This document outlines a balanced math and science curriculum that integrates these subjects with English Language Arts. It advocates for an inquiry-based approach incorporating hands-on learning, literacy, and addressing various learning styles. Key elements include connecting literature to math and science topics, daily writing and problem-solving exercises, and using assessments to evaluate understanding in multiple ways. The goal is to help students develop strong math, science, and literacy skills aligned with Common Core and Next Generation Science Standards through engagement and equity.
A first grade student teacher conducts an action research presentation that assesses whether or not the use of math journals would increase retention of math terminology and strategies.
Does the national curriculum influence teaching ESERA 2015Svava Pétursdóttir
Svava Pétursdóttir, Allyson Macdonald and Gunnhildur Óskarsdóttir Does the national curriculum influence teaching? The 11th Conference of the European Science Education Research Association (ESERA) 31.8.-4.9.2015 Helsinki
http://www.esera2015.org/ http://www.esera2015.org/media/ESERA_CONFERENCE_BOOK_web_Revisions.pdf
A first grade student teacher conducts an action research presentation that assesses whether or not the use of math journals would increase retention of math terminology and strategies.
Does the national curriculum influence teaching ESERA 2015Svava Pétursdóttir
Svava Pétursdóttir, Allyson Macdonald and Gunnhildur Óskarsdóttir Does the national curriculum influence teaching? The 11th Conference of the European Science Education Research Association (ESERA) 31.8.-4.9.2015 Helsinki
http://www.esera2015.org/ http://www.esera2015.org/media/ESERA_CONFERENCE_BOOK_web_Revisions.pdf
Introduction to NGSS - Next Generation Science Standardssoftwareweaver
Marie Bacher talks about the Next Generation Science Standards and it's rollout in Santa Clara Unified School District.
More details here - https://RaynorStem.eventbrite.com
What Every Preservice Teacher Should Know about Working with the School Libra...Judi Moreillon
Judi Moreillon and Becky McKee shared this presentation with preservice teachers in the College of Professional Education at Texas Woman's University of March 22, 2014.
Keynote SEC2019 Leeds: The power of learning analytics to impact learning and...Bart Rienties
The second keynote will be delivered by Professor Bart Rienties of the Open University who will discuss how the power of learning and teaching can be unharnessed by using learning analytics on Friday, January 11 .
The theme – Learning Spaces – will examine the many arenas in which students can learn and develop, create and collaborate, forge partnerships with communities, cross thresholds or take risks.
Over the course of both days, plenaries, breakout sessions and a panel will also consider sub-themes, such as informal learning spaces and architecture, digital platforms and technology enhanced learning environments.
http://teachingexcellence.leeds.ac.uk/events/keynoted-announced-and-bookings-now-open-for-sec2019/
Foundations of Mathematics Achievement Sarah Vester
This is an article written by Martha Cecilia Bottia, Stephanie Moller, Roslyn Arlin Mickelson, and Elizabeth Stearns about the fundamentals of kindergaten math.
Martha Cecilia Bottia, Stephanie Moller, Roslyn Arlin Mickelson, and Elizabeth Stearns
The Elementary School Journal, Vol. 115, No. 1 (September 2014), pp. 124-150
Published by: The University of Chicago Press
Article DOI: 10.1086/676950
Article Stable URL: http://www.jstor.org/stable/10.1086/676950
Instructional Partnerships that Deliver SuccessSabrina Carnesi
This was a presentation presented in collaboration with Dr. Judi Moreillon of Texas Women's University and teams of teacher librarians from around the country representing Elementary, Middle and High School programs.
Introduction to NGSS - Next Generation Science Standardssoftwareweaver
Marie Bacher talks about the Next Generation Science Standards and it's rollout in Santa Clara Unified School District.
More details here - https://RaynorStem.eventbrite.com
What Every Preservice Teacher Should Know about Working with the School Libra...Judi Moreillon
Judi Moreillon and Becky McKee shared this presentation with preservice teachers in the College of Professional Education at Texas Woman's University of March 22, 2014.
Keynote SEC2019 Leeds: The power of learning analytics to impact learning and...Bart Rienties
The second keynote will be delivered by Professor Bart Rienties of the Open University who will discuss how the power of learning and teaching can be unharnessed by using learning analytics on Friday, January 11 .
The theme – Learning Spaces – will examine the many arenas in which students can learn and develop, create and collaborate, forge partnerships with communities, cross thresholds or take risks.
Over the course of both days, plenaries, breakout sessions and a panel will also consider sub-themes, such as informal learning spaces and architecture, digital platforms and technology enhanced learning environments.
http://teachingexcellence.leeds.ac.uk/events/keynoted-announced-and-bookings-now-open-for-sec2019/
Foundations of Mathematics Achievement Sarah Vester
This is an article written by Martha Cecilia Bottia, Stephanie Moller, Roslyn Arlin Mickelson, and Elizabeth Stearns about the fundamentals of kindergaten math.
Martha Cecilia Bottia, Stephanie Moller, Roslyn Arlin Mickelson, and Elizabeth Stearns
The Elementary School Journal, Vol. 115, No. 1 (September 2014), pp. 124-150
Published by: The University of Chicago Press
Article DOI: 10.1086/676950
Article Stable URL: http://www.jstor.org/stable/10.1086/676950
Instructional Partnerships that Deliver SuccessSabrina Carnesi
This was a presentation presented in collaboration with Dr. Judi Moreillon of Texas Women's University and teams of teacher librarians from around the country representing Elementary, Middle and High School programs.
This course is designed to introduce both traditional and innovative approaches/strategies in teaching science for Master students engaging in the field of teaching developing a scientific literacy through learning the strategies in reading and writing as one of the component for students in learning science as they organized each thoughts in a scientific ways, communicate ideas, and share information with fidelity and clarity, to read and listen with understanding. Integration of STEM – infusing through teaching approach as a model integrating all content areas in the way that provides rich meaningful experience for students. Explore the practical implications of cognitive science for classroom assessments, motivating student effort and designing learner – centered circular units.
This presentation discusses the future of Colorado, including changes in population and how to meet the needs of all students in education. (there may be errors because it was a Keynote converted to PowerPoint)
PCG Education White Paper - Next Generation Science in Support of Language Ac...Public Consulting Group
SUMMARY
Based on the National Research Council’s Framework for K-12 Science Education (2011), 26 states worked collaboratively to develop the Next Generation Science Standards (NGSS), published in 2013.
The Next Generation Science standards present a new, balanced, vision for K-12 science education where the practices of science and engineering are used to help students investigate and learn new content across a wide-range of disciplines.
The NGSS require that students use and understand the elements of language as they make observations, define questions, develop rules for data collection and describe and defend their results. At the same time as states are working to improve science education in part to develop an informed citizenry and also to better prepare students to be ready for the workforce of the future, more and more students are coming to school needing to learn English as well as the required content for their grade. Because school and teacher accountability models continue to emphasize student performance in ELA and mathematics as two heavily weighted measures in rating school success, ELL students are often placed in extra instruction for English language acquisition instead of science (student performance in science is rarely included in school performance evaluations).
Pupils are enabled to decide themselves on which topics they want to conduct research. By researching themselves, the children acquire methodological competencies that enable them to learn independently about specific contents, interacting with different media and by organising themselves in small project groups while supporting and teaching each other. Posters and models are developed, and experiments and tests are conducted continuously. In presentation slots that are regularly scheduled the children present their findings. In addition, they repeat important learning contents and aspects of their research. Teachers accompany the children during these autonomous learning situations.
Describes the interdisciplinary approach to instruction. Includes features of the method, its support from educational theorists, and requirements of teachers who use it.
Monitoring The Status Of Students' Journey Towards Science And Mathematics Li...noblex1
A major focus of the current mathematics and science education reforms is on developing "literacy;" that is, helping students to understand and use the languages and ideas of mathematics and science in reasoning, communicating, and solving problems. In many ways, these standards documents are far more voluminous and complex than any scope and sequence in place in school systems today. But these documents are meant to be used as frameworks which provide guidance in education reform - they are not the definitive sources articulating to teachers how education reform must occur in their classrooms.
Our plan in this discussion is to lay out the components of mathematics and science literacy as set down in the major reform documents and then, using selected how-to articles, to show how strategies and activities tried by math and science teachers have been used, or can be used, to promote math and science literacy among students. For pragmatic reasons only, our discussions often focus either on mathematics or science reform recommendations and examples. In doing this, we do not mean to imply that the elements of literacy in these disciplines are somehow separate or different. In fact, the separate discussions show how both the mathematics and science education communities, coming from different directions at different points in time, independently arrived at similar positions and many of the same recommendations regarding the ideas of literacy.
In support of this discussion of the components of literacy, we also provide samples of resources, materials, and services that teachers might find useful in promoting mathematics and science literacy in their classrooms. The how-to articles are meant to be quick-reads that can be applied or adapted to classrooms directly. These articles are included to make it easier to decide which ones might be of special interest. Other articles and documents are intended as sources of a more general background. These documents provide some of the research bases and rationales behind some of the reform recommendations. Finally, we have included other references and information on databases which are not directly cited in the discussion but might prove valuable as additional sources of classroom ideas.
During the last decade, the mathematics education community appeared to lack clear focus and a sense of direction. Although many conferences were held, papers written, and reports produced, there was not a general consensus regarding which direction mathematics education should head.
The Standards offer an organization of important mathematical topics and abilities by grade-level groups (Kindergarten - grade 4, grades 5 - 8, and grades 9 - 12). Throughout the Standards the emphasis is: "knowing" mathematics is "doing" mathematics.
Source: https://ebookschoice.com/monitoring-the-status-of-students-journey-towards-science-and-mathematics-literacy/
This module, part of the NYU Partnership for Teacher Excellence Curriculum Development Project, offers methods and strategies for math and science teachers to adapt their teaching to better serve ELL students in their classes.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. The balanced, coordinated, supported
math and science curriculum ensures
the mathematic and scientific
literacy of the
future
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. 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. 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. 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. 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. 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. 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. 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. “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. 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. 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. 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. Support Systems
For the classroom
For the school
For the teachers
For the families
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. 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. 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. 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. 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 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