ID 510 Final project


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ID 510 Final project

  1. 1. The Best Program for Math and Science: Lauren Foley July 23, 2013
  2. 2. The balanced, coordinated, supported math and science curriculum ensures the mathematic and scientific literacy of the future
  3. 3. 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).
  4. 4. 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
  5. 5. 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
  6. 6. 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
  7. 7. 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).
  8. 8. 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
  9. 9. 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
  10. 10. Balanced Assessment before, 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
  11. 11. “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).
  12. 12. 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
  13. 13. Elementary Grades 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
  14. 14. 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
  15. 15. Support Systems  For the classroom  For the school  For the teachers  For the families
  16. 16. 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
  17. 17. 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
  18. 18. 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
  19. 19. 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
  21. 21. References Chapin, 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 All standards, all students: Making the next generation science standards accessible to all students. (2013, June). Retrieved July 21, 2013, from 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:// 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 website:
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