1 / 34

Metro

STEM Early College Lottery. Metro. At Metro, STEM means …. Inquiry Critical Thinking Communication Active and Responsible Decision-Maker Engaged Learner Collaborator. STEM is about inquiry and delivery—not curriculum S trategies T hat E ngage M inds— ncsmt.org.

mizell
Télécharger la présentation

Metro

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. STEM • Early College • Lottery Metro

  2. At Metro, STEM means … • Inquiry • Critical Thinking • Communication • Active and Responsible Decision-Maker • Engaged Learner • Collaborator STEM is about inquiry and delivery—not curriculum Strategies That Engage Minds—ncsmt.org

  3. A class; .25 credits per year 90 minutes per week • Multi-age groups (grades 9-12) • Adult Advocate for each student • Service Learning • Personal Awareness and Growth • Academic Progress • Roundtable • Gateway Extending the Content—through advisory Advisory- Supporting the Academic Content Advisory Design Challenges

  4. Metro’s Graduation Data

  5. Metro Student Achievement • ACT—school wide average composite 24.5 • State of Ohio average composite 21.8 • 2011 Metro composite 24 • 2010 Metro composite 23.3

  6. Metro Demographics Fall 2011 • 30% Free and Reduced Lunch • 14% Identified Special Needs

  7. Mastery Learning A Mastery B Performance Performance C WIP D F Time Time 120 120

  8. What does Mastery Look Like? • Expectations for learning are the same for all students. • Time is flexible; Performance is not • Standards guide instructional decisions at the classroom level. • The focus of instruction is on student learning. • Students may repeat courses, or work on independent studies/short term extensions on content they did not master. • Paper and Pencil Tests—Using QualityCore Standards • Common Midterm Exams • Guided Practice/Individual Practice • End of Course Exams • Design Challenges—Using QualityCore Standards • Trans-disciplinary • Real-World Context • Formative Strategies Frequently in each class • Literacy Design Collaborative—College Ready Tools

  9. Short Term/Mini-Mester

  10. High School Courses/College Access

  11. Short Term/Mini-Mester Schedules Year One Student Year Two Student

  12. Learning Centers

  13. Possible College Access Schedule

  14. Alignment of Courses for Career and College Readiness Alignment to standards—not curriculum Acceleration and Remediation as needed Progress with Middle and High Achievers

  15. Design Challenges Design Challenge/Project Development Template is an integration of work by Wiggins and McTighe, the International Center for Leadership in Education, Robert Marzano and David Conley.

  16. Demo Structured Inquiry Guided Inquiry Open Inquiry Question Teacher Teacher Teacher Learner Procedure Teacher Teacher Learner Learner Results Teacher Learner Learner Learner The Inquiry Continuum - Douglas Llewellyn, Inquire Within

  17. Differentiation in Design Challenges Content-What a student needs to learn Process- What a student engages in to master the content Products- What a student produces to show application and extension of content

  18. Schedules/Flexible Time • Master Schedule • Annual Calendar • Daily Schedule

  19. Trimester Schedules Year One Student Year Two Student *Recovery Classes for students who did not achieve mastery the first time

  20. Third and Fourth Year Schedules Highly Personalized • OSU classes • Finish High School Credit Requirements • Art • Wellness • Internship • Research class—at a learning center (COSI, Franklin Park, Westerville City Schools, Mid-Ohio Food Bank)

  21. Phases of Design: An Integrated Approach to Project Development • Cross Curricular Content Integration • Math, Science, English, Art, Social Studies, Spanish, Chinese • Framed by the Greater Columbus Context

  22. Step One Determining Design Challenge focus • Two topics presented to Staff as options for 2nd semester Design Challenges: • The Millennium Development Goals with a student exhibition in March • www.un.org/millenniumgoals/ • The Olympics, with student exhibitions in May

  23. Step Two: Dividing in Design Teams • 1.) Each Staff member came to staff meeting prepared to answer: • For each Design Challenge Topic, something students could create or produce that is relevant to my content and the Design Challenge Context is: • *instead of—not in addition to • A way that at least two other content areas could tie into my proposed products is: • 2.) Each teacher individually decided on ONE of the two design groups • 3.) Fishbowl protocol for both design groups—lots of accountability; little risk

  24. Plans for each challenge • Millennium Development Goals • Global Partnership—Fair Trade • Coffee—Partnership with Local Coffee Company • Chemistry, World Studies, English 10,11,12, Economics, IED, Government, Algebra 2, Biology, Environmental science • A Fair Coffee Fare • Olympics • Metro Games (advisory field day) • Physics, Geometry, Pre Calc, Art, Trig, Calculus, Wellness, English 9 • New games to be played at Metro Games—with design constraints from each content area • Time for teachers

  25. Project Development Overview Theme – the cross grade level hook. Enduring Understanding – The understanding that students will take forward from the work developed that will make a difference in the way that they make decisions or how they see the world. Essential Questions – Questions that enable students to make the connection between the content that they are studying and the enduring understanding. Essential Questions lead to the Enduring Understanding Local Context Application – What makes the question relevant to the student and/or the situation in which the project will be deployed?

  26. Project Management 9 Components Scope – the processes to insure that the work is successfully defined and controlled Time – defining activities, putting them in sequence, making duration estimates, and developing the schedule Cost – resources planning, budgeting, etc. Quality – insuring that project meets it quality objectives (rubric) Human Resources – all of the necessary processes to handle how the team will work, develop, & organize themselves Communication – performance reporting and information distribution Risk – involves all the procedures to handle the project risks, such as identification, analysis, risk response, risk monitoring Procurement – the procedures used to handle equipment and materials used/needed Integration – how will the processes work together?

  27. Roles in a Project Project manager - manages (is responsible for) the resources, including time, people and money, with the goal of excellence around success of the project Relationship manager - manages the opportunities the relationship can bring, not just to this project, but to others that spawn from it.  Also manages the client through the project. Logistics Manager—manages (is responsible for) planning and coordinating resources, and schedules Principle investigator - focuses on (is responsible for) the content of the work – is the subject matter lead Roles are fluid based on the size of the groups, the design of the challenge, and the content area expertise that is needed to successfully complete the challenge.

  28. Instructional Practices and Professional Development Weekly Updates highlighting best practices and introducing a strategy Embedded Professional Development at Weekly Staff Meeting Clear Learning Targets for staff and students Instructional Rounds

  29. Instructional Design and Identity Influence Assessment • Project Based Learning • Expeditionary Learning • Discovery Learning • Multiple Intelligences Approach Learning • Inquiry Based Learning • Performance Based Learning • Constructivist Learning • They all begin with backward design.

  30. Using Data 1. Map the Value Added and Achievement Data • Reflect on course scope and sequence 2. Assessment • Multiple Methods • Common Assessments • Nationally normed, locally normed, and Teacher created 3. Instructional Practices • What is the administration doing • What are the teachers doing

  31. Innovation at Metro • Systems/Structures • Mastery • Trimesters • Mini-Mester • Information capture and delivery • Basecamp • TaskStream—PreCalculus • TaskStream—World History • Meeting with staff and students • Adobe Connect • Trans-disciplinary Design Challenges

  32. Adobe Connect

  33. Adobe Connect

More Related