Correlated Science & Math:A New Professional

Development Model for STEM Education

Sandra West, Ph.D.Texas State University-San Marcos

Sandra Browning, Ph.D.University of Houston - Clear Lake

Link Fuller, M.Ed.Retired Asst. Superintendent, Principal, Trainer & Motivational Speaker

Middle School Science I

Goals

•Improve content & pedagogy of Grades 5-8 science & math teacher teams

•Improve student performance in science & math

•Train principals how to identify and support effective science & math instruction

•Establish a Community of Practice among science & math teachers & their principals

Significant gains in Math & Science (F=27.9,dfn=1,dfd=526,p<0.001)

Statistically significant gains for students of Mix teachers over control teachers

• Math Science

• Mix It UP Project Directors West & Browning, proposed a new continuum for linking science & math in PD

West & Browning PD Continuum (2010West & Browning PD Continuum (2010))

CSMCSM Program Description Program Description

• Science led course– Correlated Geology & Math

• Math led course– Correlated Geometry & Science

• Instructional Team– Experts in science content & pedagogy– Expert in math content & pedagogy

Astronomer

Math

Professional DevelopmentProfessional Development

•Grades 5-8 teacher teams

•Always together during both science & math instruction

•Teachers & Principals• Breakfast/lunch• Books, etc.• Daily stipends

•Teachers – iPads (if remain for 2 yrs)– Equipment: distributed if in

attendance (density cylinders, etc.)– Monthly observations/debriefing

Math TeacherScience Teacher

2. Proper language Ex. Fractions– Science teacher typically tell/have students “reduce” the fraction

– CSM trained Science teacher uses proper math language: “simplify” instead of misleading term “reduce” which implies a reduction in value

3. Uses standards-based learning objectives– TEKS

– Framework for K-12 Science Education & Next Generation Science Standards

Correlated Science & MathCorrelated Science & Math

1. Conceptual understanding Not rote memorizationDeep understanding Assess /w demonstration with application of concept in new context

5. Identifies confusing language- Distance

• Science” distance” refers to “displacement”• Math” distance” refers to the “linear length point A to point B”

- Motion• Math– movement• Science – moving from point A to point B

Correlated Science & Math Correlated Science & Math

4. Identifies natural linksRatio & proportions, percent, graphing, positive & negative numbers, measurement & units, estimation, precision, reading charts & graphs

7. Inquiry (when appropriate) – Uses 5 E (or some version) Inquiry for concepts

– Direct instruction for processes or skills

Correlated Science & Math Correlated Science & Math

6. Identifies parallel ideas (when possible) Behave the same or share characteristics

Positive & negative numbersSkills or processes; measurement & units, solve for ratios

Gains in Teacher Performance• Year 1

– Community of Practice – Content – Able to plan & implement integrated lesson– Implementing some best practices on a limited basis

• Questioning

• 1 concept/lesson

• Inquiry

• Year 2 – > 170 hrs– Significant increase in

• # of integrated lessons

• Use of best practices

• Leadership

CSMCSM Program Description Program Description• Teams of Science & Math middle school teachers & their

principal

• 105 hrs. (long term intense training)

• May 24 – 1st session (Intro & pretests)

• July 7-18 - Tx State

• AY Saturdays

– Meet at various schools

– Field trips – Bracken Bat Cave, Natural Bridge Caverns, Canyon Lake Gorge & dinosaur tracks)

• Optional paid training:

– Safety (June 17-19)

– CAST, CAMT (daily rate)

Daily schedule

• Teachers– Am: Collaborative

learning w/ principals

– Lunch: Collaborative team time

– PM: • Lesson planning• Lesson Debrief

• Principals• Am: Collaborative

learning w/ teachers

• Lunch: Collaborative team time

• PM: • STEM Principal • Lesson Debrief

Principals

• Effective STEM Leadership• Experience effective STEM learning w/teachers

• Collaborative time w/ teachers• Breakfast & lunch

Principals

Agreements • District: ID, recruit, support, pay travel • Program Evaluation Agreement: Aggregate data

• TQ TQ ID #s for each teacher – statewide program evaluation, aggregate data

– Mix: Teacher Pre/post tests, surveys, interviews

– Observations of integrated lesson & debriefing• Student work samples (high, medium, low)

– Sample integrated lesson plans– Student pre/posttests (20 items, Sept & May, Aggregate data) • Experimental (Mix)

• Controls

• Video agreement

Correlated Science & Math

• Funded in part by:– Texas Higher Education Coordinating Board– Texas Space Grant Consortium– Texas State University– Participating districts

Correlated Science & Math:A New PD Model for

STEM Education

• Additional information

– sw04@txstate.edu

• Questions ?