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Cheryl L. Ward, Ph. D.

Professional Development for 21 st Century Teachers Instituting a STEMM Professional Development Program . Cheryl L. Ward, Ph. D. "If reform efforts do not involve changing of the 150 year old educational delivery system , it is not reform.......it is just reorganizing the chairs". .

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Cheryl L. Ward, Ph. D.

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  1. Professional Development for 21st Century TeachersInstituting a STEMM Professional Development Program Cheryl L. Ward, Ph. D.

  2. "If reform efforts do not involve changing of the 150 year old educational delivery system, it is not reform.......it is just reorganizing the chairs". 

  3. Who is sitting in those reorganized chairs today? Today's learners are not the ones our schools were designed or teachers were trained to teach. Marc Prensky, Thought Leader in Education Masters in Teaching, Yale  / MBA Harvard University

  4. Who are our teachers and what are their learning needs?

  5. 21st Century Teachers! • High level of content knowledge-highly qualified • High level of pedagogical knowledge for 21st century students • Technology and digitally literate

  6. National Math and Science Initiative • Test data and experience indicate that, with some remarkable exceptions, even intensive professional development is a failed experiment that cannot make up for the poor quality of the teachers' own STEM educations. • The science community needs to participate directly in improving teacher education programs. Scientists should work to help develop STEM teacher education programs that are rigorous and relevant for teaching students who have grown up in the Internet era. 21st century skills!!!!

  7. Heritage Foundation Report-June 2009 • Improving US Competitiveness with K-12 STEM Education and Training • Strengthen the quality of elementary and secondary teacher workforce, particularly in STEM subjects • Reform traditional public school systems to encourage greater innovation and superior instruction • Aggressive reforms to change the governance of the traditional public school system

  8. Strengthen the quality of elementary and secondary teacher workforce, particularly in STEM subjects • Industry involvement---partnerships, inform instruction and assessments • Financial flexibility for provide differential pay and performance bonuses • Treat as a professional learner, provide TIME, and innovative ways to learn • Provide data on “quality”-value add, formative learning

  9. Reform traditional public school systems to encourage greater innovation and superior instruction • Reform traditional public schools—WOW not an easy task • Innovative schools like charter, online and more choice • INNOVATION?? How do we do this in schools?

  10. Innovation • President Obama’s call for “innovative work” at the state level to promote math and science education. • PA STEM Initiative calls for “innovative ways to involve students in STEM programs” BUT Innovation is inefficient and disruptive—we don’t tolerate inefficiency or disruption! Innovation means mistakes, iteration, and NON-perfection!

  11. System Innovation

  12. Sustaining Innovation Disruptive Innovation

  13. Innovative change-Exponential Learning Path Incremental versus EXPONENTIAL LEARNING

  14. Innovative change-Curriculums • Focus is on solving math and science problems with language arts integrated as a tool for report writing or reading of science-related literature. • Multi-disciplinary problem-based learning (differs from project-based) • Using curriculum to arrange content for problem solving in science, math, engineering and technology

  15. Identify your curriculum Applied Skills Critical Thinking/Problem Solving Oral Communication Written Communication Teamwork/Collaboration Diversity Information Tech Application Leadership Creativity/Innovation Lifelong Learning/Self-Reflection Professionalism/Work Ethic Ethics/Social Responsibility Basic Knowledge/Skills English Language Reading Comprehension Writing in English Science Math Government/Economics Humanities/Arts Foreign Languages History/Geography Are They Really Ready to Work?

  16. Standards VS STEM Or any innovative teaching methodology

  17. How does STEMM happen in a Standards Environment? • Project, Problem and Process-based learning • Shift from content silos to trans-disciplinary approach • Crafting and measuring performance expectations through a variety of assessments: knowing and doing loop

  18. Assessment is a huge issue in STEMM PD How is student progress measured in a problem-based environment?

  19. Cleveland MC 2 Stem SchoolStudent progress is assessed in a mastery system. Mastery means that the student has articulated in MULTIPLE WAYS that they are confident and qualified to move on to the next level of work. Students are given consistent feedback about their growth and are assigned grades according to their performance against the benchmarks and standards.

  20. 21st Century Teachers! • High level of content knowledge-highly qualified • High level of pedagogical knowledge for 21st century students • Technology and digitally literate Content Knowledge—Pedagogy—Technology Curriculum, Assessment, Instruction

  21. TPACK Technological Pedagogical Content Knowledge “A wicked problem!”

  22. Inspired Learning Reflection Guide Initial impressions to seed your thinking Master of classroom strategies, application of learning theory, differentiation techniques, grading practices Masterful 21st century classroom focused on essential learnings, applying good learning theory supported by technology Engagement in the classroom using technology, but activities stray away from essential learning or lack relevance Masterful 20th Century classroom with strong content and good application of learning theory Exciting but disconnected Good but dated Modern but limited Master of the content in the subject area earning the designation “highly qualified” Master of information technologies and able to support use both by students and other staff Use of technology to enhance exploration of content, but incomplete application of learning theories and pedagogy

  23. 21st Century PedagogyMore than just cultural change….

  24. Professional Development for 21st Century Teachers Changing the DNA of Teachers! • Self-directed 21st Century Learners • Self-motivated, intrinsically driven • Exponential Learners

  25. "One of the most important cultural shifts that must take place if schools are to perform as professional learning communities involves a shift from a primary focus on teaching to placing the primary focus on learning." -Professional Learning Communities at Work Grounded in research: Wiggins, McTighe, Marzano, Bloom, Guskey Core teaching and learning: curriculum, assessment and instruction Focused on teacher learning in a new way: self-directed, self-assessed, self-paced, customized

  26. Model the learning we expected in the classroom Promote pre-assessment, using data for individualization, self-assessment, self-prescribed Topics: PLCs, Standards-Based Learning, Mastery Learning, Assessment FOR Learning, Differentiation/Instructional Strategies for Learning --Foundational Concepts THEN Problem-based Learning, Content Based Topics (math, science, etc)

  27. Learn Apply and Do Discuss and Reflect Re-Design

  28. Pre-Assessment Decide where you are Create your path Extend your learning

  29. REFLECTION! Wiki—Everyone can read the reflections of others VERY POWERFUL! http://plcsforcai.pbworks.com/

  30. So we not only rearranged their chairs…we let them pick their own chair, bed, recliner etc for learning! Learning was on their own time, own terms, own direction! They began to ask for what they needed! Consider these statements from teacher reflections: I need more content support in math. I really don’t know much about problem-based learning although I have taught in that model I hope we can work together to create units on energy with common assessments. Let’s make sure we use our industry partner to talk about the type of assessments that support industry standards.

  31. Instituting STEM PD • Analyze your learners to customize the PD • Are the needs in the area of content, pedagogy, • or technology? • Should the needs focus on curriculum, instruction, • or assessment? • Create ongoing, embedded PD • Access industry experts, universities, partners • Provide opportunity for collaboration and reflection • Expect learners to be self-directed and develop own paths toward exponential type learning • Allow innovation- accept disruption

  32. Let’s not just re-organize the chairs! Let’s redesign the chairs!

  33. Chair converts to a scooter

  34. Story-time Chair

  35. Cave Bookshelf Chair

  36. Thanks! Cheryl L. Ward, Ph. D cward@uakron.edu chward@windstream.net440 417-2997

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