Slides 2-4 are from Tamara Wondering if we also want something from principles to action (for the math view) And/or what I have on slide 5 that I always use in my methods class. Point is to show these are research based strategies for what teaching and learning should look like 1

When Pigs Fly 2

Elements of Effective Instruction Banilower, et al., 2010 Motivating learners, especially intrinsically Eliciting students’ prior knowledge Engaging students in meaningful intellectual work Providing opportunities for learners to use evidence to make/critique claims Providing learners with opportunities to make sense of what they have done/encountered in a science lesson And … relating all lesson activities to a conceptual framework, grounded in a Big Idea

Washington State Research on Powerful Teaching & Learning – A Classroom Observation Framework 1.Student work shows evidence of understanding, not just recall. 2.Students are engaged in activities to develop understanding and create personal meaning through reflection. 3.Students apply knowledge in real world contexts. 4.Students are engaged in active participation, exploration, and research. 5.Teachers utilize the diverse experiences of students to build effective learning experiences. 6.Students are presented with a challenging curriculum designed to develop depth of understanding. 7.Assessment tasks allow students to exhibit higher order thinking. (Fouts et al., 2002, p. 9) Washington State / % of 669 lessons observed in 34 K-12 classrooms had strong evidence of these characteristics. 50% had little to no evidence of these characteristics. Washington State / % of 669 lessons observed in 34 K-12 classrooms had strong evidence of these characteristics. 50% had little to no evidence of these characteristics.

Consider the 4 Strands of Science Learning (From Taking Science to School & Ready Set Science) What does it mean when learners: – Understand scientific explanations? – Generate scientific evidence, models, explanations? – Understand the nature of science and science as a way of knowing? – Participate productively in the norms and discourses of science? New science practices are grounded in this.

How students learn mathematics 1.Adherence to mathematically productive classroom norms and relationships. 2.Math discourse that focuses on students’ reasoning, sense-making, representations, justifications, and generalizations. 3.Cognitively demanding math tasks 4.Productive disequilibrium about mathematical ideas and relationships. 5.Reflection and metacognition about their own & each other’s mathematical thinking.

STEM-LIT Progress Year 2 Report C. Kennedy 7

STEM-LIT Goals Develop Engineering Design Challenges Increase Teacher Knowledge – Content & Pedagogic Content Knowledge – Both Math & Science for Everyone Improve integration of STEM practices Increase student knowledge 8

Lots of STEM-LIT Activities! LIT Meetings get most of the work done Summer Academies introduce new ideas School Year Workshops reinforce & support the work Data collection & review provide: – Relevant information to inform teaching – Feedback to inform project activities – Evidence of progress toward goals 9

10 Advisors 40 Teachers 4,000+ Students STEM-LIT Direct Impact to Date 10

10 Advisors 40 Teachers  4,000++ Students  STEM-LIT Indirect Impact!  + Teaching Colleagues  11

20+ Design Challenges 6 presented at workshops 14 tried in the classroom ? Packaged for re-use 12

Teacher Learning Teachers report learning as a direct result of working with Design Challenges. Thinking about the “other” subjects stimulates learning about practices. August Academies with students very generative for pedagogic content knowledge and student-centered approaches. 13

14 Never underestimate a student’s ability! I was blown away by how creative, innovative, and focused the students were this week. It was impressive how much they were able to accomplish and teach themselves with very little teacher direction…this week showed me that it is okay to let the students go and trust them to lead themselves in the right context. Students are quite capable of learning from each other and I would like to ensure they are given ample opportunities to make discoveries together and teach each other teacher reflections – August 2014

Establishing a culture of inquiry is key to engagement because programming a robot may be engaging but connecting it to a purpose is essential to the design process and not necessarily engaging. If there is a culture of inquiry then students will have a reason beyond “fun” for design. ~ ~ ~ ~ ~ ~ ~ The type of questions I ask in my classroom influences learning and classroom culture in a major way. 15

Student Learning 16

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STEM-LIT Year 2 MSP Findings 19

Grade 6 Math Spring 2014 Comparison TeachersSTEM-LIT Teachers 20 When we control for reading achievement, difference between STEM-LIT and Comparison group is not statistically significant (p =.48). STEM-LIT students earn average of 2 more points on math assessment. STEM-LIT Fit Line

Grade 7 Math Spring 2014 Comparison TeachersSTEM-LIT Teachers 21 When we control for reading achievement, difference between STEM-LIT and Comparison group is statistically significant (p =.05), with very modest effect size (d =.15). STEM-LIT students earn average of 6 more points on math assessment. STEM-LIT Fit Line

Grade 8 Math Spring 2014 Comparison TeachersSTEM-LIT Teachers 22 When we control for reading achievement, difference between STEM-LIT and Comparison groups is statistically significant (p =.04), with a very modest effect size (d =.13). STEM-LIT students earn average of 6 more points on math assessment. STEM-LIT Fit Line

Grade 8 Science Spring 2014 Comparison TeachersSTEM-LIT Teachers 23 When we control for reading achievement, difference between STEM-LIT and Comparison groups is statistically significant (p <.01), with a modest effect size (d = 0.25). STEM-LIT students earn average of 7 more points on science assessment. STEM-LIT Fit Line

Further MSP data 24 Reducing the Gap: For 8th grade, being qualified for FRLP status reduces a students’ expected math score by 6.1 points, but being in a STEM-LIT classroom recovers 4.6; being a special education student reduces a students’ expected score by 22.8 points, but being in a STEM-LIT classroom recovers 3.9 points, and being a current ELL student reduces a student’s expected score by 6.5 points, but being in a STEM-LIT classroom recovers 6.4 points. Being qualified for FRLP status reduces a students’ expected science score by 5.2 points, but being in a STEM-LIT classroom recovers 5.8 points; being a special education student reduces a students’ expected score by 9.1 points, but being in a STEM-LIT classroom recovers 6.6 points, and being a current ELL student reduces a student’s expected score by 12.5 points, but being in a STEM-LIT classroom recovers 7.5 points

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STEM Challenge 26 Wolves and Pigs

DTAMS Math Assessment 27

Design Challenges 28 The Design Challenges that the planning team and teacher teams have created will be made available on-line to others looking for these types of tasks.

Design Challenge Reflection 29 “Informed Consumer” 1.Does it meet the criteria for a good design challenge? 2.Does it fit with my content goals? With the math, science and engineering practices?

Design Challenge Reflection 30 Choose a Design Challenge that would like to spend some time thinking about. 1.Consider the Criteria for a good Design Challenge. For each category, write a sentence strip that shows where the criteria is evident in the challenge and post it. If a certain criterion is not evident but you think it should be, how might you incorporate it? Record thoughts on the Challenge document that can be added to the challenge that can be made available to others. 2. Standards: Which NGSS and CCSS content standards are addressed? Which Math, Science and Engineering practices might a teacher want to intentionally highlight in this task?

Pedagogical Considerations 31 Plan for Implementation of a Design Challenge. Setting up a Culture for Learning and Discourse (Ambitious Teaching Practices) Eliciting Student Wonderings (Question Wall) Promoting Argumentation (Claims-Evidence-Reasoning Framework) Providing Feedback (Questions and Affirmations) Assessing Student Learning (?)

Critical Beliefs Survey 32

Reflect Together on: 3 – Students who amazed me 2 – Wow moments with kids 1 – Thing that my colleagues made possible

Final Meeting 34 1.Science DTAMS 2.Sustainability Conversation with Administrators 3.Celebrate the Wonderful Things You’ve Done (WTYD) for this audience and for a broader audience that is interested in your work. Please put a dot under each 4-hour option you are willing to participate in in early June: - Saturday (paid curriculum rate) - School Day (sub will be paid) hour after school sessions (paid curriculum rate)

Evaluation and Closure 35