High School
EarSketch: An Authentic, Studio-based STEAM Approach to High School Computing Education
Language-Rich Inquiry Science with English Language Learners (LISELL)
Supporting Large Scale Change in Science Education: Understanding Professional Development and Adoption Variation Related to the Revised Advanced Placement Curriculum (PD-RAP)
Teachers Extending Their Knowledge in Online Collaborative Learning Environments: Opportunities and Challenges
Join two projects to discuss the challenges and opportunities afforded through online environments for providing professional development and supporting classroom implementation of mathematical practices.
Teams of researchers from Drexel University, Rutgers University, University of Missouri, and the Math Forum have been investigating online environments for math education and math teacher professional learning communities. The Virtual Math Teams project has developed a synchronous, multi-user GeoGebra implementation and studies the learning of small groups as well as the preparation of teachers to facilitate this learning.
Leveraging Open Source Tools across NSF-funded Projects: Partnerships, Integration Models, and Developer Communities
Discuss the potential utility of CODAP and other open source tools in your work, effective cross-project partnerships, and supporting developer communities around open source materials.
Goal: Participants will explore the spectrum of “working together” from collaboration to community. Alongside participant examples, CODAP will be used as a model to explore the range of possibilities.
Objectives: That participants
Infusing Engineering into Secondary-level Classes
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.
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).
Exploring the Relationship between Rigorous Curriculum Materials and the Development of Ambitious Mathematics Instructional Practices
Hear the findings and perspectives of three projects investigating the impact of and challenges related to teachers’ use of ambitious instructional materials on their knowledge and practice.
This session will focus on implementations of curriculum materials, especially with regard to ambitious mathematics and pedagogy, and participants will consider how materials are interpreted and enacted, and the means of support that facilitate development of ambitious mathematics and pedagogy. Presenters from three DR K-12 projects will share frameworks and findings from their work, followed by participant discussion.
District Leadership in Scaling Up Instructional Improvement
Learn about two projects’ findings on district leadership practices critical for scaling up ambitious mathematics instruction through teacher professional development. Share your own insights, challenges, and recommendations for scale-up.
School districts play a critical role in supporting the development of school-level capacity for instructional improvement. Yet, our knowledge on what it takes to achieve district-wide improvement in mathematics instruction and student learning is still limited. The objectives of this panel presentation are: 1) to share, compare, and discuss findings on district leadership for scaling up instructional improvement at various sites, and 2) to identify common aspects of district leadership critical for scaling up ambitious and equitable mathematics instruction.
Designing Tasks for Assessing Three-Dimensional Science Learning
Explore approaches and challenges to designing assessment tasks that integrate the three dimensions of science learning in this panel-led session.
A pressing need for science education researchers, as well as classroom teachers and assessment designers, is determining how to assess student learning in settings where instruction is aiming to meet the vision of the Framework for K-12 Science Education.