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“Learning is something students do; not something done to them ” NSE Standards p.20. At Metro, STEM means …. Inquiry Critical Thinking Communication Active and Responsible Decision-Maker Engaged Learner Collaborator. STEM is about inquiry and delivery—not curriculum. Mastery Learning.
“Learning is something students do; not something done to them” NSE Standards p.20
At Metro, STEM means … • Inquiry • Critical Thinking • Communication • Active and Responsible Decision-Maker • Engaged Learner • Collaborator STEM is about inquiry and delivery—not curriculum
Mastery Learning A Mastery B Performance Performance C WIP D F Time Time 120 120
Mastery Learning Means That… • Expectations for learning are the same for all students. • Time is flexible; Performance is not • Standards guide instructional decisions at the classroom level. • The focus of instruction is on student learning. • Students may repeat courses, or work on independent studies/short term extensions on content they did not master.
A class; .25 credits per year 90 minutes per week • Multi-age groups (grades 9-12) • Adult Advocate for each student • Service Learning • Personal Awareness and Growth • Academic Progress • Roundtable • Gateway Extending the Content—through advisory Advisory- Supporting the Academic Content Advisory Design Challenges
Alignment of Courses for Career and College Readiness Alignment to standards—not curriculum Acceleration and Remediation as needed Progress with Middle and High Achievers
Formative and Summative Assessment • Paper and Pencil Tests—Using QualityCore Standards • Common Midterm Exams • Guided Practice/Individual Practice • End of Course Exams • Design Challenges—Using QualityCore Standards • Trans-disciplinary • Real-World Context • Formative Strategies Frequently in each class
Cross Curricular Content Integration • Math, Science, English, Art, Social Studies, Spanish, Chinese • Framed by the Greater Columbus Context Design Challenge/Project Development Template is an integration of work by Wiggins and McTighe, the International Center for Leadership in Education, Robert Marzano and David Conley.
Using Data 1. Map the Value Added and Achievement Data • Reflect on course scope and sequence 2. Assessment • Multiple Methods • Common Assessments • Nationally normed, locally normed, and Teacher created 3. Instructional Practices • What is the administration doing • What are the teachers doing
Demo Structured Inquiry Guided Inquiry Open Inquiry Question Teacher Teacher Teacher Learner Procedure Teacher Teacher Learner Learner Results Teacher Learner Learner Learner The Inquiry Continuum - Douglas Llewellyn, Inquire Within
Project Development Overview Theme – the cross grade level hook. Enduring Understanding – The understanding that students will take forward from the work developed that will make a difference in the way that they make decisions or how they see the world. Essential Questions – Questions that enable students to make the connection between the content that they are studying and the enduring understanding. Essential Questions lead to the Enduring Understanding Local Context Application – What makes the question relevant to the student and/or the situation in which the project will be deployed?
Project Management 9 Components Scope – the processes to insure that the work is successfully defined and controlled Time – defining activities, putting them in sequence, making duration estimates, and developing the schedule Cost – resources planning, budgeting, etc. Quality – insuring that project meets it quality objectives (rubric) Human Resources – all of the necessary processes to handle how the team will work, develop, & organize themselves Communication – performance reporting and information distribution Risk – involves all the procedures to handle the project risks, such as identification, analysis, risk response, risk monitoring Procurement – the procedures used to handle equipment and materials used/needed Integration – how will the processes work together?
Roles in a Project Project manager - manages (is responsible for) the resources, including time, people and money, with the goal of excellence around success of the project Relationship manager - manages the opportunities the relationship can bring, not just to this project, but to others that spawn from it. Also manages the client through the project. Logistics Manager—manages (is responsible for) planning and coordinating resources, and schedules Principle investigator - focuses on (is responsible for) the content of the work – is the subject matter lead Roles are fluid based on the size of the groups, the design of the challenge, and the content area expertise that is needed to successfully complete the challenge.
Differentiation in Design Challenges Content-What a student needs to learn Process- What a student engages in to master the content Products- What a student produces to show application and extension of content
The Connection to Learning Learners need to have opportunities to progress from concrete to abstract ideas. Learners construct their own understanding by taking an active role in their learning.
Metro 2011-2012 • Lottery • Program • STEM • Early College
Class of 2011 Admissions Ashland UniversityBoston College Bowling GreenBrigham Young Brown UniversityButler UniversityCapital UniversityColumbia Case Western CCAD Columbus StateCornell UniversityDenison UniversityDePaul UniversityDillard UniversityFranklin UniversityHaverford CollegeHoward UniversityIndiana UniversityJohn Carroll Kent StateLafayette CollegeLane CollegeLincoln UniversityMarietta CollegeMiami of OhioMt. Carmel Muskingum CollegeOhio DominicanOhio State University Ohio Northern Ohio UniversityOhio WesleyanPurdueOtterbeinRITSouthern Virginia The Citadel Univ. of California Univ. of ChicagoUniv. of CincinnatiUniv. of FindlayUniv. of IllinoisUniv. of KentuckyUniv. of MiamiUniv. of MarylandUniv. of MichiganUniv. of Tennessee Univ. of ToledoVassar CollegeVirginia StateWittenberg WoosterWright State • Class 2011 • High Schools represented: 32 • 4 year College: 86% • 2 year College: 13% • In State College: 84% • Out of State College: 16% • Work/Military: 1% Graduating class of 2010 – 36 of the 72 students are currently at OSU Graduating class of 2011 – 47 of the 93 students are currently at OSU
Student Demographics Fall 2010 Metro Staff 2010-2011 • 16.66 FTE (licensed teachers) • 1 full time tutor • 19:1 adult to student ratio • 14% Identified Special Needs • 30% Free and Reduced Lunch