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.)

Week Seven: Science Lesson Concept Analysis

Now that you have taught your first inquiry science lesson, take a moment to reflect on the experience in your grade bands.

What were your lesson goals, both in terms of content and process skills? What strategy did you use to help students reveal and reflect on their own science ideas? What patterns did you observe in students' science ideas, writings, or drawings? Were any ideas particularly difficult or easy for students? Why was this? In what areas did students' science understandings grow? If you were going to teach a follow-up lesson to this one, what would it be and why? What question do you still have about "inquirizing" your science teaching?

Wk 5 Math Field Placement Description (AMaTE II)

This week's post will be about your Math placement. Please use your grade bands again.

1. Describe how your teacher teaches a mathematics lesson. Is there teaching involved or review? Or telling a procedure? Is it a problem-based lesson? Are students learning conceptual knowledge or procedural knowledge. Are any manipulatives used? If so, describe how.
2. Did most of the students grasp the concept? What helped the students learn?

Week #4 Critique Integrated Curriculum

Before I give this assignment, I want to comment on the insightful posts on comparison of the math & science standards. It is a bit lengthy, but I wanted to share important ideas!
History of math: is it important to the teaching.
Well, I would say it is! The invention of zero changed the way we write numbers!
The Roman Numerals just didn’t get it!
Historical figures are important in both math and science. I agree with those that mentioned bringing in this information to elementary school. Context and connections make a huge difference for students. Someone mentioned learning about π (pi), and the history: connections and applications are important in true conceptual understanding!

One person commented the breakdown of standards may be due to different level of thinking by grade level? Well, I would contend that the teaching of ANY new concept should be done in a concrete manner. Abstract thinking doesn’t develop too much until later in elementary school.

Does the administration know if you miss a standard? GREAT question! I would say most administrators are interested in meeting AYP (annual yearly progress). They are not necessarily interested in meeting standards UNLESS they are tested. Testing is a huge component and important to think about.

Do math standards develop or change over time?
YES. NCTM was the first organization to set forth standards in the late 80’s, revised them in 2000 and now have targeted Three Focal Points for each grade level.

Priorities in teaching standards: I would say address the focal points, but also know what is being tested in the grade you are teaching.
Are standards fair with different learning styles?
I think some are confusing standards with teaching strategies. To meet the teaching on number sense, one can Stand and Deliver or teach student-centered. I don’t think any math standard sets forth HOW to teach, that is up to the teacher.

WEEK # 4 Assignment

You have seen how integrated math and science are with the SAE curriculum (Jet Toy). Now compare with AIMS or GEMS. Please make sure you find mathematics integrated more than just graphing data. That is a fault of some programs "integrating" mathematics. There is so much more than just making a graph. Please research these ways.

When looking in the TRC, please find a different AIMS or GEMS topic than already posted! There are numerous titles from which to choose!

Click on the grade level to see these same questions to post by grade levels in which you are placed!

Week #3: Exploring the Private Universe Research

Thanks for the thoughtful blog entries and questions. One blogger wondered when planning a lesson if you start with the standard and then develop the lesson or if you start with the activity and then find the standards. Does it matter where you start when you develop a science lesson? Let's begin to consider this question by visiting the Private Universe research lab website and exploring how they would answer the question, "Where do you start when planning a science lesson?"

Visit the website listed below, explore the resources, and complete the five question moon survey (click on Visit the Lab). Which questions were hard? easy? On the site is a tab to compare your ideas to "What Others Said" including elementary, middle, and high school students, teachers, and the public. Choose a group and report on your findings. What strategy does the Private Universe recommend for beginning the planning of a science lesson? Why? Is this consistent with the teaching recommendations found in the NSES? How did you decide?

http://www.learner.org/teacherslab/pup/index.html