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STEM Early College Lottery. Metro . At Metro, STEM means …. Inquiry Critical Thinking Communication Active and Responsible Decision-Maker Engaged Learner Collaborator. STEM is about inquiry and delivery—not curriculum S trategies T hat E ngage M inds— ncsmt.org.

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Presentation Transcript
slide1

STEM

  • Early College
  • Lottery

Metro

at metro stem means
At Metro, STEM means …
  • Inquiry
  • Critical Thinking
  • Communication
  • Active and Responsible Decision-Maker
  • Engaged Learner
  • Collaborator

STEM is about inquiry and delivery—not curriculum

Strategies That Engage Minds—ncsmt.org

extending the content through a dvisory

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

slide5

Metro Student Achievement

  • ACT—school wide average composite 24.5
    • State of Ohio average composite 21.8
  • 2011 Metro composite 24
  • 2010 Metro composite 23.3
metro demographics fall 2011
Metro Demographics Fall 2011
  • 30% Free and Reduced Lunch
  • 14% Identified Special Needs
mastery learning
Mastery Learning

A

Mastery

B

Performance

Performance

C

WIP

D

F

Time

Time

120

120

what does mastery look like
What does Mastery Look Like?
  • 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.
  • 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
  • Literacy Design Collaborative—College Ready Tools
short term mini mester schedules
Short Term/Mini-Mester Schedules

Year One Student

Year Two Student

alignment of courses for career and college readiness
Alignment of Courses for Career and College Readiness

Alignment to standards—not curriculum

Acceleration and Remediation as needed

Progress with Middle and High Achievers

slide15

Design Challenges

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.

the inquiry continuum

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

differentiation in design challenges
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

schedules flexible time
Schedules/Flexible Time
  • Master Schedule
  • Annual Calendar
  • Daily Schedule
slide20

Trimester Schedules

Year One Student

Year Two Student

*Recovery Classes for students who did not achieve mastery the first time

slide21

Third and Fourth Year Schedules Highly Personalized

  • OSU classes
  • Finish High School Credit Requirements
    • Art
    • Wellness
  • Internship
  • Research class—at a learning center (COSI, Franklin Park, Westerville City Schools, Mid-Ohio Food Bank)
phases of design an integrated approach to project development
Phases of Design: An Integrated Approach to Project Development
  • Cross Curricular Content Integration
    • Math, Science, English, Art, Social Studies, Spanish, Chinese
  • Framed by the Greater Columbus Context
step one determining design challenge focus
Step One Determining Design Challenge focus
  • Two topics presented to Staff as options for 2nd semester Design Challenges:
    • The Millennium Development Goals with a student exhibition in March
      • www.un.org/millenniumgoals/
    • The Olympics, with student exhibitions in May
step two dividing in design teams
Step Two: Dividing in Design Teams
  • 1.) Each Staff member came to staff meeting prepared to answer:
    • For each Design Challenge Topic, something students could create or produce that is relevant to my content and the Design Challenge Context is:
      • *instead of—not in addition to
    • A way that at least two other content areas could tie into my proposed products is:
  • 2.) Each teacher individually decided on ONE of the two design groups
  • 3.) Fishbowl protocol for both design groups—lots of accountability; little risk
plans for each challenge
Plans for each challenge
  • Millennium Development Goals
      • Global Partnership—Fair Trade
      • Coffee—Partnership with Local Coffee Company
        • Chemistry, World Studies, English 10,11,12, Economics, IED, Government, Algebra 2, Biology, Environmental science
        • A Fair Coffee Fare
  • Olympics
      • Metro Games (advisory field day)
        • Physics, Geometry, Pre Calc, Art, Trig, Calculus, Wellness, English 9
        • New games to be played at Metro Games—with design constraints from each content area
  • Time for teachers
project development overview
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
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
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.

instructional practices and professional development
Instructional Practices and Professional Development

Weekly Updates highlighting best practices and introducing a strategy

Embedded Professional Development at Weekly Staff Meeting

Clear Learning Targets for staff and students

Instructional Rounds

slide30

Instructional Design and Identity Influence Assessment

  • Project Based Learning
  • Expeditionary Learning
  • Discovery Learning
  • Multiple Intelligences Approach Learning
  • Inquiry Based Learning
  • Performance Based Learning
  • Constructivist Learning
  • They all begin with backward design.
slide31

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
innovation at metro
Innovation at Metro
  • Systems/Structures
    • Mastery
    • Trimesters
    • Mini-Mester
  • Information capture and delivery
    • Basecamp
    • TaskStream—PreCalculus
    • TaskStream—World History
  • Meeting with staff and students
    • Adobe Connect
  • Trans-disciplinary Design Challenges
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