Developing Teacher-Leaders in Integrated Math and Science for Inclusive Classrooms Barbara Young, Science Specialist Office of Science and Health Education Virginia Department of Education June 16, 2014

Why Science? Young children come to school excited about the world around them and how things work. Research shows young learners are much more complex learners than previously thought.

ELEMENTARY BUILDS THE FOUNDATION! Why Science? Ultimately, successful graduation from high school depends greatly on student learning and success beginning in elementary school. ELEMENTARY BUILDS THE FOUNDATION!

Why Science? Every student may not become a scientist or engineer, but EVERY student will become a citizen. We need to make sure our students become INFORMED citizens who can make INFORMED decisions.

What do we mean by “interdisciplinary?”

Interdisciplinary instruction promotes the integration of multiple content areas. It make learning come alive for students since it adds a reason for learning.

What is “Interdisciplinary?” Interdisciplinary teaching is often seen as a way to address some of the recurring problems in education, such as fragmentation and isolated skill instruction. It is seen as a way to support goals such as transfer of learning, teaching students to think and reason, and providing a curriculum more relevant to students. (Marzano, 1991; Perkins, 1991)

What is a unit?

Definition of unit A unit is a group of lessons focused on a theme or concept. The lessons in a unit are from multiple curriculum content areas. The format provides the student with “real-life” connections and the opportunity to apply the content that they have learned to real situations, adding validity to their learning.

Generic Flow of a Unit

Tools needed for a unit

“Soft Skills” Good foundational subject content. (Avoid the “mile wide, inch deep” content presentation!) Ability to work in teams. Ability to find information. Ability to be a “self-starter.”

Other Pedagogy to Include Student teams Project-based learning - Student team project Place-based learning Journaling

Example of an Interdisciplinary Unit Cross-curricular instruction Includes STEM Model Cross-curricular unit – Virginia Animals and their Habitats http://www.doe.virginia.gov/instruction/cross-curricular_instruction/science/animals_habitats/index.shtml

Instructional Strategies Used in this Unit Student teams Project-based Learning Place-based Learning

Activity Look at the “Virginia Animals and their Habitats” unit Create the start of a unit

Planning your Unit

You do NOT need to reinvent the wheel!

Possible Flow of Unit Development Determine the theme for your unit

Possible Flow of Unit Development Identify the SOL that you plan to teach with the unit Build an SOL chart for the unit

Possible Flow of Unit Development Activity Select a topic Build an SOL chart

Possible Flow of Unit Development Brainstorm possible chapters/sections for your unit

Possible Flow of Unit Development cont. Define the unit project Define the student project objectives and flow of the unit project Determine what the project end product will be

Possible Flow of Unit Development cont. Determine what assessments you might used to conduct formative measurements of student success throughout the unit and summative at the end

Possible Flow of Unit Development cont. Define possible resources – people, places, things, etc. – for your unit

Possible Flow of Unit Development Review lessons already available to see if they fit in the unit and/or need modification Verify that the lessons align with the SOL Verify that measurable objectives can be written for each lesson

Possible Flow of Unit Development cont. Determine where in the unit timeline each lesson will fit Keep track of SOL covered by lessons to make sure that those you selected have been covered

Possible Flow of Unit Development cont. Determine what will be done in the unit to use data collected, information gathered, etc.

SOL Goals Goals The purposes of scientific investigation and discovery are to satisfy humankind’s quest for knowledge and understanding and to preserve and enhance the quality of the human experience. Therefore, as a result of science instruction, students will be able to achieve the following objectives: 1. Develop and use an experimental design in scientific inquiry. 2. Use the language of science to communicate understanding. 3. Investigate phenomena using technology. 4. Apply scientific concepts, skills, and processes to everyday experiences.

SOL Goals Goals 5. Experience the richness and excitement of scientific discovery of the natural world through the collaborative quest for knowledge and understanding. 6. Make informed decisions regarding contemporary issues, taking into account the following: public policy and legislation; economic costs/benefits; validation from scientific data and the use of scientific reasoning and logic; respect for living things; personal responsibility; and history of scientific discovery.

Virginia SOL Goals 7. Develop scientific dispositions and habits of mind including: curiosity; demand for verification; respect for logic and rational thinking; consideration of premises and consequences; respect for historical contributions; attention to accuracy and precision; and patience and persistence. 8. Develop an understanding of the interrelationship of science with technology, engineering and mathematics. 9. Explore science-related careers and interests. NEW!!!

SOL - Investigate and Understand The use of “investigate and understand” allows each content standard to become the basis for a broad range of teaching objectives, which the school division will develop and refine to meet the intent of the Science Standards of Learning. NEW!!!

Expectations for student learning and achievement Virginia SOL Expectations for student learning and achievement Future of the SOL

Virginia SOL Curriculum Framework Amplifies the Science SOL and defines the content knowledge, skills, and understandings Delineates in greater specificity the minimum content that all teachers should teach and all students should learn The framework should not limit the scope of instructional programs.

Virginia and the next generation science standards

Questions of the Day Why has Virginia NOT currently adopted the Common Core Standards? Is Virginia currently considering the adoption of the Next Generation Science Standards?

Answers… Virginia has a deep and lengthy history with standards 1988 Science SOL Developed 1995 1998 Science SOL Test Developed 2000 Teacher Resource Guide/Curriculum Framework Developed 2003 Science SOL Revised to Include the NOS 2010 Science SOL Revised to NOS and Applications

Answers… Virginia currently has all the “parts and pieces” together. Curriculum Framework Sample Lessons Answers… Virginia currently has all the “parts and pieces” together. Common Core and Next Generation Science Standards will eventually have all the “parts and pieces” Assessments Standards

Answers… Virginia earned an A- from the 2012 Fordham Report “The State of State Science Standards.” Virginia SCIENCE GRADE SCORES TOTAL SCORE A- Content and Rigor 6/7 Clarity and Specificity 3/3 TOTAL SCORE 9/10

Answers… QUOTE FROM REPORT: The Old Dominion’s science standards are among the few that we would cheerfully recommend as models for other states (and for drafters of “common” standards for this field). They are thorough and rigorous, particularly in the areas of mathematical applications and evolution, and they clearly provide a solid foundation for a rigorous K-12 science curriculum.

Answers… Virginia has done a full alignment of the our Language Arts standards and our Mathematics standards to the Common Core standards Virginia is currently part of the national team to design the assessments for the Common Core Mathematics standards

Answers… Will we adopt the Next Generation Science Standards? Currently are working with the National Council for State Science Supervisors as an advisory group to Achieve Will do an alignment to the final version of the NGSS ?????????

Answers… Do we think the current Virginia Science Standards of Learning fully align to the NGSS? Where do we think “holes” will be? Explicit connections to cross-cutting concepts Engineering ????