MORNING PLENARY PRESENTATION
What Everyone Should Know About the Successful K–12 STEM Education Report
Jerry Valadez, Director, Central Valley Science Project, California State University, Fresno; Member of NRC Steering Committee
In this session, learn more about the National Research Council report, Successful K-12 STEM Education: Identifying Effective Approaches in Science Technology, Engineering, and Mathematics, which provides a review of research on STEM-focused schools, effective STEM practices, and effective schooling, and makes recommendations for improving STEM education.
Planning for Change: Issues of Implementation and Scale
Bill Penuel, Professor, University of Colorado, Boulder
This session introduces ideas for supporting implementation of the effective practices outlined in Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics. The session is especially relevant to instructional leaders in schools and districts seeking to align practice to recommendations from the report. The core idea is that implementation of the practices depends on accessing and activating relevant expertise within professional networks. Relevant expertise includes knowledge of practices, curriculum, assessment, and professional development needed to support implementation.
MORNING BREAKOUT SESSIONS
Deeply Digital Student Engagement and STEM Learning with Models and Probes
Carolyn Staudt, The Concord Consortium (replacing Chad Dorsey)
This session presents a wide variety of free, research- and technology-based tools and curricula created by The Concord Consortium and demonstrates how teachers can use them to actively engage students in core STEM concepts and practices. Examples range across the sciences from physical sciences to chemistry, genetics, evolution, Earth science, and engineering, and include hands-on participation opportunities.
Framework Vision for Science Education and Implications for Next Generation Science Standards
Brett Moulding, Utah Partnership for Effective Science Teaching and Learning
The Next Generation Science Standards (NGSS) are currently being developed. Understanding the vision for science education described in A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core is essential to understanding NGSS. This session provides insight into the framework and professional development that supports successful implementation of the framework’s vision for science education. It also includes discussion of the range of professional development, STEM education, and instructional resources needed to implement forthcoming NGSS.
Illustrative Mathematics
Kristin Umland, University of New Mexico
Illustrative Mathematics (http://illustrativemathematics.org) was started as a way to bring meaning and clarity to the standards by illustrating them with mathematical tasks. In the process, the community of math teachers, math educators, and mathematicians forming around this work revealed itself as possibly more important than the tasks themselves. This interactive presentation looks at current progress as well as the long-term goals and plans for this ambitious project.
SimScientists: Effective Instruction and Assessment
Edys Quellmalz, WestEd
This session describes how WestEd’s SimScientists projects combine frameworks of system model design (components, interactions, and emergent system behavior) with evidence-centered assessment design. Simulations and reflection activities for ecosystems, atoms and molecules, and force and motion are demonstrated. Findings are shared from a series of studies over five states (including Nevada), 30 districts, 80 teachers and 8,000 students that document the feasibility, utility, quality, and impacts on learning of the modules.
Using Learning Trajectories to Unpack and Interpret the Common Core Math Standards
Alan Maloney, North Carolina State University
Learning trajectories/progressions are intended to underpin the Common Core State Standards for Mathematics (CCSSM). Turnonccmath.net “unpacks” the CCSSM into learning trajectories, supporting practitioners in interpreting and implementing the CCSSM. Key elements are used, including: student strategies, misconceptions, and inscriptions; underlying cognitive principles, representations and models; emergent distinctions; and bridging standards. This session reviews the context of the CCSSM, and introduces the genesis and structure of the turnonccmath.net resources, including a detailed introduction to a sample learning trajectory.
Video-rich, Web-based Professional Development to Improve Science Discussions
Sue Doubler, TERC, Inc.
The Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics report emphasizes three qualities of effective professional development: developing teachers’ ability to teach content, developing instructional practice, and providing sustained opportunity for learning over time. In this session, these qualities are explored in the context of video-rich PD aligned with curriculum. Professional learning focuses on increasing the quality of science discussions. Teachers engage in independent Web study, try idea in their classrooms, and participate in study groups to share their progress. In the session, participants try out nine strategies that support productive discussion.
LUNCHTIME PLENARY PRESENTATION
Online Inquiry Learning: Making Inquiry Easy with Online Units Featuring Visualizations, Debates, and More
Marcia Linn, Professor, University of California, Berkeley
Online units make implementing inquiry activities in any discipline both easy and effective. For example, the Web-based Inquiry Science Environment (WISE, http://wise.berkeley.edu) offers free and open source units in science. These classroom-tested materials guide students as they explore complex standards-based topics such as photosynthesis, genetics, the seasons, chemical reactions, and force and motion. Research shows that inquiry units in any discipline promote coherent understanding and lifelong learning. This session describes how participants can implement inquiry in their own classroom.
AFTERNOON BREAKOUT SESSIONS I
Connecting Mathematics Education Research and Practice: Ensuring English Language Learners Achieve
Cathy Kinzer, New Mexico State University; Maricela Rincon and Ricardo Rincon, Las Cruces Public Schools
An overview of the university/school district partnerships focused on mathematics teaching and learning for English language learners sets the stage for videos exemplifying equitable instruction in culturally and linguistically diverse classrooms. Participants gain a greater understanding for the essentials of (1) building a language learning culture for all students and (2) implementing instructional and environmental methods that promote active student discussions and develop confidence and competence in using academic content vocabulary to communicate mathematical ideas.
Cultural Ways of Knowing as Intellectual Strengths in Robust Science Learning
Megan Bang, University of Washington
This session introduces participants to ways of conceptualizing culture and ways of knowing non-dominant students as intellectual resources and opportunities for expansive and robust science learning rather than as problematic deficit orientations. We will consider how students are usefully aligned with professional expert science. Participants explore the differences in these orientations and their implications for practice through data analysis and a microteaching activity in the context of environmental/biological science.
Engineering Pathways Anchored by Rural Arizona Community Colleges
Caroline VanIngen-Dunn, Science Foundation Arizona; Verlyn Fick, Cochise College
Science Foundation Arizona (SFAz) and Cochise College are testing an Engineering Pathways model that engages and excites students about STEM career opportunities, prepares them for rigorous coursework, and supports the acquisition of meaningful workplace knowledge and skills leading to program completers performing in the workplace. Components of this model are described with current research results and lessons learned. SFAz shares its plans to adapt the model to other Arizona community colleges.
Math, Engineering, Science Achievement (MESA) Program
Chandra Austin, Auburn University
The Math, Engineering, Science Achievement (MESA) program supports educationally disadvantaged students by providing pathways to success in STEM disciplines. Attendees of this session receive a brief description of the MESA program and its strategies for effectiveness, and then experience a sample MESA activity.
Mathematics, the Common Core, and Language: Recommendations for Effective Mathematics Instruction for ELs Aligned with the Common Core
Judit Moschkovich, University of California, Santa Cruz
This presentation summarizes research-based recommendations for effective mathematics instruction for students who are bilingual, learning English, or developing literacy. The session (1) provides a short summary of research on effective mathematics instruction for ELs, (2) uses a classroom example to describe recommendations for mathematics instruction that is aligned with the Common Core State Standards and connects mathematical content to language, and (3) provides time for small-group discussions of ways to implement these recommendations.
Seeds of Science/Roots of Reading: An Integrated Approach to Science and Literacy Instruction
Traci Wierman, Lawrence Hall of Science
Seeds of Science/Roots of Reading is an NSF-funded curriculum program that employs a Do-it, Talk-it, Read-it, Write-it approach, engaging students (and teachers) in learning science concepts in depth, while increasing their skills in reading, writing, and discussing as scientists do. This presentation engages participants in first- and secondhand experiences from Seeds/Roots and shares program effectiveness data providing evidence that Seeds/Roots is meeting the NRC call for Equal Access to Quality STEM Experiences.
AFTERNOON BREAKOUT SESSIONS II
Career and Technical Academy Innovations in Teaching and Learning
Felicia Nemcek, Craig Statucki and Angelo Pappano, Southwest Career and Technology Academy (SWCTA)
The Southwest Career and Technical Academy is a Clark County School District public magnet school in its fourth year of operation that has 1,400 students enrolled in 11 different career and technical education program areas. In this session, participants learn how a career and technical academy utilizes cross-curricular professional development, innovative technology, project-based learning, and community and industry partners to provide a 21st century education, offer real-world experiences, and prepare students to be college and career ready.
Creating a High Performing STEM School Culture
Mark Heffron and Kate Dresher, Denver School of Science and Technology (DSST)
The Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics report highlights the importance of providing increased access to underrepresented students in STEM fields and high-performing college going school culture as critical to preparing college STEM students. This session highlights the successes of the DSST Public School (Denver School of Science and Technology) model for 6-12 STEM education. The session focuses on what has made DSST Public Schools successful at creating “access for all” middle and high school level STEM education where 100% of the first five graduating classes have been accepted into four-year colleges and universities; the programmatic choices that have been made to achieve this success; and what else is necessary to build a successful STEM culture.
e-Mentoring for Student Success (eMSS)
Alyson Mike and Lynn Kepp, New Teacher Center
e-Mentoring for Student Success (eMSS) is an innovative, nationwide, content-specific, online mentoring program that accelerates the growth and increases the retention of new science, math, and special education teachers. eMSS brings together an interactive online community to build teacher expertise within a structured program curriculum based on research and best practice in teacher development and online learning. After the session, participants will be able to (1) recognize the value of content focused-mentoring and (2) describe features of eMSS.
Implementing STEM Programs that Capture and Nurture Imaginations and Talents
Carole Greenes, Arizona State University; Nancy Foote, Higley Unified School District
Based on the success of the Scientific Village Strategy for increasing students’ interest and achievement in STEM fields and updating teachers, we identified key elements that must be in place to establish sustainable STEM programs. In this session, we describe groups that must be targeted to facilitate implementation, including students, teachers, school administrators, families and the community; the goals for each group; characteristics of STEM programs that achieve the goals; and strategies for implementing the programs.
Learning Studios: Team Up for Deeper Learning
Thomas Carroll, National Commission on Teaching and America’s Future
This session presents Learning Studios, a program that restructures schools to engage teachers and students in deeper learning and to develop 21st century skills. Cross-disciplinary teams of teachers collaborate with workforce partners to develop project-based learning opportunities that engage students with real-world problems. School administrators have used Learning Studios as a platform where teachers can implement innovative research-based practices that step outside of the standard 45-minute class period where teachers and content are currently siloed.
PD that Makes a Difference for Students: Science Teachers Learning from Lesson Analysis (STeLLA)
Kathleen Roth, Biological Sciences Curriculum Study (BSCS)
The Science Teachers Learning from Lesson Analysis (STeLLA) professional development program engages teachers in using two lenses to analyze videocases of science teaching: the Student Thinking Lens and the Science Content Storyline Lens. An initial study of the program demonstrated significant impact on both teacher and student learning. In this session, participants experience how teachers learn about science content, pedagogical strategies, and teaching practice through the STeLLA approach to videocase-based lesson analysis.