1. An In-progress Co-teaching Project: Developing Information, Technology, and Scientific Literacy Dr. Kenneth Thompson, Department of Physical Sciences Dr. Mirah Dow, School of Library and Information Management Emporia State University October 27, 2016 Emporia, Kansas National Conference on Co-teaching Bloomington, Minnesota

2. University Level Co-Teaching Introduction to STEM-ALL Program First Year Progress Report Guided Inquiry & STEM Foundation New Models Examples of Student Work Why consider co-teaching?

3. specialize with Emporia State University’s Information, Technology and Scientific Literacy Certificate This project is made possible in part by the Institute of Museum and Library Services. http://tinyurl.com/publhlc

4. CHANGE: Allow P-12 students to ask their own questions that can be answered using scientific methods PHOTO BY EMPORIA STATE UNIVERSITY In four ESU courses, practicing teachers and school librarians learn from each other as they share their own areas of expertise.

5. What is distinctive about this certificate program? Two university professors with different areas of expertise model co-teaching; both focus research on co-teaching New university enrollment strategy: Differently licensed teachers learn together in the same university classroom (virtual and face- to-face) New certificate will distinguish teacher’s specialized knowledge and skills N 0 W

6. Distinctive Certificate (continued) New interdisciplinary curriculum based on multiple sets of academic and professional standards New way of thinking about teaching P-12 students N 0 W

7. First Year Progress Report Buy-in across campus Funding a co-teaching project Comprehensive review of standards Development of syllabi and approval of new courses Creation of website and recruitment of students Enrollment of 50 students (2 cohorts); blended delivery model Teach new courses; model co-teaching practices

8. New Course Titles Science, Technology, Engineering, and Mathematics Classrooms and Competitions: Asking Questions and Defining Problems Key Literacy Connections in STEM Subjects: Conducting Investigations, Analyzing, and Interpreting Data Advancing and Defending New Ideas: Engaging an Argument from Evidence STEM Skills for a Deep Technical Workforce: Obtaining, Evaluating, and Communicating Information

9. Guided Inquiry Rationale If learners (P-12) are to develop information and guided inquiry skills, they must engage in assignments and projects that: are authentic tasks (meaningful to students on a personal or academic level). involve realistic environments. are highest quality asking students to conduct critical evaluation of sources to construct a position. are inherently social. involve instruction that offer timely teacher interventions to move learners on at various points in their work.

10. Curriculum is based on professional standards and NSTA definition of STEM. “STEM literacy refers to an individual’s knowledge, attitudes, and skills to identify questions and problems in life situations, to explain the natural and designed world, and to draw evidence-based conclusions about STEM related-issues. understanding of the characteristic features of STEM disciplines as forms of human knowledge, inquiry, and design. awareness of how STEM academic disciplines shape our material, intellectual, and cultural environments. willingness to engage in STEM-related issues and with the ideas of science, technology, engineering, and mathematics as a constructive, concerned, and reflective citizen.” STEM Literacy (Bybee, 2013, p. 65)

11. So, here are some models and strategies we developed together.... Today, we are sharing six models and educational strategies we recommend for teaching elementary – high school students to ask their own questions and define problems that can be solved with scientific methods. PHOTO BY EMPORIA STATE UNIVERSITY

12. Our co-teaching includes MULTIPLE content areas of expertise. What do we each bring? Science & Math Education Science, mathematics, and engineering practices Disciplinary core ideas Cross-cutting concepts Strategies for Inquiry Methods of science ________ http://www.nextgenscience.org/next-generation-science- standards Information Science Education Information authority Information format Information value Information research as inquiry Information as communication Information as explanation ________ http://www.ksde.org/LinkClick.aspx?fileticket=NltS6oH9g _o%3d&tabid=476&portalid=0&mid=3268 M O D E L

14. Co-teacher Roles with Students Science Teacher Partner with Math Teacher Partner with Librarian Provide the subject area context Teach the two phase research process model Design and implement assignments that provide opportunities for application Teach students to analyze findings and draw conclusions Mathematics Teacher Partner with Science Teacher Partner with Librarian Provide the subject area context including nominal, ordinal, interval, ratio levels of data; design of data collection; development of charts, graphs, figures depicting accurate findings Teach the two phase research process model Design and implement assignments that provide opportunities for application Teach students to analyze findings and draw conclusions Librarian Partner with Science and Math Teachers Teach the two phase research process model Teach: information authority; information format; information value; information research as inquiry; information as scholarly conversation; and Information exploration Guide students in key word searches, evaluation, and selection of sources Facilitate report writing, presentations, and publishing Student Make connections from real- world observations and experiences to research questions that matter in today’s world Know and use the two phase research process model Gain specialized knowledge of subject areas Use STEM content, information, and technology on the basis of accuracy, validity, importance, and context M O D E L

15. Two Phase Research Process Model for Content and Librarian Experts (Dow & Thompson, 2012) PHASE ONE: PreparationPHASE TWO: Experimental Literature ContextData Context Topic selection and problem statement access, retrieval, evaluation, and use of existing research publications Design study Observation of relevant environment(s)Conduct experiment Question(s)Analysis of data Formulate claim or hypothesisCommunicate findings in new publications M O D E L

16. PHASE ONE: Preparation, Literature Context M O D E L

17. Topic Selection and Problem Statement Model OBSERVE ~ KNOW ~ QUESTION ~ CLAIM With the guidance from content teacher(s) and school librarian, write a brief scenario with a 4-part structure that captures the problem (topic): 1. OBSERVE What have I observed? - Begin with an observation: I noticed that... 2. KNOW What do I know? - Mention information already known: I learned from my 4-H leader that.... 3. QUESTION What is my question? State one or more central questions: I would like to know if... 4. CLAIM What is my claim, or assertion based on substantive reading? End scenario with a claim, orhypothesis statement. If grass has sunlight, then grass will.. M O D E L

18. Examples of Student Work Improving Learning for Early Career Scientists and Engineers Inquiry Guide with Examples (Dow & Thompson, 2016) ASKING QUESTIONS AND DEFINING PROBLEMS OBSERVE ~ KNOW ~ QUESTION ~ CLAIM http://tinyurl.com/publhlc

19. Why consider co-teaching strategies? PHOTO BY EMPORIA STATE UNIVERISITY OUR SUGGESTIONS Students need expert knowledge and skills to access, retrieve, evaluate, and use existing research publications. Students need to make connections across disciplines. Co-teaching is an alternative to the one classroom, one teacher, one content area, and one textbook approach to teaching and learning.

20. Students will see themselves as doing things that scientists do. PHOTO BY BECKY DODGE, WASHBURN UNIVERSITY, DIRECTOR OF RADIATION THERAPY PROGRAM

21. Partnership - Time is Critical. Co-teaching is defined as two teachers working together with groups of students. Two teachers share the ❶ planning, ❷ organization, ❸ delivery and assessment of instruction, and ❹ physical space. The main focus of co-teaching is to keep both teachers actively engaged with students and their learning. Academy for Co-Teaching and Collaboration at St. Cloud State University. Copyright 2012 Original Research Funded by a US Department of Education, Teacher Quality Enhancement Partnership

22. What we’ve learned... intensity of effort theory of co-teaching Both professors 1) lift substantive aspects of the weight of the curriculum and instruction. 2) contribute multiple repetitions explaining what students should do. 3) exert significant efforts during the planning, organization, implementation, and evaluation of ongoing instruction. 4) utilize their expertise in a shared physical space to give students new opportunities to reach out for meaning.

23. Our Co-teaching Research Hypothesis: If teacher effectiveness as measured by student achievement of course learning outcomes is related to intensity of effort by co-teaching partners in content and library and information science, then greater intensity of effort will produce more students achieving more outcomes at higher levels. Study Subjects: two co-teaching professors

24. Our Co-teaching Research (continued) Research Question: How does the intensity of effort by co- teaching partners in content and library and information science affect instruction? Independent VariableDependent Variables Different intensity of effort components (planning time; number of times each course outcome appears in assignments; length/details in assignment explanations; co-teacher time in shared physical space; co-teacher time for evaluation and feedback to students) Number/percent of students achieving 5 outcomes in 791 Number/percent of students achieving 5 outcomes in 792 Number/percent of students achieving 6 outcomes in 793 Number/percent of students achieving 6 outcomes in 794

25. Questions?

26. References Academy for Co-Teaching and Collaboration at St. Cloud State University. Copyright 2012 Original Research Funded by a US Department of Education, Teacher Quality Enhancement Partnership. Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. Arlington,VA: NSTA Press. Cheuk, T. (2013). Relationships and convergences among the mathematics, science, and ELA practices Dow, M. J. (2014). Creating a STEM-literate society. Knowledge Quest, 42(5), 14-18. Dow, M. J., & Thompson, K. W. (2015). Institute of Museums and Library Services, Laura Bush 21 st Century Librarian Program, School librarians and science teachers advancing science, technology, engineering, and mathematics: Information, technology, and scientific literacy for all learners (STEM-ALL), submitted September 13, 2014. $496,277. Funded. Dow, M. J. & Thompson, K. W. (2013). Audrey S. Major Research Fund Award, 2012/13, Integrating the Content of Physical Sciences and Information and Technology Literacy Instruction, with Dr. Kenneth Thompson, Professor, ESU Physical Sciences. Kansas State Department of Education (2016). Library/Information and Technology Standards (in-review). http://www.ksde.org/LinkClick.aspx?fileticket=NltS6oH9g_o%3d&tabid=476&portalid=0&mid=3268 http://www.ksde.org/LinkClick.aspx?fileticket=NltS6oH9g_o%3d&tabid=476&portalid=0&mid=3268 Maniotes, L. K., Harrington, L., & Lambusta, P. (2016). Guided inquiry design in action. Santa Barbara, CA: Libraries Unlimited

27. An In-progress Co-teaching Project: Developing Information, Technology, and Scientific Literacy Course Titles, Descriptions, and Learning Outcomes available at http://tinyurl.com/zj22twl Questions? Please contact: Mirah Dow mdow@emporia.edumdow@emporia.edu Ken Thompson kthompso@emporia.edukthompso@emporia.edu EMPORIA STATE UNIVERSITY