Childhood Curriculum Development Readiness through Integrative Science and
- Slides: 49
Childhood Curriculum Development: Readiness through Integrative Science and Engineering (RISE) Christine Mc. Wayne, Ph. D. Eliot-Pearson Department of Child Study and Human Development Tufts University December 8, 2014
Acknowledgements Action for Boston Community Development (ABCD) Head Start programs Head Start teachers, families, and children RISE Project Team: Jayanthi Mistry (Co-PI), Daryl Greenfield (Co-PI), Kimberly Brenneman (Co-PI), Betty Zan (Co-PI), Amy Crowley (Project Coordinator), Judy Beavers (Classroom Coach), Maria Cristina Limlingan, Brandon Foster, Sunah Hyun, Lok-wah Li, Cassandra Miller, Brooke Rumper, Anthony Gooden, Amanda Miller, Sidai Dong, Qing Liu, Tong Shen, Qiaer Jin, Sharanya Misra Sharma, Lindsay Rosen, Mojdeh Karkjanehchi, Anna Zhou, Monica Brown Ramos, Sophie Savelkouls, plus 20 undergraduates This project made possible by funding from: National Science Foundation (Grant #1221065) Brady Education Foundation Private support from Ellen R. Cohen
Motivations for the RISE Project Hands-on and connected STEM experiences are particularly fruitful areas of curriculum for developing young children’s curiosity about the natural and human-made world, especially those from culturally and linguistically diverse backgrounds, who often miss important learning opportunities through which their interests and experiences can serve as leverage for improving their school readiness, transition to school, and future learning success. In the case of university-community partnerships, there is a rare opportunity to actualize the research-to-practice and practice-toresearch links, where partnerships themselves can serve as catalysts to social change.
FIVE UNIQUE ELEMENTS OF THERISE APPROACH: 1) Focus on dual language learners: Curricular models rich with opportunities for science inquiry and engineering problem-solving are particularly well-suited to engage DLL children through hands-on learning that builds on children’s natural curiosity and problem-solving. 2) S-T-E integration in RISE: The purposeful engagement of preschool teachers and children in both the explanation-seeking behavior of science and the problemsolving behavior of engineering through multiple, conceptually-connected learning experiences. 3) A multi-method approach to teacher professional development: Our theory of teacher change, and approach to bringing it about, highlights the importance of practice-based, individualized, ongoing supports, such as those offered by workshop series, coaching, and peer workgroups. Our PD introduces teachers to STE content as indicated by state standards and to specific ways to support children by practicing inquiry-based methods, cultural inclusion and family engagement. Key to achieving our goals with our partner teachers is recognition that reflective practice is essential for teacher change and that individual variations in implementation and of teacher trajectories are to be expected.
FIVE UNIQUE ELEMENTS OF THERISE APPROACH: 4) Home-school collaboration (HSC), beyond home extension activities: The RISE project seeks to bring children’s out-of-school contexts into classrooms by supporting reciprocal dialogues between parents and teachers and is built on the idea that schools can leverage families’ unique contributions to their children's learning, rather than simply trying to overwrite these to get children "ready for school. " Essential to this reconceptualization of family engagement is that the home -to-school flow of information is just as important as the school-to-home flow of information. 5) Co-construction at the core of the iterative development process: Co-construction is the substance of the process of the RISE project. In our approach to curriculum development, we are guided by concerns for ecological validity, sustainability, and sociocultural relevance. All processes and products are documented and used for reflection and for informing the next steps together.
Organizing research questions: Proof of Concept (PC) Question I (process of implementation): What are the most productive procedures for appropriate application of the fully integrated RISE curriculum in Head Start classrooms serving DLL children? PC Question II (better teacher and student outcomes): What is the impact of the fully integrated RISE curriculum versus the comparison condition on teacher attitudes, classroom instruction and quality, home-school relationships, and DLL children’s STE knowledge and approaches to learning?
Participants Y 1 & Y 2: 10 Head Start teachers across 5 classrooms in 2 programs serving a high proportion of dual language learning (DLL) preschool children; 16 Parent Leaders (each year); approximately 200 children Y 3: 14 RISE teachers and 14 Comparison teachers across 14 classrooms; 16 Parent Leaders; 210 children (20 from each RISE classroom; 10 from each comparison classroom) 75% of teachers hold credentials beyond high school; many are bilingual or trilingual in English/Spanish or Cantonese/Mandarin/English Ethnicity of the majority of children is either Hispanic or Chinese, with most children from immigrant families All children are Head Start eligible based on FPG
RISE Theory of Change Potential Moderating Factors Family Characteristics • Home Language • Ethnicity • Education Level of Parents • Recency of Immigration • Children's English Proficiency Teacher/Classroom Characteristics • Teacher Ethnicity/Native Language • Education Level • Baseline knowledge and Attitudes re STE • Implementation Fidelity • Dosage/Cohort (Year 1, 2, both) RISE Theory of Change RISE Intervention Components • Integrated STE Content • Home-School Collaboration • Professional Development o Workshop Training o In-class Instructional Support o Peer Mentoring Expected Classroom Outcomes • Positive Attitude toward STE • More time on STE Content • Higher Classroom Quality • Positive Parent-Teacher Relationships Expected Child Outcomes • Science Knowledge • Engineering Knowledge • Positive Approaches to Leaning
Mixed-Methods Research Design Qualitative: teacher and parent interviews, classroom participant observations, home and community observations, videotapes of meetings, meeting process and planning notes Quantitative: rating scales, standardized observations, administrative data, direct assessments; 1) between-child differences, including gender, and 2) between-group differences, including Cohort 1 classrooms versus Cohort 2 classrooms and intervention vs. comparison classrooms, multi-level modeling (MLM) will be used to assess RISE impact on child and teacher outcomes.
Project Components Classroom STE in Classroom Workshops Classroom Coach Community & Home PTDs Professional Learning Community Meetings Co-Constructed Curriculum Parent Leader PTDs Meetings Co-PIs Facilitating RAs Facilitating
RISE Draft Curriculum - Short Version August/September/PD Curriculum Content (connected learning experiences) Senses learning experiences 4 Photos activities Big Ideas (science ideas that are targeted in learning experiences) Crosscutting Concepts (CCC) (links to science standards) Scientific and Engineering Practices (SEP) (links to science standards) Big idea – People and animals obtain information using their senses. Big Idea – Sometimes people create and use tools to extend their senses. Big Idea – Living things change over times in ways that differ from non-living things. Stability and change Obtaining, evaluating, and communicating information (Observation) October/November/PD Senses and observation (continued) 4 Photos (continued) Alexander and the Wind-Up Mouse learning experiences Blocks explorations Big idea – The movement, behavior, origins, and needs of animate objects differs from that of inanimate objects. Big Idea – People can create structures, but these will fall unless the design & materials keep them in place. December/January/PD Big Idea - Objects can be made to move on inclines; how they move depends on the object and the incline. Big Idea - People can design and build systems of inclines to move objects in various ways. Big Idea - If you are not successful in getting an object to move in a certain way, you can change something and get a different result. Structure and function Cause and effect Systems and system models Asking questions (Science) and defining problems (Engineering) Planning and carrying out investigations (Experimenting) © Mc. Wayne, Mistry, Greenfield, Brenemann, & Zan, 2014 4 Photos (continued) Ramps exploration and investigation
RISE Draft Curriculum - Short Version Curriculum Content (connected learning experiences) Big Ideas (science ideas that are targeted in learning experiences) Crosscutting Concepts (CCC) (links to science standards) Scientific and Engineering Practices (SEP) (links to science standards) February/March/PD April/May/June/PD 4 Photos (continued) Variables (continued) Ramps (continued) Water dynamics Air dynamics Exploring states of matter Big Idea – Air and water move in special ways. Big Idea – Air and water can move other things, too. Big Idea – Matter (the “stuff” around us) can be a solid, a liquid, or a gas. Each state of matter has special properties and purposes. 4 Photos (cont’d) Ramps and pathways (cont’d) Water and air dynamics (cont’d) Light and shadow Life cycles and needs of living things Garden tools Big Idea – Light travels in a straight path unless it is blocked. Big Idea – The sun provides heat and light energy that plants and animals need to live and grow. Big Idea - Plants and animals have life cycles. They are born and grow and change over the course of their lives. Big Idea – Living things have things that they need to survive, such as food and water. Big Idea – People create tools and systems that they use to help them grow plants. (Technology and engineering in the garden) Structure and function Patterns Constructing explanations (science) and designing solutions (engineering) Analyzing and interpreting data Energy and matter Cause and effect Planning and carrying out investigations (Experimenting) Analyzing and interpreting data © Mc. Wayne, Mistry, Greenfield, Brenemann, & Zan, 2014
Place-based STEM How children’s surrounding community influences their learning
Change and No Change A “Good Start” Activity
Place-based STEM How children’s surrounding community influences their play with bocks and ramps
Program A: Tall Buildings 19
Program A: Tall Buildings 20
Program B: Bridges 21
Program B: Bridges 22
Program B: Bridges 23
Problem-solving
Problem Solving
Stability and Instability
Whole Group
Shaking Table
Variables
Variable
Living and Non-living
Alexander and the Wind Up Mouse
Sorting Activity
What’s inside?
Our heart is our “engine”
Professional Development Approach Workshops, PLCs, Coaching
Hands-On Workshops
Professional Learning Community
Coaching Observation Log
Home-School Collaboration
Joint Activity: “Our Children’s Worlds”
“Our Children’s Worlds”
“Our Children’s Worlds”
Joint Activity: Building Structures Together
Building Structures Together
Parent-Teacher Discussion Groups
Where we are in Year 3 Articulating a grounded theory of our co-construction model Documenting our PD approach & coaching model Collecting longitudinal assessment data on children’s science learning and teachers’ practice (in RISE and comparison classrooms) Continuing to refine our PTD and St. E protocols and fidelity measures Integrating HSC + St. E components into a full RISE curriculum
Thank you!! christne. mcwayne@tufts. edu
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