Beverly J. Brown Nicole Juersivich

1. Beverly J. Brown Nicole Juersivich Associate Professor of Biology Assistant Professor of bbrown6@naz.edu Mathematics njuersi9@naz.edu Building the STEM Pipeline: Connecting K-6 Teachers with Inquiry-Based Mathematics, Science, Technology, & Literacy Wiki: http://mstlnaz.pbworks.com ABSTRACT CREATING LEADERS Ensuring that there are sufficient individuals trained in STEM disciplines is vital to allow us to meet future challenges. In our efforts to do this, we partnered with K-6 teachers and interested community organizations to conduct summer workshops on inquiry-based teaching with support throughout the school year. We found increased enthusiasm among teachers and students for STEM topics, increased accuracy and depth of STEM content presented in classes, and increased connections between the K-6 community and colleges. The increased exposure to STEM topics in the K-6 classrooms will hopefully engage and encourage students to continue on STEM career trajectories. Since the first summer workshop we have seen teachers develop into teacher leaders in the summer workshops and at their schools. This brings the STEM message to increasingly larger audiences. The two case studies that follow highlight the possibilities when teachers are given time and support to improve the opportunities for students to learn. Andrea Page, Gretchen Breon PROGRAM GOALS INTRODUCTION In 2007 as part of outreach for a National Science Foundation CCLI grant (NSF-CCLI Grant #0536468) we conducted a four-day summer workshop for K-6 teachers. We chose these grade levels because Nazareth College had established connections with this population. Professors representing Chemistry, Biology and Mathematics presented an inquiry-based workshop where teachers created an inquiry-based lesson plan that they could implement during the following school year. Small grants were also available to help teachers implement their lesson plans. We continued our support during the school year with fall and spring supper seminars. This program was received very favorably by teachers and we worked to provide the same type of program in the following year. Given the success of this model, we sought funding to continue this model after completion of our NSF grant. We obtained funding from the Rochester Area Colleges Center for Excellence in Math and Science and a Teacher Leader Quality Program grant to sustain this program for three more years. We sought to format and present inquiry-based learning opportunities that help teachers increase their content knowledge and develop skills in using inquiry and technology in their classrooms We sought to increase the level of engaged learning, accuracy of STEM content, and interest/enthusiasm teachers exhibited for STEM topics in the K-6 setting. Andrea Page, Sixth Grade Teacher – Science and ELA, Gretchen Breon, Sixth Grade Teacher – Mathematics and ELA Location: Spencerport Public Schools, Spencerport, New York Andrea and Gretchen have attended all four of our summer workshops along with another colleague. In 2009 we asked Andrea and Gretchen to present a Supper Seminar for workshop participants because of their excellent implementation and expansion of interdisciplinary, inquiry-based lessons. Awards: Andrea Page received the “20 to Watch”, National School Board Association, 2009. Gretchen Breon received this award in 2010. Andrea’s comments: I won the National School Board Association’s "20 to Watch" for using technology in the classroom, specifically for digital storytelling and Oscar Night, which Nazareth helped fund last year. Oscar Night was the night organized and directed by the student committee that showcased their digital stories as well as musical talent similar to the real Oscar show. Gretchen Breon won the 2010 "20 to Watch" for her work on the wiki with her classes. She learned about the wiki from your second MSTL workshop. Another part of the nomination was sharing math dowel designs at one of the MSTL dinner workshops during the school year, presenting student work in a digital story format. (I received math grant money that year.) We signed up for the Nazareth MSTL workshop the first time- to learn about inquiry practices in science, math and technology. We were extremely pleased with all that we learned. It was tough the first year- lots of science and math...higher level than 6th grade. But we loved how you and your team were caring and encouraging, and modeled team teaching so well. We continued to sign up, not only to learn more technology and inquiry practices, but also because of the supportive environment for learning that you and your team provided. One thing we noticed right away was that our comments were acknowledged and changes occurred during the workshop because of what you heard. We were amazed! TAKE HOME LESSONS • Teachers are busy. They need to produce a usable product BEFORE they have the workshop, so that implementation can proceed during the year. • Most teachers wanted more time for the workshop so they could develop more than just one lesson plan. • Participant comments: • Would love a 5th day to really work on developing more lessons and a unit plan • Our one lesson we prepared was very helpful and will definitely be used this year. • Mini-grants of as small as $50 can overcome implementation barriers. • The $150.00 is a big help, info on granters so I can solicit them to purchase tech equipment. • 3. During workshops inquiry-based teaching must be explicitly discussed and modeled at every available opportunity. Teachers don’t know what inquiry looks like and models are one of the most powerful ways to impact pedagogical change. • 4. Supper seminars should be mini-models of the summer workshop modeling inquiry-based teaching and resulting in a usable product or skill by the end of the evening. • Participants felt that it was very beneficial… • being immersed in inquiry based learning. • learning content information through inquiry based learning. • seeing and using technology to support inquiry. • learning new technology and software, increasing awareness of inquiry-based learning and having it modeled by staff and participants, show and tell prior to leaving. • 5. Faculty and/or Master Teachers are needed to visit the teachers during the school year and provide content and/or pedagogical expertise. Being on site results in recognition of teachers extra effort and dedication and helps to identify and hopefully reduce barriers to implementation of innovation. • Participant comments: • Guidance of Nazareth staff (your qualified specialties helped fill in blanks for me) • The wealth of resources (technology, hands-on materials, the professor knowledge base • 6. It is imperative to build on relationships already established by an institution and seek additional opportunities to partner with community organizations to develop effective, funded programs. • 7. Keep everyone, teachers, partners, and staff in the loop. Open communication is vital to success. • I found this experience to be very helpful on three fronts – your expertise and knowledge, my colleagues expertise and knowledge, my own personal discovery, my own ah-ha’s or “I didn’t know I knew that already” moments. • “Openness” of instructors – “How can we help…” “What do you need…” “Did you understand…” • I like to maintain the connection with Nazareth and the instructors – they are very motivating – make me want to be a better teacher This program was received very favorably by teachers and we worked to provide the same type of support in the following summer. Khieta Davis Teachers are so lacking and afraid to even venture out into inquiry teaching. [Attending] this would diminish the fears and spark enthusiasm. As I plan each science unit of study, I am going to begin by asking myself, “How can I use inquiry-based instruction?” We have learned how to create a meaningful workshop and continued supportive environment for teachers so that innovations are implemented and expanded. Khieta Davis, Social Studies Lead Teacher Location: Rochester City School District, Rochester, New York Khieta has been involved with the MSTL program from its inception. She began as an elementary science and mathematics teacher and was recently promoted to her current position of Social Studies Lead Teacher for several schools in the Rochester City School District. She will be presenting a workshop for MSTL teachers next month. Khieta could not attend our fourth workshop because she had been awarded a Summer Fulbright to travel to Ethiopia. For her follow-up implementation project she is has created an interdisciplinary team of local activists, Nazareth College professors, teachers, and administrators for a “Water is Life” project based on her Ethiopian trip. This project is involving sixth grade students in real time investigation of contamination a brownfield site on the Genesee River near School 54. Students are exploring the viability of phytoremediation at the site with help from students and faculty at Nazareth College. Khieta will also be linking the sixth grade class here with one in Ethiopia. • I like to maintain the connection with Nazareth and the instructors – they are very motivating –make me want to be a better teacher • [Through this workshop] I have increased math, science and tech in the classroom through network experience and exposure to college educators and resources • We are treated by this college as professional and the caring attitude is very motivating! • These workshops help to stimulate the teachers with ideas on how to meet students’ needs. • I would absolutely recommend this workshop to colleagues interested in best practices • I have [recommended it]! I got 2 more [colleagues] to come after my first year • I will bring them with me next year. This work was funded in part by NSF CCLI Grant #536468, Teacher Leader Quality Partnership Grants from the State of New York, and funding from the Rochester Area Colleges Center for Excellence in Math and Science.