UniversityFranklin UniversityHaverford CollegeHoward UniversityIndiana UniversityJohn Carroll Kent StateLafayette CollegeLane CollegeLincoln UniversityMarietta CollegeMiami of OhioMt. Carmel Muskingum College
Ohio DominicanOhio State University Ohio Northern Ohio UniversityOhio WesleyanPurdueOtterbeinRITSouthern Virginia The Citadel Univ. of California Univ. of ChicagoUniv. of CincinnatiUniv. of FindlayUniv. of IllinoisUniv. of KentuckyUniv. of MiamiUniv. of MarylandUniv. of MichiganUniv. of Tennessee Univ. of ToledoVassar CollegeVirginia StateWittenberg WoosterWright State
Class of 2011 Admissions
Graduating class of 2010 – 36 of the 72 students are currently at OSU
Graduating class of 2011 – 47 of the 93 students are currently at OSU
Class 2011• High Schools represented: 32• 4 year College: 86%• 2 year College: 13%• In State College: 84%• Out of State College: 16%• Work/Military: 1%
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Grade Level Asian Black Latino American Indian
Multi-Racial
White
9th (79) 4 26 2 1 10 3610th (85) 4 21 3 0 7 5011th (78) 6 18 4 0 9 4112th (94) 4 24 3 0 4 59336 total 18
(5%)89 (26.5%) 12
(3.5%)1(.3%)
30(9%)
186(55%)
Student Demographics Fall 2010
•16.66 FTE (licensed teachers)•1 full time tutor•19:1 adult to student ratio•14% Identified Special Needs•30% Free and Reduced Lunch
Metro Staff 2010-2011
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Metro Student Achievement