id 510 final project
TRANSCRIPT
The Best Program for Math and Science:
Lauren Foley July 23, 2013
The balanced, coordinated, supported math and science curriculum ensures
the mathematic and scientific literacy of the
future
A coordinated cycle of learning combines Math, Science and English Language Arts.
“Inquiry-based science and reading emphasize a shared set of intellectual processes” (Vasquez, 2008, p. 28).
“Supporting the development of students’ literacy skills will allow them to deepen their understanding of mathematics concepts and help them to determine the meanings of symbols, key terms, and mathematics phrases, as well as to develop reasoning skills that apply across the disciplines” (Massachusetts Curriculum Framework for Mathematics, 2011, p. 17).
A Balanced Approach Connects Literature with Math & Science
content related fiction & picture books informational text at a variety of reading levels articles from current newspapers & magazines
A print-rich classroom illustrated word walls content anchor charts
Daily writing about math and science observations, opinion pieces, explanatory text, procedures
Daily and Weekly Math
frequent skills practice for fluency problem solving with a partner communicating strategies instruction in line with Common Core State Standards
Science pose a question; design & conduct and investigation;
evaluate the results; revise as necessary research and apply new information record and communicate to others instruction in line with Next Generation Science
Standards
Highlights Hands-on and Minds-on
Equity in learning
Variety of learning and assessment methods
Meets Common Core Standards for Math and ELA
Meets Next Generation Science Standards
Hands-on and minds-on
“Becoming a scientifically
literate person requires the
ability to do, and an
understanding of scientific
inquiry” (Vasquez, 2008, p. 13).
“Asking students to talk about
mathematical concepts,
procedures, and problem
solving helps them understand
more deeply and with greater
clarity” (Chapin, O'Connor, &
Anderson, 2009, p. 7).
Equity in Learning Content is accessible for all students through
multiple approaches texts read aloud internet resources audio/video content assignments follow principles of Universal Design
Students demonstrate mastery of content and skills in a variety of ways written work presentations using music, art, drama groups, partners, independent in class and at home
Inquiry and Problem Solving Answer the questions “I Wonder…” and “What
would happen if…”
Students develop research, critical thinking and effective communication skills
Balance of independent, partner, small group and whole group settings to encourage collaboration and respectful discourse
Synthesize information from multiple resources
Balanced Assessmentbefore, during and after
Talking
productive class discussions
respectful
discourse an opportunity to
hear multiple points of view
support conclusions with evidence
Drawing & Writing
math & science journals
document thinking, reasoning, changes of opinion
designed to identify misconceptions, reasoning, changes in understanding
Traditional
homework assignments
exit tickets
quizzes pre- and post unit
assessments
final projects
“Children are born investigators. In the early years
of life, children engage in and develop their own
ideas about the physical, biological, and social
worlds and how they work and, thus, can engage in
scientific and engineering practices beginning in
the early grades” (Pratt, 2012, p. 9).
Kindergarten A General Educator, Special Educator and
Paraprofessional for each classroom
An ELL Educator for each grade level
15 students per class in grades K1 & K2
Predominantly play-based curriculum
Guided inquiry, some student led inquiry
Explicit instruction is scientific method and mathematic foundational skills
ElementaryGrades 1 - 6
A General Educator and Special Educator for each classroom
An ELL Educator for each grade level
18 students per class
Project Based Learning
Guided and student led inquiry
Learning Environment Location of the school is optimal for outdoor
learning: garden, stream, forest, wetland etc.
Design of the school is conducive to large scale projects, demonstrations, parent workshops and science fairs
Materials for all subjects and grades are organized, replenished and available for immediate use
Support Systems For the classroom
For the school
For the teachers
For the families
Classroom Support Planning time with co-teachers and facilitators
A Science facilitator per 2 year grade span
A Math facilitator per 2 year grade span
A Literacy facilitator per 2 year grade span
Mentor teachers identified and utilized - have additional planning time and stipend
Student support specialists: OT/PT, Psych, SLP
Administrators
Well informed and well educated
Enthusiastic about sharing personal interests in math or science with students
Proactively maintain a positive, professional, atmosphere that encourages staff retention
Ensure the school and teachers have current, relevant curricula, technology and supplies
Community Support Provide parents and the community with
resources to encourage participation Ongoing series of parent workshops where community
members are involved in providing the training to parents
Incentives, translation services, childcare, refreshments, transportation, materials and school resources
Homework resources: internet access, basic supplies, incentives for involvement
Encourage parents and community members to share areas of interest in math or science with each other and their child’s classroom
Professional Development Continuous and aligned with current
frameworks and learning theory
Collaborative, relevant, active, engaging and timely
Identify and utilize grade level experts
Considers broad needs and varied backgrounds and learning styles of teachers
All school, grade level, teaching teams and/or individual training provided
TIMETIME
TIME
TIME
TIME
TIME
TIME TIME
Lots and Lots of…
ReferencesChapin, S., O'Connor, C., & Anderson, N. C. (2009). Classroom discussions: Using math talk to help students learn, k-5 (2nd ed.). Sausalito, CA: Math Solutions.
Massachusetts curriculum framework for mathematics grades pre-kindergarten to 12: Incorporating the common core state standards for mathematics. (2011, January). Retrieved July 21, 2013, from http://www.doe.mass.edu/frameworks/math/0111.pdf
All standards, all students: Making the next generation science standards accessible to all students. (2013, June). Retrieved July 21, 2013, from http://www.nextgenscience.org/sites/ ngss/files/Appendix%20D%20Diversity%20and%20Equity%206-14-13.pdf
Pratt, H. (2012). The NSTA reader’s guide to a framework for K–12 science education practices, crosscutting concepts and core ideas (Expanded ed.). Retrieved from http:// learningcenter.nsta.org/files/PB326X.pdf
Vasquez, J. A. (2008). Tools & traits: Highly effective science teaching K-8. Portsmouth, NH: Heinemann.
Venn diagram of practices in science, math, & ELA. (n.d.). Retrieved July 21, 2013, from Nsta.org website: http://nstahosted.org/pdfs/ngss/PracticesVennDiagram-BandW.pdf