Mathematics and Science Partnership (MSP) Colleton County Middle School and Clemson University Department of Mathematical Sciences PDI 2 Professional Development for Integrated Inquiry Science  Technology  Engineering  Mathematics

THE MSP grant is designed to:  Increase teacher content knowledge in math and science.  Improve student learning in math and science while decreasing subgroup score differentials.  Improve teacher knowledge of interconnectedness among STEM disciplines. Morning Team Building Activity CSI: What do footprints at the scene of the crime say about the perpetrator? Afternoon  Job-A-Likes: Tools, Engineering, Literacy  Formative Assessment  Grade Level Groups: STEM Interconnectedness

Team Building Activity The Five Tribles Objectives: To build inclusion. To share current feelings. To help build a feeling vocabulary. How do you feel about STEM at Colleton County Middle School in ?? From Tribes by Jeanne Gibbs

Crime Scene Investigation

CSI: Anatomy of the Human Body Pre-Assessment Discuss with your team: What is meant by a body system? What is an organ? Make a table showing major body systems and organs that work together when fleeing a crime scene. Body SystemOrgans

Project Based Learning: Lengthy Relationships Engage and Explore A body has been discovered in the room across the hall. Two sets of footprints are at the scene. Investigators have matched one set to the victim. The other set may belong to the perpetrator. What can investigators deduce from this evidence? What can be learned from the sets of footprints?

Project Based Learning: Lengthy Relationships Create and Apply Is it possible to determine height from footprints at a crime scene? Develop a plan together. Implement the plan and collect the data.

Project Based Learning: Lengthy Relationships Analyze and Revise In your team: Determine each team member’s stride. Estimate each team member’s height using the ratio. Compare estimated height to actual height. Revise your data collection process as needed. Go to the crime scene and use your method to estimate the height of the perpetrator.

Project Based Learning: Lengthy Relationships Present and Reflect What is your team’s estimate of the height of the perpetrator? How can this activity be revised for your grade level? How can cross-disciplinary connection be made with this activity? How was the engineering design cycle used? Was this a project or project-based learning?

Tools-Engineering-Literacy Math teachers will research and review math tools and games. Science teachers will investigate engineering in new standards and plan implementation in lessons. Social studies and ELA will review content connections that promote literacy in ELA standards. *** All groups will present their findings on Thursday.***

Assessment Formative  embedded into the lessons (on-going)  provides information to the teacher for instructional decisions  provides information to the students about their own learning Summative  provides additional information about student learning  can be evaluative in nature  provides information to a broader community The practice of formative assessment may be the most significant single factor in improving student achievement, particularly low- achieving students. Black, P. and D. Wiliam. (1998). Assessment and Classroom Learning. Educational Assessment: Principles, Policy, and Practice. 5 (1): 7-74.

Yes or No? Are the data sets proportional? Explain your reasoning. Do not put your name. Commit and Toss Strategy (5, 15) (3, 9) (2, 6) (8, 24)

Formative Assessment Math and Science Formative Assessments Each group will:  become experts on a formative assessment strategy.  develop an example of a way to use the strategy in a lesson.  teach the strategy to colleagues.

House Branding What elements will you include in your branding package? What STEM-based activity will you use to kick off your house brand at the beginning of the year? Be prepared to present your brand and activity on the last day of the institute. STEM Units Review each unit, considering the strengths and weaknesses of each unit. Make a poster for each unit representing the “keepers” and the suggested revisions. How is the CCMS Engineering Design Cycle being used in each unit? Is project-based learning represented in your unit?

Reflection Where are you with implementing effective formative and summative assessment in your classroom? Complete the survey.