Classroom Practice

STEM Smart: Lessons Learned from Successful Schools

Event Date: 
February 1, 2016 - 08:30 am
Sponsoring Organization: 

Location

750 Kearny Street Hilton San Francisco Financial District
San Francisco, CA
United States

Sponsored by the National Science Foundation and organized by CADRE, this event will focus on standards-based instructional materials.

ABOUT
Join educators, administrators, researchers, industry representatives, policy makers, and others at the 9th STEM Smart Workshop. This meeting will feature National Science Foundation-supported research and instructional resources, with a primary focus on science, that can enhance K-12 STEM education. Through plenary panels and smaller interactive sessions, participants will learn about instructional materials selection and evaluation criteria and processes, evidence-based materials that align with or can be adapted to the NGSS, the scientific practices of argumentation and modeling, cyberlearning resources, professional development for teachers, and new ways of looking at assessment.

Learn more

First Name: 
Christina Bosch
LinkedIn URL: 
https://www.linkedin.com/in/boschchristina
Professional Title: 
Doctoral Student
About Me (Bio): 
Christina Bosch is a PhD Candidate in Special Education at the University of Massachusetts, Amherst. She researches the unique conditions of the education system within the juvenile justice system, especially in relation to the learners with disabilities and science education targeted in the NSF DRK-12 Project RAISE. Related research interests include understanding the motivation to learn science and pursue science related careers among students with emotional and behavioral disabilities, using universal design for learning (UDL) and user experience design (UXD) to develop inquiry science curricula and teacher professional development, as well as employing art and technology mediated learning across the content areas. Her ultimate goal is to advance research and development that improves outcomes for marginalized learners. Prior to her doctoral studies, Bosch worked as an instructional designer at CAST, as an academic mentor for at-risk youth in Boston, and as a special education teacher in Washington, DC.
First Name: 
Maria Gonzalez-Howard
LinkedIn URL: 
https://www.linkedin.com/in/mariagonzalezhoward
Organization/Institution: 
First Name: 
Annick Rougee
Organization/Institution: 
First Name: 
Ahmet Delil
Professional Title: 
Assist.Prof.
About Me (Bio): 
I am a pure mathematician that is interested also in Mathematics Education. I gained a PhD in Mathematical Analysis (inequalities related with difference and differential expressions) from Cardiff University (Wales-UK) in 1997. The topics in Mathematics Education that I am interested in are item classification with respect to cognitive domains of TIMSS frameworks, conceptual teaching-learning, constructivist learning environments and mathematics curricula.
Classroom Practice
First Name: 
Bianca Montrosse-Moorhead
LinkedIn URL: 
www.linkedin.com/pub/bianca-montrosse-moorhead-ph-d/2/116/635/
Professional Title: 
Assistant Professor of Measurement, Evaluation, & Assessment
Organization/Institution: 
About Me (Bio): 
Dr. Bianca Montrosse-Moorhead, Measurement, Evaluation, and Assessment program, joined the University of Connecticut in 2013. At the university, she also serves as the program coordinator for the Graduate Certificate Program in Program Evaluation, a research scientist with the newly formed cross-departmental Collaborative on Strategic Education Reform, and teaches coursework in evaluation, research methods, and classroom assessment. Motivated by a desire to bridge gaps between the academic and practical domains of Evaluation and to contribute evaluative knowledge that promotes program and policy reform, her scholarship is guided by three primary goals: (i) to develop stronger evidence-based evaluation practices, models, and theories; (ii) to advance valid and actionable evaluative knowledge to the policy community; and (iii) to examine the inputs, process, and impact of preK-12 policies, practices, and programs designed to promote social betterment and educational equity. Dr. Montrosse-Moorhead is the 2014 recipient of the American Evaluation Association (AEA) Marcia Guttentag Award, the association’s only early career award which recognizes evaluation scholars who demonstrate early career promise (within 5 years of earning their graduate degree), and whose work is consistent with the AEA Guiding Principles for Evaluators.
First Name: 
Cristina Masetti
About Me (Bio): 
I'm a student of mestrado in Brazil. I'm research how teachers use the curriculum materials to help theier students to learn.
Classroom Practice
First Name: 
Joseph Brobst
Professional Title: 
Post-Doctoral Research Associate
Organization/Institution: 

Navigating to NGSS Success: Identifying a Research Agenda

Day: 
Wed

Leaders of three DR K-12 projects identify successful instructional strategies for using technology-enhanced curriculum materials, games, and models to achieve the NGSS practices.

Date/Time: 
9:45 am - 11:45 am
2014 Session Types: 
Collaborative Panel Session

The media, the public, and, indeed, many teachers have significantly criticized the introduction of the Common Core, citing concerns such as that it overcomplicates simple topics, diminishes innovation, and ignores equity issues. Following the recent introduction of the Next Generation Science Standards (NGSS), we need compelling examples and powerful research to prevent premature criticism and ensure successful implementation. In this session, leaders of three DR K–12 projects (Leonardo, CLASS, FORCES)—who are taking advantage of technology to develop instructional strategies that incorporate the NGSS practices for diverse elementary, middle, and high school students—provide examples and stimulate discussion leading to a research agenda.

The Leonardo project is developing and investigating an intelligent cyberlearning system for interactive scientific modeling in elementary science education. Students use Leonardo’s intelligent virtual notebooks to create and experiment with interactive models of physical phenomena. CLASS is using automated scoring to integrate guidance alongside models and simulations to improve middle school students' scientific explanations. The FORCES project is developing and testing coherent interdisciplinary instructional materials using physical and computer-based models and simulations to help high school students visualize interactions at the molecular level. Students construct and revise models and explanations to provide causal accounts of personally relevant examples.

This interactive session starts with short presentations and questions for each project. Small groups led by individuals from each project identify cross-project research questions and report back. The group then synthesizes the questions and set priorities for a research agenda.

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