1. Interactive quality learning for your students, and A mutual support network for 7/8th grade Gary Science and Math Teachers The NISMEC Group - Introductions Gordon Berry, Joe Bellina, Cheryl Periton, Pat Chrenka STEM teachers at Gary CSC Banneker Achievement Academy Karen Augustyn and Robbin Edmond How can we enhance student learning In YOUR math and science modeling classes (and in all Gary CSC classrooms?) Meeting: at Banneker Achievement Academy, Gary – Saturday, 19 March 2016 Indiana Commission for Higher Education

2. Are all your science and math classes Satisfying, Intentional and Problem-Solving ( SIP ) for all your students? The SIP principle [Satisfying, Intentional Problem-Solving] describes an effective classroom which uses these characteristics to reach the goal of quality intellectual student work. Satisfying: Quality intellectual work which is engaging, intrinsically rewarding, and develops competence and confidence for the student Intentional: Students constructing models and strategies leading to the students’ realization that they are building competence Problem-solving: Students developing their own progress milestones, accomplishing them and explaining their own achievements. NOTE: The same principles apply to EFFECTIVE Teacher Professional Development! Every Class – Every PD session

3. What do we mean by “Modeling”*? Concept Or idea Picture MULTIPLE! In modeling, the students start with a “physical system” and then use several “representations” to come up with a “mental model.” They are not just symbolic links, they are real learning links utilized to make the mental model.

4. An Effective WhiteBoard Session - Communicating, Conversing, Complimenting

5. The effectiveness of the Modeling Classroom An analysis of testing data – as published on the AMTA website

6. The Guided Inquiry/Modeling Classroom: Guided Inquiry strategy is an underlying meta-lesson plan that is followed closely, with clear student and teacher norms and expectations. Within that structure, students have the freedom to investigate with guidance from the teacher. A visitor to a classroom needs to know the part of the Guided Inquiry strategy the students are using. These classrooms can be noisy and appear chaotic as the students are busy working with each other.

7. Some important teacher expectations: Teachers engage students in learning rather than delivering instruction. Activity Before Concept (ABC): start concrete, then move to the abstract. Vocabulary is developed from experience and not simply memorized. Student-centered classroom means: – Meaningful student-student talk time > teacher- student talk time > teacher talk time. The teacher avoids telling, rather guides with productive questions. Naturally occurring student interest encourages reading, writing, drawing, listening, and speaking, i.e. the language arts. Teachers embed mathematics whenever possible to describe and analyze observations.

8. Modeling Example #1 A density experiment American Workers Rank Last In Problem-Solving Skills With Technology by Michael Grothaus 03.10.16 ………"This is the only country in the world where it's OK to say 'I'm not good at math.' That's just not acceptable in a place like Japan," Stephen Provasnik, the U.S. technical adviser for the International Assessment for Adult Competency, told the Journal…………… ________________________________________________________________________

10. S ymbolic Understanding & Representation C oncrete Understanding & Representation P ictorial Understanding & Representation The dynamic C-P-S Principle Deep STEM Understanding

11. Automaticity As a result of meaningful repetition – not rote Authentic & Engaging Appropriate Respects Learner’s Developmental Stage Learning from each other by DOING Deep STEM Understanding

12. Building a Teacher Learning Community – GARY TLC Teaching can be a solitary activity – you in your classroom. Research shows that collaboration with both peers and mentors can have a huge impact on both teacher morale and learning outcomes for students. We want to help you build a mutually supportive community. HOW? Facilitating meetings between groups of teachers Using video to record lessons that can be shared with mentors and peers

13. Why video? It allows for collaboration and mentoring, even if an observer cannot be physically present in the classroom. It allows for objective discussion based on fact rather than ‘memory’. Discussions can be focused. It allows the teacher to reflect on their own practice. Can be used for lesson study model enabling teachers to mutually plan and evaluate. How will it work? A teaching session (or part of one) is recorded on a tablet and uploaded. The teacher annotates reflections at key points. The observer responds to questions and reflections, and asks their own questions in a mutually supportive environment.

14. The Essential ABCs of Learning Always Build Competence (Confidence) Always Be Connecting Always Be Conversing

15. Who is doing the thinking and learning? Who is making connections? Contacts: Gordon Berry: hgberry@nd.eduhgberry@nd.edu Joe Bellina: inquirybellina@comcast.netinquirybellina@comcast.net Cheryl Periton: cperiton@saintmarys.educperiton@saintmarys.edu Pat Chrenka: phchrenka@sbcglobal.netphchrenka@sbcglobal.net NISMEC: http://www3.nd.edu/~nismec/nismec11.htmhttp://www3.nd.edu/~nismec/nismec11.htm Reflecting on today’s session