Meeting rooms available for PO and grantee discussions. (Prior to the meeting, send requests to CADRE@edc.org. During the meeting, sign up at the registration table.)
(2011–2012 Fellows only)
(See the list of local restaurants.)
(See the Poster List of projects presenting.)
*Light refreshments served.
Presenters from two projects developing and researching ninth-grade “double-period” algebra approaches and materials present their distinct but compatible perspectives. Group discussion is encouraged.
Having students enter high school “unready” for algebra is not a new or rare problem. The challenges, frankly, are vast. Students identified as “unready” are extremely varied, as are the reasons they are included in specialized classes. Some, for example, are mathematically competent, but included “for English language support.” More, of course, have some difficulty specific to mathematics. Of those, many are weak in arithmetic.
This session examines the potential and challenges of developing effective formal-informal partnerships to support STEM teaching and learning and embedding research agendas into this work.
This session presents the work from three projects that are addressing the challenges of using secondary data sets in the classroom to teach ecology. Presenters from each project provide a brief overview of their development and research work followed by a question and answer period. A panel discussion with participants focuses on the following three questions: What are the challenges and benefits of bringing “real” data to the classroom? How do you make complex data accessible to middle and high school students?
In an environment structured for productive thinking, educators from different content areas collaboratively begin to develop a set of recommendations or considerations for cross-content generative engineering lessons.
This session focuses on a particular role that engineering lessons and curricula can play, placing them as tools for engagement in and expansion of mathematics and science learning in which engineering is used primarily as a means to help promote learning in these content areas. This role may not be what all engineering education specialists strive for; many of us may well value engineering education for its own sake and its role supporting technological literacy.
Dynabook and SmartGraphs answer the questions: What are the major challenges in scaling up, and how do you plan to meet them?
The goal of the session is to help attendees understand challenges of scaling up and to inform their design of scaling-up strategies for their own projects. The session has four parts: an introduction in which key challenges are identified, two parts in which Dynabook and SmartGraphs describe strategies for meeting challenges, and a part for audience to interactaction. To successfully scale up, organizations need to concisely identify the “value proposition” that appeals to users, which requires an understanding of need, approach, benefits, and competition.
How have technology-enhanced assessment projects studied their technical quality, effectiveness, and feasibility? Four mature assessment projects share designs, research methods, findings, and challenges.
This collaborative session brings together four mature projects that use different approaches to develop and validate technology-enhanced STEM assessments. Presenters share their designs, research findings, and implications for measuring STEM standards. All offer evidence addressing four questions: (1) What was the technical quality (reliability and validity) and effectiveness of the assessments for their intended purposes? (2) How feasible were the assessments to implement in classrooms? (3) How can the projects can be scaled up and sustained?
Presenters from six technology-rich projects explore how they are using new representations, activities, and practices to help learners become more fluent in expressing their thinking.
Given technology that enables teachers and learners to express mathematics and science in quite new ways—relative to textbooks and conventional classroom talk—what sorts of representations, activities, and practices provide the necessary structure to guide and develop what students can “say” and “do” so that they develop ways to express themselves more powerfully and meaningfully?
Presenters from six DR K–12 projects, each involved in mathematics or science teaching and learning, describe their approaches:
