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Correlated Science & Math: A New Professional Development Model for STEM Education

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.

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Correlated Science & Math: A New Professional Development Model for STEM Education

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  1. 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

  2. Middle School Science I

  3. 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

  4. 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

  5. West & Browning PD Continuum (2010) Mix It UP Project Directors West & Browning, proposed a new continuum for linking science & math in PD

  6. CSM 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 Math Astronomer

  7. Professional Development Science Teacher Math Teacher • 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

  8. Correlated Science & Math • 1. Conceptual understanding • Not rote memorization • Deep understanding • Assess /w demonstration with application of concept in new context 2. Proper language Ex. Fractions • Science teacher typically tell/have students “reduce” the fraction • CSM trainedScience 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

  9. Correlated Science & Math • 4. Identifies natural links • Ratio & proportions, percent, graphing, positive & negative numbers, measurement & units, estimation, precision, reading charts & graphs 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

  10. Correlated Science & Math • 6. Identifies parallel ideas (when possible) • Behave the same or share characteristics • Positive & negative numbers • Skills or processes; measurement & units, solve for ratios 7. Inquiry (when appropriate) • Uses 5 E (or some version) Inquiry for concepts • Direct instruction for processes or skills

  11. 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

  12. CSM 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)

  13. 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

  14. Principals • Effective STEM Leadership • Experience effective STEM learning w/teachers • Collaborative time w/ teachers • Breakfast & lunch Principals

  15. 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

  16. Correlated Science & Math • Funded in part by: • Texas Higher Education Coordinating Board • Texas Space Grant Consortium • Texas State University • Participating districts

  17. Correlated Science & Math:A New PD Model for STEM Education • Additional information • sw04@txstate.edu • Questions ?

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