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MSP Partnership for Integrated Inquiry at Colleton County Middle School and Clemson University

The MSP grant aims to improve teacher content knowledge in math and science, enhance student learning, and promote interconnectedness among STEM disciplines through project-based learning.

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MSP Partnership for Integrated Inquiry at Colleton County Middle School and Clemson University

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  1. Mathematics and Science Partnership (MSP) Colleton County Middle School and Clemson University Department of Mathematical Sciences PDI2 Professional Development for Integrated Inquiry Transformational Present Reflect Engage Explore Design Cycle Analyze Revise Apply Create Science  Technology  Engineering  Mathematics M

  2. Goals Today’s Agenda Creating Student Investigators C.S.I. Morning Connecting math and science through project-based learning- Medical School Simulation – What’s Up Doc? Afternoon • Job-A-Like • Formative Assessment • House Branding/STEM Units THE MSP grant is designed to: • Increase teacher content knowledge in math and science. • Improve student learning in math and science while decreasing subgroup score differentials. • Improve teacher knowledge of interconnectedness among STEM disciplines.

  3. Team Building Activity Two On A Crayon Objectives: To demonstrate the power of non-verbal communication. To promote cooperation and fun. To build inclusion and influence. Directions: Both partners will hold a crayon simultaneously and draw a picture together for 3 minutes. No discussion about the picture before the activity begins is permitted. No talking is allowed during drawing. What did you draw? What does it represent? Was it difficult not to talk to your partner? How did you decide who would lead and who would follow? From Tribes by Jeanne Gibbs

  4. How is STEM interconnected to diagnose problems and treat the human body? Present Reflect Engage Explore Trans-disciplinary Big Idea: Cause and Effect Relationships Medical School Simulation • Research • Lab Tests • Doc’s Forum (Modified Socratic Circle/ Scored Discussion) Debate: Should animals be used in medical research? Design Cycle Analyze Revise Apply Create Colleton County Middle School Engineering Design Cycle

  5. White Coat Ceremony at The Citadel Summerall Chapel, Saturday, June 21, 2014 Hannah Willis Rustin of Hampton County receives her white coat for dentistry

  6. Creating Student Investigators C.S.I. Medical School Simulation: Earning your “White Coats” If you or someone you love is diagnosed with a medical condition, think about what critical points you would want to know. What questions might you ask?

  7. Creating Student Investigators C.S.I. Medical School Simulation: Earning your “White Coats” What sources would NOT be appropriate? Ask.com A Blog about the condition Kidshealth.org Mayo Clinic Oprah.com Pub Med Health – National Library of Medicine www.ncbi.nlm.nih.gov/pubmedhealth

  8. Creating Student Investigators C.S.I. Medical School Simulation: Earning your “White Coats” Research: Jigsaw and Four Corners Use knowledge or your team and internet on your phones or computers. • Symptoms • Diagnosis • Prognosis • Treatment 1- Diabetes 2 - HIV 3 - Pregnancy 4 - Sickle-Cell Anemia Early Finishers: Hippocratic Oath

  9. Hypothesis Probe Uncovering Student Ideas A A tentative explanation B A statement that can be tested C An educated guess D An investigative question E A prediction about the outcome of an investigation F A question asked at the beginning of an investigation G A statement that may lead to a prediction H Included as part of all scientific investigations I Used to prove whether something is true J Eventually becomes a theory, then a law of science K May guide an investigation L Used to decide what data to pay attention to M Developed from imagination and creativity N Must be in the form of “if…then…” Write the letter in your notebook of statements that describe a hypothesis.

  10. Creating Student Investigators C.S.I. Med School Simulation Create and Apply Based on the medical history, create a hypothesis… “I think they might be suffering from ____ because _____. Record it on the patient’s chart. Generate data from the lab tests and record it on each patient’s chart.

  11. Creating Student Investigators C.S.I. Doc’s Stations Rotation Menu Which body system relates to each lab test below? Lab A: Urinalysis (2) Lab B: Digestive and BMI Analysis Lab C: Blood Smears Lab D: Lung Capacity (2) Lab E: Hormone Test - - - - Early Finishers: Station F: Microscope Stations Human Body & NR Slides Station G: Animals in Research Live Binder Link http://www.livebinders.com/play/play?id=885705

  12. Creating Student Investigators C.S.I. Med School Simulation Analyze and Revise Analyze the results of the lab tests, revise your initial hypothesis if needed, and use evidence from your research and the lab tests to generate a diagnosis and prognosis for the patients. Be prepared to share your claim, supporting evidence, and reasoning. Cl-Ev-R Argument Posing Claim – What you think is true Evidence – Collected data, observations, calculations, or facts from reading or prior knowledge Reasoning – Precisely citing pertinent evidence and weaving it with background information, theories, etc. to justify the claim

  13. Doc’s Forum Scored Discussion Creating Student Investigators C.S.I. Present and Reflect Scientific Argument-Based Student-Led Discussion Inside circle – Patient #1 Diagnosis Claim – Evidence – Reason Outside circle - Scored Discussion Protocol Switch roles for Patient #4 3 = Inviting someone else to contribute 2 = Making an evidence-based claim; Agreeing or disagreeing with a claim and giving the reason 1= Paraphrasing or asking a question about a response -1 = Being off topic or off task -2 = Talking more than everyone else -3 = Criticizing or putting down another person

  14. Table Talk Creating Student Investigators C.S.I. Present Reflect Engage Explore • What habits of mind were especially helpful in completing this activity? • What strategies did you experience today that fit into the “classroom of the future” to prepare our 21st century learners for college, career, and life interactions? Design Cycle Analyze Revise Apply Create

  15. “Classroom of the Future” Read and listen like a detective… Write and speak like an investigative reporter… Think like a ______ A literate nation not only reads. It computes, investigates and innovates.

  16. Lunch ‘n Learn Table Conversation Topic: Math, Science, and Literacy Practices (Venn Diagram handout) How might we enrich student experiences in our classrooms via the interconnectedness of math, science, and literacy practices?

  17. Tools-Engineering-Literacy Math teachers will research and review math tools and games. Science teachers will investigate engineering in new standards and plan implementation in lessons. Social studies and ELA will review content connections that promote literacy in ELA standards. *** All groups will present their findings on Thursday.***

  18. House Branding STEM Units Review each unit, considering the strengths and weaknesses of each unit. Make a poster for each unit representing the “keepers” and the suggested revisions. How is the CCMS Engineering Design Cycle being used in each unit? Is project-based learning represented in your unit? What elements will you include in your branding package? What STEM-based activity will you use to kick off your house brand at the beginning of the year? Be prepared to present your brand and activity on the last day of the institute.

  19. Formative embedded into the lessons (on-going) provides information to the teacher for instructional decisions provides information to the students about their own learning Summative provides additional information about student learning can be evaluative in nature provides information to a broader community Assessment The practice of formative assessment may be the most significant single factor in improving student achievement, particularly low-achieving students. Black, P. and D. Wiliam. (1998). Assessment and Classroom Learning. Educational Assessment: Principles, Policy, and Practice. 5 (1): 7-74.

  20. Formative embedded into the lessons (on-going) provides information to the teacher for instructional decisions provides information to the students about their own learning Summative provides additional information about student learning can be evaluative in nature provides information to a broader community Assessment The practice of formative assessment may be the most significant single factor in improving student achievement, particularly low-achieving students. Black, P. and D. Wiliam. (1998). Assessment and Classroom Learning. Educational Assessment: Principles, Policy, and Practice. 5 (1): 7-74.

  21. Formative Assessment • Math and Science Formative Assessments • Each group will: • become experts on a formative assessment strategy. • develop an example of a way to use the strategy in a lesson. • teach the strategy to colleagues.

  22. STEM Curriculum Re-Design Reflection Car Partners Using the STEM Matrix for Curriculum, how would you rate your progress towards Transformational STEM?

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