Week 12: STEM and NAEP

Two out of three fourth graders cannot read proficiently and seven out of ten inner-city and rural fourth graders cannot read at the most basic level (Paige, 2002). Data such as these create considerable pressure on K-8 teachers to elevate reading proficiency. As well, one of the further challenges of tests such as the MontCas (Science and Math) and NAEP (Science and Math) is that the assessment questions often require strong reading comprehension skill levels as well as sufficient science and math conceptual understanding.

Added to this now is the growing pressure to incorporate STEM into the K-12 classroom. How do you envision a math/science education curriculum that aligns with the expectations of NCLB while still providing a STEM-rich environment for science inquiry and problem-based math learning?

To explore this question, it will be helpful to examine some of the government policies behind these education agendas. Education Week just published an excellent summary of current STEM policy that integrates our discussion of NAEP and STEM. Check out the main article and click on the online reports of each state to see how Montana is doing.

1.Education Week: The push to improve STEM education.

http://www.edweek.org/ew/articles/2008/03/27/30intro.h27.html

After reading the article, let's start with the basics. What exactly is STEM? What does NAEP have to do with STEM? What do NAEP and STEM have to do with K-8 elementary teachers? How is Montana doing in STEM? How does Montana compare to other states. How do you put all this together for your science and math curriculum program? Finally, where do you stand in all of this? Do you agree with the policies being put forth by the federal government regarding work force development? Does it fit with your personal understanding of the purpose of schooling? Can you see benefits? What parts of this discussion worry you most?

In your grade bands, share your answers to these questions based on the grade levels in which you are currently teaching.

As you answer these questions, it will be helpful to visit the NAEP site explored in science methods and choose one science and one math question that you could use for your thematic unit as either a pre- or post assessment. Remember, even if you teach first grade, the criteria measured in fourth grade are pertinent as science and math curriculum must be well-articulated.

Week 9 Math, Technology and Culturally Relevant Curriculum

Technology is becoming more of an everyday phenomenon. As teachers we need to incorporate it appropriately within our classroom. You will need to find 2 activities using technology in your classroom.

First, find one activity within your grade band that would be useful to help parents understand how the calculator can be used to develop mathematical concepts.

Second, find an activity that incorporates mathematics in a culturally relevant manner using mathematics appropriate for your grade band.
In both descriptions, include the specific mathematical concept being covered.

Why did you select these 2 activities? What myths and fears do they address?

Week Eight: Culturally Responsive Curriculum

Thanks for sharing the results of your first inquiry science lesson and posting a question that you still have about how to "inquirize" your teaching. For this week's blog, we'll begin by considering these questions in your grade bands. Choose one of your classmate's questions and offer them a suggestion. Be sure to refer to the reading on "inquirizing" your teaching as you answer the question.

Next, think about our exploration of culturally responsive science curriculum last week. Take a moment to explore the curriculum resources for implementing Indian Education for All (IEFA) on the class wiki, then consider your current field experience placement. Which IEFA curriculum could you use in your current field placement? Why? How would you use it? What would you want students to learn? (Don't forget that this includes an exploration of the OPI Indian Education website as well.)