Making Sense of Science and Literacy is an Investing In Innovation (i3) project. The i3 program is a...
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Making Sense of Science and Literacy is an Investing In Innovation (i3) project. The i3 program is a federally funded initiative that seeks to identify
Making Sense of Science and Literacy is an Investing In
Innovation (i3) project. The i3 program is a federally funded
initiative that seeks to identify and support solutions to
persistent educational challenges in order to better serve
substantially greater numbers of students at a national level.
Slide 2
E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING,
& LITERACY WestEd is a nonprofit agency dedicated to promoting
excellence, achieving equity, and improving learning for children,
youth, and adults in education and other communities.
Slide 3
E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING,
& LITERACY
Slide 4
E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING,
& LITERACY In the U.S., the majority of students fall far short
in the skills needed for participating in the 21st century
workforce (NCES, 2012). Nationally, students with the lowest
achievement are far more likely to be from high-needs communities,
students of color, and/or non-native English speakers (NCES, 2012).
Only 1 in 4 of Californias 4th grade students are prepared, with
27% scoring at or above proficient in reading, 23% in writing, and
22% in science (NCES, 2014). Only 1 in 4 California 4 th grade
students are prepared
Slide 5
E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING,
& LITERACY In the U.S., the majority of students fall far short
in the skills needed for participating in the 21st century
workforce (NCES, 2012). Nationally, students with the lowest
achievement are far more likely to be from high-needs communities,
students of color, and/or non-native English speakers (NCES, 2012).
Less than half of Milwaukee's 4 th graders are prepared, with only
16% scoring at or above proficient in reading, and 49% in science
(WKCE, 2014). Only 16% of Milwaukees 4 th grade students are
proficient in reading 16% proficient
Slide 6
E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING,
& LITERACY Students will be asked to Develop explanations and
design solutions (e.g., journal entries, reports, posters, and
presentations) that are supported by evidence-based arguments and
sound scientific reasoning. Conduct investigations, solve problems,
and engage in discussions that ultimately lead to a deeper
understanding of the content. Utilize scientific practices, like
modeling and systems thinking, to explain and contextualize
scientific phenomena. Read and navigate complex texts from multiple
sources (e.g., journals, internet) and summarize the content in a
way that shows understanding.
Slide 7
E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING,
& LITERACY Teachers have been shown to be the most important
variable impacting student achievement (Duschl et al., 2007), yet
More than two thirds of middle school teachers, and close to three
quarters of elementary teachers have inadequate preparation in
science. Schools with the most high-needs students are at the
greatest disadvantage, since they lack the resources to support
effective training, and hire teachers with less experience,
certification, and coursework ( Darling-Hammond, et al., 2009;
Desimone, 2009; Presley, et al. 2005)
Slide 8
E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING,
& LITERACY Teachers will need to Model the use of scientific
practices in the classroom and allow students ample opportunity to
use these practices. Allow students to muck around, ask questions
of each other, and work to understand the science themselves.
Generate open-ended assessments that offer multiple entry points
and different approaches to answering questions or solving
problems. Provide the necessary support in order to give all
students equal access to these activities regardless of their
entering ability levels in science, engineering, and literacy.
Slide 9
E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING,
& LITERACY www.wested.org/mss Figure adapted from Horizon
Researchs ATLAST Theory of Action model
http://www.horizon-research.com/atlast
Slide 10
E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING,
& LITERACY
Slide 11
E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING,
& LITERACY Professional development focuses on the critical
connections between science understanding classroom practice
literacy support Bridging learning in these areas is key to
teachers' success, and ultimately to the success of their
students.
Slide 12
E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING,
& LITERACY Science Investigations strengthen content knowledge,
inquiry skills, and ability to identify and correct common
misconceptions Literacy Investigations learn to implement classroom
practices that strengthen students abilities to write, read, and
talk in science-specific ways Teaching Investigations examine
student thinking and explore instructional practices to help move
students toward more accurate understandings Classroom Connections
reflect on key concepts and consider how these pertain to their own
work with students.
Slide 13
E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING,
& LITERACY Listen to what these teachers are saying about MSS:
https://www.youtube.com/channel/UCF3zTEvCDd8wbyufv522w0w
Slide 14
E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING,
& LITERACY As a Presidential Awardee I am a strong science
teacher, but Making Sense of SCIENCE has changed the way I teach.
The content unfolds in a way that pushes my thinking and uncovers
the challenges my students face. The rigorous science combined with
the rich conversations around student work and literacy is what
makes Making Sense of SCIENCE one of the best overall learning
experiences I have ever had. ~ Wendy Pierce Classroom Teacher,
Bozeman Public Schools
Slide 15
E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING,
& LITERACY Research shows compelling evidence that Making Sense
of SCIENCE courses SHORT TERM Strengthen teachers science content
knowledge and transform classroom practices. Gains this great are
typically only seen in one-on-one teaching! LONG TERM Teachers
maintain this knowledge over time one year after participation,
teachers knowledge continued to grow.
Slide 16
E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING,
& LITERACY Research also shows that these changes to teachers
knowledge and practice Lead to increased student achievement for
all ability levels Non-native English speakers improved more than
native speakers Low-performing students showed the greatest
gains
Slide 17
E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING,
& LITERACY We are far too familiar with the poor results of
many professional development programs so when I received a request
from teachers for more Making Sense of SCIENCE, I took note. The
excellent activities, all geared to the adult learner, spark
conversation and deep learning. Making the explicit links to
literacy skills provides much needed modeling and connections for
teachers to support their students as they make connections across
the curriculum. Impressed with the outcomes and feedback from
staff, we successfully wrote a Title II Math-Science Partnership
grant to expand the reach of this program throughout our district,
as well as for staff at several neighboring districts. ~ Tim
Peterson Assistant Director of Curriculum and Assessment Madison
Metropolitan School District
Slide 18
E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING,
& LITERACY
Slide 19
E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING,
& LITERACY a 2018 2019 2017 2016 2015 Group 1 teachers attend
earth science PD (summer) and participate in PLCs (school-year)
Group 1 Leadership Cadre members attend leadership workshops and
facilitate PLCs Principals attend admin workshop Group 1 teachers
attend physical science PD (summer) and participate in PLCs
(school-year) Group 1 Leadership Cadre members attend leadership
workshops and facilitate PLCs Principals attend admin workshop
PROGRAM STUDY Final school selection and random assignment (fall)
Data collection for all teachers begins (fall) Group 2 teachers
attend earth science PD (summer) and participate in PLCs
(school-year) Group 2 Leadership Cadre members attend leadership
workshops and facilitate PLCs Group 2 teachers attend physical
science PD (summer) and participate in PLCs (school-year) Group 2
Leadership Cadre members attend leadership workshops and facilitate
PLCs Principals, teachers, and administrators attend information
meeting (spring, fall) Data collection for all teachers, students,
and classrooms (spring) Principals take annual survey Data
collection for all teachers, students, and classrooms (spring)
Principals take annual survey Teachers begin surveys in fall 2016
(3 surveys per year through spring 2018)
Slide 20
E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING,
& LITERACY 4 th and 5 th grade teachers will Participate in
5-day summer institutes to deepen their understanding of earth and
physical science concepts. Explore what teaching these concepts to
students means and gain support for the implementation of the Next
Generation Science Standards (NGSS). Form a Professional Learning
Community (PLC) and collaboratively examine student work, provide
peer- to-peer support, and refine instruction.
Slide 21
E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING,
& LITERACY 4 th and 5 th grade teachers will also Attend annual
data collection meetings (fall 2015, spring 2017, and spring 2018)
Fill out brief online surveys collected quarterly. Assist in
collecting classroom and student data, as needed.
Slide 22
E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING,
& LITERACY The study will document the effects of the MSS
intervention on teachers, classrooms, and students and will involve
60 schools and 300 teachers from Milwaukee (WI) and the greater
Stockton area (CA). The study is a Randomized Control Trial (RCT).
Schools will be randomly assigned to Group 1 or Group 2. Both
groups will participate in data collection from fall 2015 spring
2018. Both groups will receive professional development, but at
different times Group 1 in 2016-2018 and Group 2 2018-2019. WestEd
Partners Empirical Education, Inc. Heller Research Associates
Milwaukee Public Schools San Joaquin COE Stockton USD Teaching
Channel
Slide 23
E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING,
& LITERACY Teacher data will be gathered in annual meetings
(fall 2015, spring 2017, spring 2018) and via quarterly online
surveys. Classroom data will be collected in the second year via
teacher interviews and classroom videotaped observations. Student
data (e.g., surveys and content quizzes) will be collected as part
of classroom instruction. Teachers will collect parent consent
forms. District data will be obtained on students (e.g.,
demographics, test scores, roster). WestEd Partners Empirical
Education, Inc. Heller Research Associates Milwaukee Public Schools
San Joaquin COE Stockton USD Teaching Channel
Slide 24
E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING,
& LITERACY Listen to what this regional coordinator is saying
about MSS: https://www.youtube.com/watch?v=ubmHB5bGPqw
Slide 25
E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING,
& LITERACY Schools who participate will: Join as a team, have
administrator support, involve all or most of the 4 th and 5 th
grade teachers, and nominate a Lead Teacher to be part of the
Leadership Cadre. Make a two-year commitment and agree to be
randomly assigned to professional development as Group 1 (starting
PD in 2016) or Group 2 (starting PD in 2018). Both groups will
participate in data collection activities fall 2015 - spring 2018.
Commit to having six 2-hour PLC meetings each year for two
years.
Slide 26
E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING,
& LITERACY Compensation for teachers includes: Participation in
MSS summer institutes and school-year PLC follow-up meetings
($1000/year). Attending data collection meetings, classroom
video-taping, and student data collection (up to $600/year).
Compensation for schools includes: Money for science materials,
based on participation ($600 for 3 teachers per school, $1000 for
46 teachers, $1500 for more than 6 teachers)
Slide 27
E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING,
& LITERACY Eligible schools must Serve low-income students.
Join as a school with a minimum of three teachers across 4 th and 5
th grade committed to participate. Schools with more than three
teachers across these grade levels need 75% or greater
participation. Commit to participate in study-related activities
(fall 2015 to spring 2018). Agree to be randomly assigned to Group
1 (PD starts summer 2016) or Group 2 (PD starts summer 2018), and
commit to six 2-hour follow-up PLC meetings each year.
Slide 28
E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING,
& LITERACY Teachers can apply to become a Lead Teacher and be
part of the Leadership Cadre. Leadership Cadre members will: Serve
as the point of contact for their school, and assist with
communication. Coordinate six PLC meetings with their peers, each
year, for two school years. Participate in four days of leadership
workshops with a regional cadre of science leaders in 2016 and
2017. Visit WestEd.org/MSSi3 for more information and to
apply.
Slide 29
E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING,
& LITERACY Leadership Cadre members may also: Attend a 5-day
MSS Facilitation Academy and co-lead teacher courses in Summer 2016
and 2017. Collaborate with the WestEd and Teaching Channel to
conceptualize online resources, and create a digital library of
classroom artifacts (e.g., student work, sample lessons) for
teacher use. Leadership Cadre members will receive an additional
stipend for each leadership activity and for facilitating teacher
courses. Schools can nominate a Lead Teacher when they apply, or
teachers can apply individually. Visit WestEd.org/MSSi3 for more
information and to apply.
Slide 30
E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING,
& LITERACY One Facilitation Academy results in: 1.24 Leadership
Cadre members development (12 pairs of Teacher Educators) equipped
to lead MSS professional development. 2.Each pair co-leads a
teacher course with 24 teachers. 3.These 24 teachers then return to
their schools and impact an average of 25 elementary students each
year they remain in the classroom. A single Facilitation Academy
can impact 3,600 students in one year!
Slide 31
E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING,
& LITERACY Benefits for schools include School focus on science
and literacy. Leadership development for teachers and
administrators. Money for hands-on science materials.
Slide 32
E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING,
& LITERACY Benefits for teachers include Stronger knowledge of
physical and earth science concepts and how to teach those concepts
to students. More confidence in teaching science, engaging students
in sense making, and addressing misconceptions. Support in
implementing scientific practices and cross-cutting concepts to
address the NGSS. Increased literacy strategies and routines to
help students read, write, and communicate in science.
Slide 33
E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING,
& LITERACY Benefits for students include Improved science
achievement. Improved skill in scientific reasoning and providing
clear and accurate scientific explanations. Greater aptitude for
reading, writing, and discussing science ideas. More positive
dispositions toward science and future science learners. Reduced
achievement gaps based on student demographics, entering abilities,
and English proficiencies.
Slide 34
E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING,
& LITERACY Preparing our teachers for inquiry science
instruction was a district priority. Teachers were concerned with
their personal content knowledge as well as assessing learning in
the experiential setting. The Making Sense of SCIENCE course served
both needs, while building confidence and excitement for engaging
students in the real world of science. Our teachers found the
professional development directly applicable to their classrooms,
and it supported improved teaching and learning for student
success! ~ Darlene Ryan Principal Chapel Hill, NC
Slide 35
E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING,
& LITERACY 1.Confirm that all school eligibility requirements
are met. 2.Obtain teacher and principal approval. 3.Visit our
website: www.WestEd.org/MSSi3 and submit a School Application
form.www.WestEd.org/MSSi3
Slide 36
E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING,
& LITERACY Lissa Gilmore CA Site Coordinator [email protected]
| 209.468.9170 Kathy Huncosky WI Site Coordinator
[email protected]| 510.302.4258 Kirsten Daehler WestEd Project
Director [email protected] | 650.381.6402 Drika Weller WestEd i3
Program Manager [email protected] | 650.381.6417 To learn more
about the program and to apply: www.WestEd.org/MSSi3