stem education - ohio school boardsconference.ohioschoolboards.org/2015/wp-content/uploads/... ·...

10/20/2015

STEM EducationQuality Framework

STEM Education is a hot topic in today's economy.

In 2012 over $7 billion of federal funding was spent on STEMEducation initiatrves with an estimated equal amount of privatesector funds being allocated to the cause.

Even with the huge community investment there is still muchconfusion as to what constitutes a high quality STEM learningexperience.

Practitioners seek an operationaf definition to support studentlearning.

Dayton Regional STEM Center (DRSC) is part of MontgomeryCounty Educational Service Center Instructional ServicesDepartment

• The DRSC was initiated In 2007 with funding by the NationalGovernor's Association.

• The DRSC was estabHshed as a proof of concept STEMeducation professional development organization sen/ing PK-12 educators.

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Is there a difference between STEM and STEM Education?

How do you define STEM Education?

How does STEM Education look and sound the same as anengaged science or math classroom? Are there differences, isSTEM Education distinctive?

How do you make collective movement with divergentdefinitions of the cause?

Identified a need for a DEFINED direction

Supports a forward moving conversation capitalizing on research based bestpractice while addressing workforra gaps and linking to STEM careers

Supports educationat leaders in making informed decisions about theallocation of resources, especially with regard to the planning and delivery ofprofessional development.

Provides a valuable toot for planning, reflection, and seif-assessment.

SERVE AS THE COMMON GROUND FOR ALL STAKEHOLDERS

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• STEM learning experiences are not functions of time

• STEM learning experiences may be advanced In some categories

and emerging In others

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STEM is the evolution ofhigh-quality science or matheducation. It is the

application and synthesis ofthe concepts in a probtem-based context.

STEM is the svnchronizationof content across academic

disciplines in the form ofholistic learning experiences/curriculum that support thedevelopment of a STEMirterate and STEM inspiredpopulation.

Supports Ohio RevisedScience Education StandardsExemplifying: CofinjttveDemands of Science as well asVisions Into Practice

• Supports Ohio New LearningMathematics StandardsExemplifying: Stand.Mathematicat Practice

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STEM Education Qyalrty Framework Compon5- Quality of Cognitive Task

6- Connections to STEM Careers9-Application of the Engineering Design Process

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STEM Education Quaiftv

Framework Componentlinkage:

I-Potential for EngagingStudents of DiversAcademic Background'

4-Integrity of the Acadei

Content5- Quality of the Cognitive

Task

Standards for MaShsmaticai Ptactis

STEM Education Quality

Framework ComoonentUnkaee:2- Degree of STEM Integratioi5- Quality ofCognitive Task10. Quality of Technology

Integration

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Supports the strategies, skills, and implementation ofstudent experiences necessary for

PROFICIENT & ACCOMPLISHEDpractices as outlined by OTES.

We offer Vendor andConsulting Services

Questions about these servicesor regional needs in STEM

education?

Please Contact;

Sandi Preiss

(937)225^1598

Better equip regional PreK-12 Educators to implement high- quality STEM Educationalexperiences refiected by the ?TEM Education Quality Framework

Educators provide their students at minimum one DR5C STEM unit of Instruction per schoolyear

Educators gain working knowiedge of STEM career fields and iocal STEM indusUies fndudingtheir sodetal role

Equsp educators to sen/eas STEM education ambassadors for community/district/ schooiSTEM Education outreach

Create a reg'ona! STEM education community of STEM Industry leaders, professors andeducators

• Generate quality STEM curriculum and disseminate to the public

10/20/2015

Provide sustained teacher professional development that directly supports high-qualityteaching as outlined by Ohio Content Standards and OTES.

Mold professors and STEM industry professionals views of traditional classroom

settings better supporting the educational pipeline

Motivate and conned STEM volunteers to dassroomsto meet student and teacher

Generate free educational resources for teachers

Creating and equipping a community thatsupports and promotesSTEM education initiatives.

Questions about theSTEM EducationQuality Framework oravailable DRSC STEMresources?

STEM Education Quality Framework Dayton Regional STEM Center

The STEM Education Quality Framework

A guide to scaffold STEM Fellows and PK-12teachers in the STEMed instructional design

process.

A set of principles that provide a conceptualization

of the teaching and learning context in which

quality STEMed might be situated

A cognitive tool for promoting teacher reflection

and self-assessment.

A vision of STEMed that provides a common set of

principles and language to promote dialogue

between and among STEMed stakeholders.

A formative assessment tool for STEMed leaders to

use in planning professional development

experiences for classroom teachers.

A prescriptive methodology for teaching science,

technology, engineering, or mathematics.

A substitute for the NSTA, NCTM, ISTE, or NAEstandards.

A substitute for research-based, content-specific

pedagogies in math or science education.

A formulaic approach to STEM education that de-

values the role of teachers as curriculum designers

and assessment specialists.

A classroom observation tool for supervisors to use

in the summative evaluation of classroom teachers.

©2011 Dayton Regional STEM Center


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1. Potential for EngagingShidents of Diverse

Academic Backgrounds

Quality STEM learning experiences aredesigned to engage the minds and

imaginations ofsbidents of diverseacademic backgrounds.

2. Degree of STEMIntegration

Quality STEM learning experiences arecarefully designed to help studentsintegrate knowledge and skills from

Science, Technology, Engineering and

Mathematics.

3. Connections to Non-

STEM Disciplines

Quality STEM learning experienceshelp students connect STEM

knowledge and skills with academicstandards from other disciplines.

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The learning experience haslittle or no potential forstudent engagement given the

prior knowledge and/or skilllevel of the targeted class.

The learning experience

provides no opportunities forstudents to consider the

relationships between and

among Science, Technology,Engineering or Mathematics.

The learning experienceprovides no opportunities forstudents to make connections

between their STEM learningand non-STEM disciplines.

For example, Language Arts,Social Studies, Art, etc.).

Emerging

The learning experience haspotential for engaging someof the students in the targeted

class given their priorknowledge and experience.For example, the task may be

appropriate for somestudents, while being too

challenging, or notchallenging enough forothers.


requires students to complete

task(s) that integrateknowledge and/or skills fromtwo of the STEM disciplines.Or. the teacher describes orprompts discussion of therelationships between and

among two or more of theSTEM Disciplines.


overtly identifies aconnection between theSTEM and non-STEM

disciplines but does not

require students to performtasks that integrate thosedisciplines.

Accomplished

The learning experience has

potential for engaging mostof the students in an

academically homogenousclass, or is differentiated tomeet the needs ofsub-

groups of diverse learners in

the targeted class.


requires students to

complete task(s) thatintegrate knowledge and/or

skills from three of theSTEM disciplines. For

example, students use a

graphing calculator to applya mathematics formula to ascience data set.


requires students tointegrate their STEMlearning -with knowledgeand/or skills from at least

one non-STEM discipline.

For example, researchingthe economic andenvironmental impacts of

alternative energy sources.

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The learning experience, in

addition to being appropriatelyleveled or differentiated to

provide students with theopportunity for academic

success, is designed tochallenge the minds and

stimulate the imaginations oflearners with diverse historiesof academic success.

The learning experience is

carefully designed to helpstudents integrate knowledgeand skills from Science,

Technology, Engineering andMathematics. For example,science students design and testwater filtration devices,calculate their comparativeefficiencies, and display the

data using computer software.


requires students to connectSTEM learning with one or

more non-STEM disciplines,

and includes instructional

support for quality performancein the non-STEM discipline.

For example, providingstudents with information about

quality technical writing.



4. Integrity of theAcademic Content

Quality STEM learning experiences arecontent-accurale, anchored to the

relevant content standards, and focused

on the big ideas and foundational skillscritical to future learning in the

targeted discipline(s).

5. Quality of theCognitive Task

Quality STEM learning experienceschallenge students to develop higher

order thinking skills through processessuch as inquiry, problem-solving, and

creative thinking.

6. Connections to STEM

Careers

Quality STEM. learning experiencesplace students in learning

environments that help them to better

understand and personally consider

STEM careers.

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The academic content for the

learning experience isinaccurate or is not anchoredto the relevant academic

content standards.

The cognitive task is

simplistic, too easily solved,and does not require studentsto employ higher-order

thinking skills.


provides no opportunity forstudents to explore STEMcareers that are related to theSTEM learning experiencetaking place in the classroom.

Emerging


learning experience isaccurately presented and

appropriately anchored to atleast one academic contentstandard for each content

area represented.

The cognitive task requires

students to employ higherorder thinking skills inaddressing a project orproblem with the procedures

prescribed by the teacher.


engages students in work thatoccurs in one or more STEMcareers, but does not

explicitly help students make

the connection between their

classroom work and work inthe STEM career field.

Accomplished

The academic content for

the learning experience isaccurately portrayed and

appropriately anchored tomore than one academiccontent standard for each

content area represented.

Or, the learning experiencesis anchored to one contentstandard in each targeted

discipline that is difficult toteach, or hard to learn.

The cognitive task requiresstudents to employ higherorder thinking skills inaddressing a teacher-defined

project or problem wherestudents are responsible fordesigning the procedures tocomplete the assigned

task(s).

The learning experienceengages students in work

that occurs in one or moreSTEM careers and the

teacher intentionally helps

students see the relationshipbetween their classroom

work and the work carriedout by STEM professionals.

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learning experience isaccurately portrayed, tied tomultiple content standards, andfocused on helping students

acquire deep understanding ofa "big idea" or "foundationalskill" critical to their future

learning in the targeted

discipline(s).

The cognitive task requires

students to select and employthe higher-order thinking skillsnecessary to frame the problem,

design the procedures, developstrategies to complete the

project, or to generate one ormore possible solutions to theproblem. (For example, in PBLthis is frequently referred to aspresenting students with an ///-

structured problem).

The learning experiencerequires students to complete

tasks in a simulated or realSTEM-work environment in•which they are -working likeSTEM professionals. Inaddition, the experience

includes an activity

intentionally designed to helpstudents explore the relevantSTEM careers and their

educational requirements.



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7. Individual

Accountability in aCollaborative Culhire

Quality STEM learning experiencesoften require students to work and

leam independently and incollaboration with others using effective

interpersonal skills.

8. Nahire of

Assessment(s)

Quality STEM. learning experiences

require students to demonstrate

knowledge and skill, in part, throughperformance-based tasks.

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Students are not required towork or learn in collaborationwith other students.

The assessment plan islimited in scope and designedto test primarily for retention

using traditional measuressuch as pencil and paper testsand quizzes.

Emerging

Students are encouraged or

required to work in teams,but the collaborative work is

informal in nature with little

or no attention given toindividual accountability.

The assessment plan includesmore than one form ofassessment, with at least oneassessment that requires

students to demonstrateknowledge or skill throughthe completion of a

performance-based task.

Accomplished

Students are required to

work in formally structuredteams with specific methods

for measuring team andindividual accountability for

the targeted learning

outcomes.

The assessment planincludes multiple forms of

assessment with at least one

assessment that isperformance-based andanchored to a rubric. Theassessment however, is not

an authentic representationof the real world of work

outside of school.

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Students are required to work informally structured teams thathave clearly definedexpectations for individual and

team accountability, includingan intentional instructional

focus on helping studentsdevelop the interpersonal skillsvalued in real-world work

environments such as respectfor diverse perspectives, activelistening, checking for shared

understanding, etc.

The assessment plans includesone or more rubric-based,

performance assessments thatrequire students to demonstrateknowledge and/or skill incompleting authentic tasks thatmodel performances in the realworld of work outside of

school.



9. Application of theEngineering Design

Process

Quality STEM learning experiencesrecfuire students to demonstrate

knowledge and skills fundamental tothe engineering design process (e.g.,

brainstorming, researching, creating,

testing, improving, etc.).

10. Quality ofTechnology Integration

Quality STEM. learning experiences

provide students with hands-on

experience in using multiple

technologies. (Examples: computer

hardware and software, calculators,

probes, scales, microscopes, rulers and

hand lenses to name just a few)

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includes no requirement thatstudents develop thinking

skills required in theengineering design process.

The learning experienceincludes no opportunities fortechnology integration andmakes no references to the

many roles technology playsin the STEM fields.

Emerging


helps students develop orrefine thinking skills that are

part of the engineeringdesign process withoutexplicitly referencing the

engineering design process.

The learning experienceincludes one or more

technology tools or resourceswhich are employed or

demonstrated only by theteacher.

Accomplished


explicitly references the

engineering design processand requires students to

demonstrate thinking skillsacross multiple steps in the

engineering design process.

The learning experienceengages students in

effectively employing atleast one technology tool orresource selected by the

teacher.

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The learning experience, in

addition to explicitlyreferencing engineering design,requires students to

demonstrate thinking skills inemploying all steps in theengineering design processincluding opportunities toexperience the recursive nature

of the process.

The learning experiencerequires students to select and

effectively employ multipletechnology tools and resourcesto enhance their capacity to

complete tasks, solve problems

or manage projects.


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