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EDCI 614 August 27th, 2013
Transcript of EDCI 614 August 27th, 2013
M.Ed. Teacher Leadership:
Special Studies in STEM Education
EDCI 614: Developing a Professional Portfolio
University of Maryland
Instructor: Amy Green
designed by Péter Puklus for Prezi
STEM & STEM Education
Bybee, R.W. (2010). Advancing STEM education: A 2020 vision. Technology & Engineering Teacher, 70 (1), 30-35.
August 27th, 2013
What is STEM?
NGSS lesson plan
1) choose a PE for your grade level/grade band
2) design a 5E lesson plan to meet the PE
3) lesson must reflect MSDE STEM SOP
4) include a one-page description of your lesson, how it will help students meet the NGSS PE and the STEM SOP
Individual / group work time
Use the time to:
troubleshoot your blog
work on your group presentation
Due next week: 9/3/13
Blog post: What/Why STEM? STEM ED?
Readings for next portfolio session 9/10/13
Donovan & Bransford, (2005).
How students learn: Science in the classroom: Introduction pp1-26.
Group Presentations PLNs due 9/10/13!
Elementary & Secondary Education Act
A little background Information....
A historical look at education reform policy
Discussion: Maryland State Department of Education: STEM & Bybee's Advancing STEM Education: A 2020 Vision
Individual & group work time
National Defense Education Act (NDEA)
"To help ensure that highly trained individuals would be available to help America compete with the Soviet Union in scientific and technical fields, the NDEA included support for loans to college students, the improvement of science, mathematics, and foreign language instruction in elementary and secondary schools, graduate fellowships, foreign language and area studies, and vocational-technical training."
"No Child Left Behind is designed to change the culture of America's schools by closing the achievement gap, offering more flexibility, giving parents more options, and teaching students based on what works."
Race to the Top
President Obama, Secretary of Education Duncan Announce Race to the Top
“Providing a high-quality education to every young American is vital to the health of our nation’s democracy and the strength of our nation’s economy. In a 21st century world, education is no longer just a pathway to opportunity and success – it is a prerequisite”
(The White house, Office of the Press Secretary, 2009)
Designing and implementing rigorous standards and high-quality assessments, by encouraging states to work jointly toward a system of common academic standards that builds toward college and career readiness, and that includes improved assessments designed to measure critical knowledge and higher-order thinking skills.
Attracting and keeping great teachers and leaders in America’s classrooms, by expanding effective support to teachers and principals; reforming and improving teacher preparation; revising teacher evaluation, compensation, and retention policies to encourage and reward effectiveness; and working to ensure that our most talented teachers are placed in the schools and subjects where they are needed the most.
Supporting data systems that inform decisions and improve instruction, by fully implementing a statewide longitudinal data system, assessing and using data to drive instruction, and making data more accessible to key stakeholders.
Using innovation and effective approaches to turn-around struggling schools, by asking states to prioritize and transform persistently low-performing schools.
Demonstrating and sustaining education reform, by promoting collaborations between business leaders, educators, and other stakeholders to raise student achievement and close achievement gaps, and by expanding support for high-performing public charter schools,
reinvigorating math and science education, and promoting other conditions favorable to innovation and reform.
The Race to the Top emphasizes the following reform areas:
• NGSS Writing Team Leader
• Chair of the Science Forum and Science Expert Group
• Questionnaire Panel Consultant for Program for International Student Assessment (PISA) 2006.
• Executive Director of the Biological Sciences Curriculum Study (BSCS), a non-profit organization in Colorado Springs, CO that develops curriculum materials, provides professional development for the science education community, and conducts research and evaluation on curriculum reform (until 2007).
• Executive Director of the National Research Council’s (NRC) Center for Science, Mathematics, and Engineering Education (CSMEE), in Washington, D.C.
• Participant in the development of the National Science Education Standards, (1985-1995)
• Chair of the content working group of National Science Education Standards (1992–1995).
Rodger W. Bybee
STEM & STEM Education
STEM education is an approach to teaching and learning that integrates the content and skills of science, technology, engineering, and mathematics. STEM Standards of Practice guide STEM instruction by defining the combination of behaviors, integrated with STEM content, which is expected of a proficient STEM student. These behaviors include engagement in inquiry, logical reasoning, collaboration, and investigation. The goal of STEM education is to prepare students for post-secondary study and the 21st century workforce.
Explain the “silo-ed” approach to considerations of STEM education.
How does this compare with the vision of STEM education reflected the the MSDE documents?
Bybee (2012) argues that “[a]dvancing STEM education presents several significant challenges” (p.31).
What are the challenges that he points out? Do you agree with his perspective?
What other challenges potentially impede the realization of STEM education?
Bybee suggests that context-based STEM education could be a solution to the challenge of introducing STEM-related issues into curriculum.
What does he mean by “contexts” and how does context-based education compare with current traditional approaches.
Describe Bybee’s (2012) curricular theory of action of “[u]sing model instructional units as the basis for introducing an integrated approach to STEM education” (p.33).
How do the charts in figures 1 and 2 (Bybee, 2012, p. 32) work together according to his theory of action?
In your group, chose a gradeband and develop an example of a unit that would support Bybee’s curricular theory of action for STEM education. Use the contexts and competencies in figures 1 and 2 to guide your example.
1) How do the NGSS compare to current science standards?
2) How might NGSS support STEM ed?
3) What would implementation of NGSS look like?
Guidelines for Blog Pots:
Minimum of 500 words
Informed by class discussion & readings
use APA citation
10 points each
2) PLN Rubric?
A little more information
Portfolios must demonstrate evidence in the following areas:
Knowledge of [STEM] subject matter
Knowledge of Curriculum
Knowledge of Learners
Knowledge of Educational Goals and Assessment
Knowledge of Social & Cultural Contexts
Knowledge of Pedagogy