DEVELOPING A STEM-FOCUSED NEIGHBORHOOD SCHOOL AT TAFT ELEMENTARY

Presenters: Hope Hoekstra, Teacher and Teacher-In-Charge Administrator, Laura Sublett, Teacher and STEM Coordinator, Joan Pack-Rowe, Resource Coordinator; Ted Fowler and Kathie Maynard, University of Cincinnati

Taft STEM Elementary: An Overview

Enrollment of 385 students in grades pk-6

Located in the Mount Auburn Community (an urban neighborhood)

A Cincinnati Public School 89% African American, 8% multi-racial,

3% white 94% economically disadvantaged A neighborhood school Magnet & School of Choice Status

Our History

Academic Emergency for 8 years Redesign in 2008-2009 STEM with a Problem-Based Learning focus Elementary Initiative (EI) Continuous Improvement (2009-10 & 2010-

11) Threat of school closing Parent & Community Partner Support Re-Developing a STEM-focused neighborhood

school

Our Vision

At William Howard Taft Elementary STEM School learning occurs when:

The entire community takes responsibility for learning

There is a culture of respect, trust and encouragement

Educators work collaboratively to advance teaching and learning

Educators arrange authentic learning experiences with a focus on STEM integration

Guiding Principles

STEM education at Taft STEM Elementary is a curriculum that:

Supports the development of core academic competencies

Integrates literacy, technologies, and engineering with math and science (STEM with a Literacy integration)

Focuses on developing 21st Century Learning skills to produce STEM-literate students

Develops not only academic learning, but also social-emotional learning

Components of Year 1 Effort

STEM Instructional Framework (Authentic Learning Modules) School-wide STEM Experiences STEM family events

STEM Instructional Framework

Ohio Academic Standards

21st Century Learning Skills

Authentic Teaching and

LearningUniversal Design for Learning

Community and Business

PartnershipsEnglish Language Arts (ELA)

Mathematics

Science

Social Studies

The Elementary Initiative principles of data-driven decision making and its instructional frameworks for ELA and mathematics will be maintained.

Development and implementation of modern learning spaces with instructional technology infrastructure and an explicit teaching of 21st Century skills

Substantive technology access and integration

Additional focus on social-emotional learning

Content taught in-depth, creation of products that demonstrate knowledge, presentation to real-world audiences

Includes project- and problem-based learning

Focus on math and science, STEM integration and career exploration

Make STEM literacy attainable and desirable for ALL

Differentiated instruction with personalized learning opportunities

Development of systemic partnerships

Engage partnerships to accelerate capacity and broaden opportunities

STEM Curricular Matrix

Grade Science

Technology &

Engineering

Math Connections

Literacy / Social

Studies Connections

21st Century &Computer Tech Skills Integration

Resources Partners Authentic Experiences

pK

K

1

2

3

4

5

6

An Overview of Authentic Learning

Students construct meaning and produce knowledge

Students use disciplined inquiry to construct meaning

Students aim their work toward production of discourse, products, and performances that have value or meaning beyond success in school (and present to a real-world audience)

Fred M. Newmann & Associates (1996). Authentic Achievement: Restructuring Schools for Intellectual Quality.  San Francisco: Jossey-Bass.

An Overview of Authentic Learning

Fred M. Newmann & Associates (1996). Authentic Achievement: Restructuring Schools for Intellectual Quality.  San Francisco: Jossey-Bass.

Five Standards of Authentic Instruction

1. Higher-Order Thinking lower-order thinking only 1... 2... 3... 4... 5... higher-order thinking

is central

2. Depth of Knowledge knowledge is shallow 1... 2... 3... 4... 5... knowledge is deep

3. Connectedness to the World Beyond the Classroom no connection 1... 2... 3... 4... 5... Connected

4. Substantive Conversation no substantive conversation 1... 2... 3... 4... 5... high-level

substantive conversation

5. Social Support for Student Achievement negative social support 1... 2... 3... 4... 5... positive social support

A Process for Authentic Learning

Anchored in Science (Using District Pacing Guide) Engineering is Elementary (EiE) Module (matched

to science standards) Partnership teams consisting of Taft teachers,

STEM-focused business and community partners, and faculty from the University of Cincinnati work together to develop the STEM Authentic Learning experience

Pilot Team in Year 1 to design process/templates for authentic learning modules & develop “in-school” teacher expertise for sustainability

Authentic Learning Examples

Grade Science Technology & Engineering Math Connections Literacy Connections 21st Century & Computer Tech Skills

Partners Authentic Experiences

2 * Organisms: 2nd & 3rd qtr. (STC)2.1 Explain that animals, including people, need air, water, food, living space and shelter; plants need air, water, nutrients, living space and light to survive 2.2 Identify that there are many distinct environments that support different kinds of organisms. 2.3 Explain why organisms an only survive in environments that meet their needs. 2.4 Compare similarities and differences among individuals of the same kind of plants and animals, including people. 2.5 Explain that food is a basic need of plants and

Thinking Inside the Box: Designing Plant PackagesUse the Engineering Design Process to improve an existing package to meet the needs of a plant product and a consumer. Students will learn that packages are a type of technology.

FOSS Measurement and Data: Measure and estimate lengths in standard units (1,3,4) Grade 2 Represent and Interpret Data (4) Grade 1 EIE Lesson 4 Measurement and Data: Measure and Estimate lengths in standard units (1)(4). Represent and interpret data (10) Operations and Algebraic Thinking: Represent and solve problems involving addition and subtraction (1) Add and subtract within 20(2) Work with equal groups of objects to gain foundations for multiplication(4

EIE Literature: Ask and answer such questions as who, what, when, where, why and how to demonstrate understanding of key details in a text (1)* Describe how characters in a story respond to major events and challenges (3)* Use information gained from the illustrations and words in a print or digital text to demonstrate understandings of its characters, setting, or plot (7) Informational Text: Ask and answer such questions as who, what, where, when, why and how to

To be completed Cincinnati Zoo & Botanical Gardens

Design an animal exhibit (Needs of an animal)

Engaging Partners

Substantial collaboration Benefits both school and partner Champion for education (Individual) Training and support for all Collective impact

Taft STEM Elementary: Q & A

Questions or Comments?

For further information, please contact:Hope Denham [DenhamH@cpsboe.k12.oh.us]Laura Sublett [subletl@cpsboe.k12.oh.us]Joan Pack-Rowe [RoweJoa@cpsboe.k12.oh.us]Kathie Maynard [Kathie.Maynard@uc.edu]Ted Fowler [Ted.Fowler@uc.edu]