MST Inclusive. 8 th Grade Jessica, Laurie, Melissa and Missiy
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1 MST Inclusive 8 th Grade Jessica, Laurie, Melissa and Missiy
2 Why are we here? Proposal: A new type of classroom: MST Goal: We want to prepare students for the future by engaging them in real life problems to connect them to the community in and out of school. The students will be encouraged to use reasoning skills and problem solving skills to think outside the box in order to solve these problems.
3 Understanding of MST and integrated Engage students Linking ideas together The process of inquiry is trying to explain the different observations made about the world around us. learning An idea is only a fact until it can be disproved. Making connections Science is not a rule- bound system that is guided by specific procedures and check. Rather science is full of check and balances, ideas are continually being reviewed and revised through math and technology. Science and math is full of false starts and dead ends that can lead to new ideas.
4 A blend of Ideas and Skills
5 The educational benefits for the students In school, you re taught a lesson then given a test. In life, you re given a test that teaches you a lesson. Tom Bodett Prepare students for a world that has not been invented yet. The idea of an inclusive education engages students in authentic exploration that will promote reasoning and problem solving.
6 It has been tried! Massachusetts is the top ranked state in the USA according to the Science and Engineering Readiness Index (SERI) with a score of 4.82 The US average is New York State is above average with a score of 3.94 but Massachusetts has made the investment in Math, Science and Technology education with excellent results.
7 World Math and Science
8
9 MST Standards Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions. Standard 2: Students will access, generate, process, and transfer information using appropriate technologies. Standard 3: Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry. Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. Standard 5: Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs. Standard 6: Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning. Standard 7: Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.
10 The impact the change will have on the Math, Science and Technology curriculums STEM FACTS An inclusive definition and use of the term STEM education by federal and state programs that is not limited to only math and science, but also embraces engineering and technology, and broadly encompasses related STEM fields and their unique needs. Balanced approach to the use of both competitive and formula-based funding mechanisms to promote STEM related educational innovation activities A strong emphasis on hands-on, inquiry-based learning activities, such as learning about the engineering design process, working directly with STEM professionals through internships, and participating in field experiences and STEM-related competitions. Integration and alignment of K-12 and higher-education programs and initiatives with workforce needs. Public-private partnerships and incentives that promote business and industry engagement in STEM education activities at every level.
11 Problem Based Learning Problem Based Learning (PBL) is an inquiry based learning style. Inquiry based- students discover new knowledge for themselves Real world, engaging problem is presented and students lead the way! Teacher acts as a facilitator by providing materials and resources, asking questions to focus students on task
12 Our Plan
13 Team Orange Team Red Team Green Team Violet
14 Faculty changes New Technology teacher All of the technology teachers have full schedules. A new teacher will collaborate with the MST team and also the technology team. Schedule changes: Co-teaching with 2 colleagues including the same planning periods Each MST class will be 2 periods long
15 Teacher Schedule Period Day A Day B Day C Day D Day A 1 MST MST MST MST MST 2 MST MST MST MST MST 3 Planning 4 Planning Planning Planning Planning Planning Planning Planning Planning Planning 5 Lunch 6 MST MST MST MST MST 7 MST MST MST MST MST 8 Flex time Flex time Flex time Flex time Flex time
16 Student changes Student teams The Green team student schedule will slightly vary from the other teams Schedule changes Students will have 2 periods back to back of MST
17 Period Day A Day B Day C Day D Day A 1 MST MST MST MST MST 2 Group A 3 ELA S.S ELA S.S ELA 4 S.S ELA S.S ELA S.S 5 Lunch 6 PE Elective PE Elective PE 7 FL FL FL FL FL 8 Elective Study Hall Elective Study Hall Study Hall Period Day A Day B Day C Day D Day A 1 PE Elective PE Elective PE 2 FL FL FL FL FL 3 S.S ELA S.S ELA S.S Group B 4 ELA S.S ELA S.S ELA 5 Lunch 6 MST MST MST MST MST 7 8 Elective Study Hall Elective Study Hall Study Hall
18 Example Unit
19 Problem Has anyone tried to get to Walworth, Ontario or Fairport lately? How about the Log Cabin? Has anyone s school bus route changed recently? Problem: Within our school district, 3 major bridges across the Erie Canal have closed. Bridge architects have asked the public to come up with cost effective, efficient, strong bridges to replace the old bridges. As a concerned citizen, you will come up with plans to create the best bridge and test a scale model of your design.
20 Teacher Role When creating the unit, the MST teachers will be collaborating so that the unit will have components of each discipline Planning will include scheduling trips to bridge sites, meetings with bridge architects, other community members The teacher will be the facilitator/coach while the students lead their own exploration Being a facilitator means providing materials and resources necessary for the students
21 Student role The students will work in groups to design their own miniature bridges They will be taking the information they have been gathering through their research to come up if their own ideas on how to create the bridge They are encouraged to use their own ideas and the ideas of their group members The desired outcome is to have the student use reasoning and problem solving skills learned from the MST class and combine them to create a bridge that holds the most weight The students will have to take in to consideration outside factors such as the weight of trucks, the weight of people, and the weather conditions
22 Faculty opposed to MST class design The MST classes are giving the students real world examples of things they will use and see beyond their schooling years. The MST will not make their job harder. It will not only benefit their students in the long run with reasoning skills that allow for higher order thinking Teachers get to collaborate, gathering new ideas and perspectives After trying it a year, we will be able to compare scores and the progress that it made and go from there.
23 Conclusion We are passionate about this classroom model We believe that this is an effective way to prepare students to problem solve and reason in a world that is ever changing.
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