The Best Program for Math and Science:

Lauren Foley July 23, 2013

The balanced, coordinated, supported math and science curriculum ensures

the mathematic and scientific literacy of the

future

A coordinated cycle of learning combines Math, Science and English Language Arts.

“Inquiry-based science and reading emphasize a shared set of intellectual processes” (Vasquez, 2008, p. 28).

“Supporting the development of students’ literacy skills will allow them to deepen their understanding of mathematics concepts and help them to determine the meanings of symbols, key terms, and mathematics phrases, as well as to develop reasoning skills that apply across the disciplines” (Massachusetts Curriculum Framework for Mathematics, 2011, p. 17).

A Balanced Approach Connects Literature with Math & Science

content related fiction & picture books informational text at a variety of reading levels articles from current newspapers & magazines

A print-rich classroom illustrated word walls content anchor charts

Daily writing about math and science observations, opinion pieces, explanatory text, procedures

Daily and Weekly Math

frequent skills practice for fluency problem solving with a partner communicating strategies instruction in line with Common Core State Standards

Science pose a question; design & conduct and investigation;

evaluate the results; revise as necessary research and apply new information record and communicate to others instruction in line with Next Generation Science

Standards

Highlights Hands-on and Minds-on

Equity in learning

Variety of learning and assessment methods

Meets Common Core Standards for Math and ELA

Meets Next Generation Science Standards

Hands-on and minds-on

“Becoming a scientifically

literate person requires the

ability to do, and an

understanding of scientific

inquiry” (Vasquez, 2008, p. 13).

“Asking students to talk about

mathematical concepts,

procedures, and problem

solving helps them understand

more deeply and with greater

clarity” (Chapin, O'Connor, &

Anderson, 2009, p. 7).

Equity in Learning Content is accessible for all students through

multiple approaches texts read aloud internet resources audio/video content assignments follow principles of Universal Design

Students demonstrate mastery of content and skills in a variety of ways written work presentations using music, art, drama groups, partners, independent in class and at home

Inquiry and Problem Solving Answer the questions “I Wonder…” and “What

would happen if…”

Students develop research, critical thinking and effective communication skills

Balance of independent, partner, small group and whole group settings to encourage collaboration and respectful discourse

Synthesize information from multiple resources

Balanced Assessmentbefore, during and after

Talking

productive class discussions

respectful

discourse an opportunity to

hear multiple points of view

support conclusions with evidence

Drawing & Writing

math & science journals

document thinking, reasoning, changes of opinion

designed to identify misconceptions, reasoning, changes in understanding

Traditional

homework assignments

exit tickets

quizzes pre- and post unit

assessments

final projects

“Children are born investigators. In the early years

of life, children engage in and develop their own

ideas about the physical, biological, and social

worlds and how they work and, thus, can engage in

scientific and engineering practices beginning in

the early grades” (Pratt, 2012, p. 9).

Kindergarten A General Educator, Special Educator and

Paraprofessional for each classroom

An ELL Educator for each grade level

15 students per class in grades K1 & K2

Predominantly play-based curriculum

Guided inquiry, some student led inquiry

Explicit instruction is scientific method and mathematic foundational skills

ElementaryGrades 1 - 6

A General Educator and Special Educator for each classroom

An ELL Educator for each grade level

18 students per class

Project Based Learning

Guided and student led inquiry

Learning Environment Location of the school is optimal for outdoor

learning: garden, stream, forest, wetland etc.

Design of the school is conducive to large scale projects, demonstrations, parent workshops and science fairs

Materials for all subjects and grades are organized, replenished and available for immediate use

Support Systems For the classroom

For the school

For the teachers

For the families

Classroom Support Planning time with co-teachers and facilitators

A Science facilitator per 2 year grade span

A Math facilitator per 2 year grade span

A Literacy facilitator per 2 year grade span

Mentor teachers identified and utilized - have additional planning time and stipend

Student support specialists: OT/PT, Psych, SLP

Administrators

Well informed and well educated

Enthusiastic about sharing personal interests in math or science with students

Proactively maintain a positive, professional, atmosphere that encourages staff retention

Ensure the school and teachers have current, relevant curricula, technology and supplies

Community Support Provide parents and the community with

resources to encourage participation Ongoing series of parent workshops where community

members are involved in providing the training to parents

Incentives, translation services, childcare, refreshments, transportation, materials and school resources

Homework resources: internet access, basic supplies, incentives for involvement

Encourage parents and community members to share areas of interest in math or science with each other and their child’s classroom

Professional Development Continuous and aligned with current

frameworks and learning theory

Collaborative, relevant, active, engaging and timely

Identify and utilize grade level experts

Considers broad needs and varied backgrounds and learning styles of teachers

All school, grade level, teaching teams and/or individual training provided

TIMETIME

TIME

TIME

TIME

TIME

TIME TIME

Lots and Lots of…

ReferencesChapin, S., O'Connor, C., & Anderson, N. C. (2009). Classroom discussions: Using math talk to help students learn, k-5 (2nd ed.). Sausalito, CA: Math Solutions.

Massachusetts curriculum framework for mathematics grades pre-kindergarten to 12: Incorporating the common core state standards for mathematics. (2011, January). Retrieved July 21, 2013, from http://www.doe.mass.edu/frameworks/math/0111.pdf

All standards, all students: Making the next generation science standards accessible to all students. (2013, June). Retrieved July 21, 2013, from http://www.nextgenscience.org/sites/ ngss/files/Appendix%20D%20Diversity%20and%20Equity%206-14-13.pdf

Pratt, H. (2012). The NSTA reader’s guide to a framework for K–12 science education practices, crosscutting concepts and core ideas (Expanded ed.). Retrieved from http:// learningcenter.nsta.org/files/PB326X.pdf

Vasquez, J. A. (2008). Tools & traits: Highly effective science teaching K-8. Portsmouth, NH: Heinemann.

Venn diagram of practices in science, math, & ELA. (n.d.). Retrieved July 21, 2013, from Nsta.org website: http://nstahosted.org/pdfs/ngss/PracticesVennDiagram-BandW.pdf