Classroom Practice

Infusing Engineering into Secondary-level Classes

STEM Categorization: 
Day: 
Fri

Participants learn about approaches to infusing or integrating engineering concepts into secondary-level science classrooms and engage in an analysis of two projects’ products and outcomes.

Date/Time: 
9:15 am to 10:45 am
Session Materials: 

The session will feature the experiences, outcomes, and materials from two engineering-oriented DR K-12 projects. The two projects, INFUSE and INSPIRES, use different approaches to teacher professional development with the goal of preparing science teachers to infuse or integrate engineering into their classrooms. They have both developed a unique set of materials designed to impact science and technology outcomes (working on a combination of curriculum development, professional development, and research).

2016 Session Types: 

Scientific Modeling across the K–12 Continuum: Alignment between Theoretical Foundations and Classroom Interventions

STEM Categorization: 
Day: 
Thu

Explore methods and challenges associated with supporting and evaluating scientific modeling in K–12 classrooms in this structured poster session.

Date/Time: 
2:15 pm to 3:45 pm
Session Materials: 

In this interactive panel symposium, presenters will draw from a set of active DR K-12 projects to explore a diverse array of resources, models, and tools (RMTs) designed to operationalize varying perspectives on scientific modeling in elementary, middle, and secondary classrooms across disciplinary domains.

2016 Session Types: 

Preparing Teachers to Support Rich Disciplinary Discussions in Their Classrooms

STEM Categorization: 
Day: 
Thu

Learn about pre- or in-service teacher education activities designed to support teacher facilitation of student disciplinary discussions through enactments that illustrate teacher education activities.

Date/Time: 
2:15 pm to 3:45 pm
Session Materials: 

Often the most we know about our colleagues’ on-the-ground support of teachers is what we read in the methods sections of research articles, or what has been reified many times over in their published teacher learning materials. We rarely get to see, much less experience, one another’s approaches to supporting teachers. This session will open up the black-box of our work with teachers for discussion and scrutiny.

2016 Session Types: 

Longitudinal Studies of Teacher Development in Elementary Mathematics and Science

STEM Categorization: 
Day: 
Thu

Learn about the work and findings of two longitudinal studies examining the development of knowledge, beliefs, and instructional practices among pre-service and early-career elementary teachers in mathematics and science.

Date/Time: 
2:15 pm to 3:45 pm

Over the past five years, research teams at Western Washington University and North Carolina State University have each conducted longitudinal studies to examine elementary teacher development in mathematics and science. Specifically, they have investigated the development of pre-service/novice teachers’ knowledge, beliefs, and instructional practices during teacher preparation and into their initial years of teaching. 

2016 Session Types: 

Issues in Integrating NGSS Standards and Literacy/Language Arts in Grades K–5 Science

STEM Categorization: 
Day: 
Thu

Join in a discussion and give feedback on the work of a project integrating science and literacy/language arts, and issues associated with designing and implementing integrated science in K–5 schools.

Date/Time: 
2:15 pm to 3:45 pm
Session Materials: 

The vision of meaningful learning in science from NGSS and the National Research Council’s A Framework for K-12 Science Education requires reform efforts that address 1) curricular issues (what is being taught); and 2) pedagogical practices (what teaching will look like with emphasis on both the practices of science and engineering and the integration of the Common Core State Standards – English Language Arts).

2016 Session Types: 

Improving Student Learning and Teacher Practice in Mathematics: A Focus on Formative Assessment

STEM Categorization: 
Day: 
Thu

Join a discussion with panelists from several projects about project model designs, initial findings, and implementation challenges associated with formative assessment in mathematics.

Date/Time: 
2:15 pm to 3:45 pm
Session Materials: 

In this session, four projects will share their work on formative assessment and mathematics learning trajectories, and participants will discuss the implications for formative assessment practices in mathematics.

2016 Session Types: 

Culturally Responsive Education

STEM Categorization: 
Day: 
Thu

Review themes related to culturally responsive STEM instruction, and generate ideas for advancing research and practice in this area.

Date/Time: 
11:15 am to 12:00 pm
Facilitators: 
Session Materials: 
2016 Session Types: 

Problematizing and Assessing Secondary Mathematics Teachers’ Ways of Thinking

STEM Categorization: 
Day: 
Thu

Engage with presenters as they discuss assessment and rubrics designed to measure secondary teachers’ mathematical habits of mind.

Date/Time: 
9:30 am to 11:00 am
Session Materials: 

Work in secondary mathematics education takes many approaches to content, pedagogy, professional development and assessment. This session aims to illuminate the richness of hte content of secondary mathematics and the field of secondary mathematics education by sharing two such approaches and reflecting on the differences and commonalities between the two.   

2016 Session Types: 

Perspectives on Solution Diversity and Divergent Thinking in K–12 Engineering Design Learning Experiences

STEM Categorization: 
Day: 
Thu

Consider multiple approaches to valuing, supporting, and studying the diversity of students’ solutions to design problems through poster presentations and small-group discussion.

Date/Time: 
9:30 am to 11:00 am
Session Materials: 

“Solution diversity” has been proposed as one key characteristic that distinguishes engineering design from other disciplinary pursuits. Engineering designers recognize that for any design problem, there will be multiple acceptable solutions, and informed designers have been found to strive for “idea fluency” through divergent thinking techniques that assist them in exploring the design space (Crismond & Adams, 2012).

2016 Session Types: 

On the Design and Implementation of Practical Measures to Support Instructional Improvement at Scale

STEM Categorization: 
Day: 
Thu

Learn about two efforts to design and implement practical measures of science and mathematics teaching to inform school and district instructional improvement efforts.

Date/Time: 
9:30 am to 11:00 am
Session Materials: 

In contrast to evaluative research that uses accountability measures, improvement science research (Bryk, Gomez, Grunow, & LeMahieu, 2015), using practical measures is designed to provide practitioners with frequent, rapid feedback that enables them to assess and adjust instruction during the process of implementation. The resulting data is potentially of use to multiple stakeholders. For example, practical measures can orient teachers to attend to key aspects of the classroom that might be invisible to them.

2016 Session Types: 
References: 

Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. (2015). Learning to improve: How America's schools can get better at getting better.
       Cambridge, MA: Harvard Education Press.
Yeager, D., Bryk, A. S., Muhich, J., Hausman, H., & Morales, L. (2013). Practical measurement. Carnegie Foundation for the Advancement of
       Teaching. Stanford, CA.

Kara Jackson, Jessica Thompson

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