Minnesota Mathematics and Science Frameworks Mathematics Specialist Sue

Minnesota Mathematics and Science Frameworks Mathematics Specialist Sue Wygant Science Specialist John Olson STEM Specialist Doug Paulson Mankato December 5, 2011

Goals Agenda Learn how to access and use the Frameworks for • professional development • developing curriculum • planning instruction • writing assessments • • Introduction Standards Scavenger Hunt Development and Organization of the Frameworks Scenario Application & Sharing Uses of the Frameworks for Curriculum, PD, etc. Wrap up

Standards Periodic Review Cycle Review Implement Stds. ‘ 06 -07……. . . …. Math ‘ 1011……. . …. …‘ 15 -16 ‘ 07 -08……. …. . . Arts ‘ 1011…………. . . …‘ 16 -17 ‘ 08 -09……. …. . . Science ‘ 1112………. . . ‘ 17 -18 ‘ 09 -10……. ……L. Arts ‘ 1213……. …. …. . ‘ 18 -19 Review

Content Standards The standards and benchmarks • set the expectations for achievement for all K-12 students • guide school districts in designing curricula • describe the content that is to be mastered by all students in time for grade-level testing.

An Example of a Standard and Benchmarks Standard – a general goal of student learning Benchmarks - specific knowledge & skills acquired by the end of the grade Examples – provided for clarification and level of understanding

The Minnesota Science Standards Nature of Science & Engineering Revised in 2009 • To be implemented by 2011 -12 • Next revision 2017 -18 MCA III • Spring 2012 for grades 5, 8, and High School

Format of Standards and Benchmarks Strand 4 1. Nature of Science & Engineering Sub. Strand 2. The Practice of Engineering Standard Code Benchmark Understand that… 2. Engineering design is the 4. 1. 2. 2. 1 process of identifying problems, developing multiple solutions, selecting the best possible solution and building the product. Identify and investigate a design solution and how it was used to solve an everyday problem. For example: Investigate a variety of construction tools. Standard – a general goal of student learning Benchmarks - specific knowledge & skills acquired by the end of the grade Examples – provided for clarification and level of understanding

Scavenger Hunt! www. scimathmn. org/stemtc

15 minute Break A SCENARIO

Best Practices Section Topic Key Question Overview Importance What is it? Planning and Instruction Summary TALK: Reflection and Discussion DO: Action Steps References An identified Best Practice. To invite reader in. Quick summary of the best practice. Review of the research and why this is a teaching/learning issue. A description of what this practice is about. How might a teacher intentionally plan for and use this best practice? How might a teacher who already uses this practice enhance their use of this best practice? Short summary of the best practice. Discussion questions for a group or individual reflection. Activities a group or an individual might do to investigate or learn more about the best practice. Works consulted or recommended for further reading on the topic.

Best Practices • Designed to be used either by groups of teachers, e. g. in a PLC setting, or for individual reflection. • Participants might read one of the Best Practice essays and then use the – TALK section to discuss or reflect on the practice – DO section to actually investigate the practice further.

Frameworks Application 1. Description of your scenario 2. What resources did you find to address your scenario? 3. Share your ideas for how a teacher or professional team might use the frameworks to help improve instruction and learning. 4. Share your ideas for how to inform teachers in your school or district about the Frameworks.

The Frameworks • An online resource that provides supporting materials for each of the mathematics and science standards, including an overview of the standards, student misconceptions, a vignette of classroom instruction, linked resources, sample assessment items and support for differentiation. • A teacher-to-teacher resource that involved over 170 Minnesota educators and content experts. • The Frameworks are easily accessed in a searchable, webbased format that will continue to evolve as feedback is provided, materials are added, and connections are made to new resources. • This effort was coordinated by Sci. Math. MN under a grant from MDE to support professional development, curriculum planning and instruction.

The Frameworks are Not: • Lesson plans • Official policy of the MDE • A finished and static document.

How Might Districts Use the Frameworks? • • Professional Development Resource for PLCs Curriculum Development Planning Instruction Writing Assessments Classroom Observations Resources for Parents

Other Resources • • • Electronic Library for Minnesota National Academies Presidential Award Nominations Get STEM Professional Development Opportunities on the Frameworks Website

Electronic Library for Minnesota www. elm 4 you. org • Collection of research databases that contain millions articles, videos, audio files, primary sources, and more. • The content comes from sources such as Encyclopedia Britannica, Time Magazine, the New York Times, and many more, but it also has articles from many professional journals in education.

Electronic Library for Minnesota • An example using Academic Search Premier. • Search: “teaching fractions” in full-text articles in peer-reviewed journals since 1990. • This collection had 177 articles.

A Glimpse at the Articles • Mathematical Knowledge for Teaching Fraction Multiplication • Children’s Strategies for Division by Fractions in the Context of the Area of a Rectangle. • Efficacy of Different Concrete Models for Teaching the Part-Whole Construct for Fractions. • Student Achievement Effects of Technology. Supported Remediation of Understanding of Fractions. • Key Developmental Understandings in Mathematics: A Direction for Investigating and Establishing Learning Goals. • An Experiment in Teaching Ratio and Proportion

National Academies Press www. nap. edu Find more than 4, 000 National Academies Press PDFs now available to download for free! • Adding It Up: Helping Children Learn Mathematics • How Students Learn: Mathematics, Science and History in the Classroom • Ready, Set, Science • A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas • Engineering Standards in K-12 Education?

What is get. STEM? § www. get. STEM-mn. com § Web portal launched 2/2/09 § First K-12 STEM social computing site in nation § Mn educators, businesses connect, collaborate, match STEM needs with resources § A partnership between MHTA and MDE. § Supported by contributions from Microsoft, Thomson Reuters, Inetium, 3 M, Ecolab, and Honeywell

Just Ask, Just Offer… It Just Makes Sense! § Teachers use the website to create postings to ASK for community assistance and volunteers for their classroom § Local businesses use the website to OFFER their K-12 outreach programs that teachers may incorporate into their classroom § Popular get. STEM connections: guest presentations, informational interviews, basic material donations (notebooks & pencils) § Most connections consist of one hour volunteer time or $25 donation to K-12 education

Nomination Principals, teachers, parents, students, or members of the general public are invited to nominate exceptional Mathematics or Science teachers in grades K-6 for the 2012 Award Year. Self-nominations are encouraged. Visit www. paemst. org for more information.

Contact Information • MN STEM Teacher Center (Frameworks) www. scimathmn. org/stemtc • Minnesota Department of Education – http: //education. state. mn. us • Mathematics Specialist – susan. wygant@state. mn. us • Science Specialist – john. c. olson@state. mn. us • STEM Specialist – doug. paulson@state. mn. us • Sci. Math. MN – mike. r. lindstrom@gmail. com sally. n. standiford@gmail. com

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