Some Reflections on 6 Years in the Field

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Some Reflections on 6+ Years in the Field Dick Healy 22 Apr 15

Some Reflections on 6+ Years in the Field Dick Healy 22 Apr 15

Background • RESEED Training: Jan – Mar 2008 • Meeting in Lawrence Feb 08

Background • RESEED Training: Jan – Mar 2008 • Meeting in Lawrence Feb 08 • First class at Parthum Apr 08 • First full year 2008 -09 • Lawrence using kit-based science in 2008: 3 major modules in each grade each year • Work with 6 th, 7 th, 8 th grades • Have worked with 11 different science teachers • Attempt to volunteer one day a week • Achieve 16 – 25 days in classrooms each school year – 3 -6 per year cancelled after scheduling due to weather, teacher absence or personal illness – Formal assessments eliminate 2 -5 more per year (more lately) – More individual classes cancelled due to admin necessity

Not a Criticism of Lawrence or School • For those unfamiliar, this is a

Not a Criticism of Lawrence or School • For those unfamiliar, this is a big deal! • School is in an immigrant community with substantial population for which English is not the primary language • Parents interested and supportive, but …

Science not a Priority • Far more ELA and even Math in normal school

Science not a Priority • Far more ELA and even Math in normal school day than Science • Kits no longer supported although expendables can be replaced (allegedly) • No Science Teacher training in 2014 -15, off-hours in 2013 -14 Blue Day 1 Day 2 7: 45 -9: 00 HUM 9: 05 -10: 15 Intervent 10: 2011: 25 Day 3 Day 4 Day 5 MATH ELA SCI MATH ELA Intervent MATH ELA HUM MATH ELA 12: 05 -1: 05 ELA SCI MATH ELA 1: 10 -2: 15 SCI MATH ELA 2: 20 -3: 20 Special Special HUM Day 6 Intervent SCI MATH ELA

Available Resources for Transition to Common Core -- 6 th Grade • • •

Available Resources for Transition to Common Core -- 6 th Grade • • • Grade 6 MS-ETS 1 Engineering Design MS-ETS 1 -1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution. Include potential impacts on people and the natural environment that may limit possible solutions. * MS-ETS 1 -5(MA). Create visual representations of solutions to a design problem. Accurately interpret and apply scale and proportion to visual representations. * [Clarification Statement: Examples of visual representations can include sketches, scaled drawings, and orthographic projections. Examples of scale can include ¼’’ = 1’ 0’’, 1 cm = 1 m. ] MS-ETS 1 -6(MA). Communicate a design solution to an intended user, including design features and limitations of the solution. [Clarification Statement: Examples of intended users can include students, parents, teachers, manufacturing personnel, engineers, and customers. ] [Note: MS-ETS 1 -2, MS-ETS 1 -4, and MS-ETS 1 -7(MA) are found in Grade 7. MS-ETS 1 -3 from NGSS is not included. ]

And It Shows • MCAS Results Parthum School 5 th Grade (P or A)

And It Shows • MCAS Results Parthum School 5 th Grade (P or A) 8 th Grade (P or A) 2014 29 12 2013 16 11 2012 20 6 Clearly Science not heavily factored into overall school effectiveness evaluation

What is Happening in STEM? • In practice, the requirement for STEM has been

What is Happening in STEM? • In practice, the requirement for STEM has been translated into • STE M • Math training has been resourced and texts acquired • Rather than what we all know needs to happen • Science, technology and engineering supported by rigorous math training

Summary • Things are happening – Strong emphasis on meeting the standards – Science

Summary • Things are happening – Strong emphasis on meeting the standards – Science (and technology/engineering) are not always fully represented in the operational definition of STEM • Significant shortfall in curriculum resources at the hands-on level • What do other volunteers experience?