Middle

Three iterative, 18-episode design experiments were conducted after school with groups of 6–9 middle school students to understand how to differentiate mathematics instruction. Prior research on differentiating instruction (DI) and hypothetical learning trajectories guided the instruction. As the experiments proceeded, this definition of DI emerged: proactively tailoring instruction to students’ mathematical thinking while developing a cohesive classroom community.

The Flipped Mathematics Study offers advice on how to use video to teach math remotely.

Conventional assessment analysis of student results, referred to as rubric‐based assessments (RBA), has emphasized numeric scores as the primary way of communicating information to teachers about their students’ learning. In this light, rethinking and reflecting on not only how scores are generated but also what analyses are done with them to inform classroom practices is of utmost importance.

Using findings from a 4‐year research and development effort, we propose an updated model of sheltered instruction for science classrooms that leverages the opportunities provided by the Next Generation Science Standards (NGSS) to better support multilingual learners in middle and high school science.

10 NGSS-Plus-5E middle school lessons for teaching STEM with robotics.

22 Common Core State Standards-aligned middle school lessons for teaching STEM with robotics.

Currently, 19 states have adopted the Next Generation Science Standards (NGSS) while 16 states have revised their standards to mirror the NGSS. Transitioning from the previous standards to the NGSS requires in-depth teacher professional development (PD) that delves into the three-dimensional (3D) performance expectations (PE) of the NGSS. Each PE constitutes: science and engineering practices (SEPs), disciplinary core ideas (DCIs), and crosscutting concepts (CCCs).

A robotics-based curriculum offers numerous opportunities to enrich science, technology, engineering, and mathematics (STEM) education for students and enables teachers to integrate engineering and computing techniques into educational programs.

Rapid technological advances are dominating the evolution of world’s economy and increasingly influencing our daily lives. Even as such advances have greatly improved human living condition, a majority of people either lack the understanding of technology or frequently ignore it. While post-secondary science, technology, engineering, and math (STEM) education seeks to remedy this disconnect, its reach is limited because formal education ends for many students at the secondary level.