Project Lead The Way PLTW Elementary.

Project Lead The Way PLTW Elementary

65 percent of scientists and graduate students in a 2010 study stated that their interest in science began before middle school Let’s frame the problem Business leaders, policymakers, educators frequently talk about the innovation and skills gap between the US and other nations. Many of us are very familiar with the challenges that we face – our slipping place in international ranks on math and science, the rapid growth in STEM jobs (17 percent growth by compared to 9.8 percent for other fields), and the need for critical thinking, creativity, and collaboration in all workplaces. At PLTW, we believe in continuous improvement, and so we consistently ask ourselves asking how we can better prepare students for the global economy? What more can we do? How can we ensure the success of students down the road? And we continued to see data like this --- (Consider having the audience guess the number – it fades into the slide with a click) It’s imperative to begin early in order to close this innovation gap between US and other nations In one study 65 percent of scientists and graduate students stated that their interest in STEM began before middle school. The prime opportunity for capturing minds and sparking a passion in STEM is at a young age Elementary level STEM programs are critical to the United States’ success in becoming leaders once again in the field of science, mathematics, engineering and technology. Students obviously cannot be expected to think critically for the first time in STEM subjects in middle school or beyond if they have not had the opportunity throughout elementary grades to experience STEM. Glory Oljace, author, STEM is Elementary: How Elementary Science, Technology, Engineering and Mathematics Prepares Students to Beat the Gaps! (2012) Why it matters to start earlier – Opens options and opportunities by allowing students to see themselves as capable and confident discoverers and problem solvers. This matters for all students and in particular for young girls and minorities because - Gender stereotypes take root early According to a study in the journal Child Development, girls' and boys' attitudes about math begin to diverge as early as second grade. Introducing more minorities to STEM earlier taps into new perspectives and talents Early exposure to STEM programs is especially important for minority and female students. Moreover, there is a large interest and achievement gap among some groups in STEM, and African Americans, Hispanics, Native Americans, and women are seriously underrepresented in many STEM fields. This limits their participation in many well-paid, high-growth professions and deprives the Nation of the full benefit of their talents and perspectives. (PCAST report) Sources for the statistics on the slide: Sources: R. Tai, C. Q. Liu, A. V. Maltese, and X. T. Fan. (2006). Planning for Early Careers in Science. Science 312(5777):1143–1144. A. V. Maltese and R. H. Tai. (2010). Eyeballs in the Fridge: Sources of Early Interest in Science. International Journal of Science Education 32:669–685.

PLTW Elementary Discussion - Agenda
Proven PLTW model, adapted for new teachers and students What makes a PLTW classroom different? A closer look: Curriculum Professional Development Engaged Network Note – This slide is designed to guide our internal discussions. The

Proven PLTW model, adapted for new teachers and students
Based on audience’s familiarity with PLTW, consider adapting slightly – go into more or less depth as needed: PLTW Elementary model aligns with our proven approach to STEM experiences We employ a consistent PLTW model starting in the earliest stages of a student’s life, setting them up for success at the next level, and ultimately launching them into career: The curriculum is rigorous and relevant Historically, science and math have typically been taught in isolation. As providers of rigorous and relevant STEM education opportunities, we believe in a different approach and offering an integrated activities-, projects-, problems-based curricula to scaffold learning and help children understand how to apply skills to solve problems and think critically about the issues in front of them. PLTW’s world-class, activity and project-based curriculum helps more students develop the skills needed to succeed in tomorrow’s global economy. PLTW courses are aligned with Common Core State Standards for math and English Language Arts, as well as Next Generation Science Standards and are designed to run alongside math and science courses offered by a school Even in Elementary school, as with all of our programs, students learn the Design Process used world-wide. This is the Engineering and Critical Thinking Design Process. Not all of our students are going to be engineers, but this design process is about developing critical thinking.

Based on audience’s familiarity with PLTW, consider adapting slightly – go into more or less depth as needed: At PLTW, we know that teachers are the key driver of successful STEM program, but teachers need support According to PCAST report, teachers lack adequate support, including appropriate professional development as well as interesting and intriguing curricula. Note – when there are teachers in the audience, it is important to emphasize the high-quality training, support of a professional learning community and network (that can also provide support). Elementary teachers may be uncomfortable with the idea of rigorous science and math curriculum: Many elementary school teachers, because of their preparation, tend to view STEM subjects with more trepidation than other subjects, and may shy away from teaching them. This anxiety is often also reflected in schools and colleges of education that prepare teachers. – from Glory Oljace, author, STEM is Elementary: How Elementary Science, Technology, Engineering and Mathematics Prepares Students to Beat the Gaps! (2012) High-quality professional development: PLTW’s unique professional development model is a key differentiator and marker of the curriculum’s success, focusing on preparing teachers with the professional skills necessary to get students engaged in learning the STEM disciplines and focused on seeking out solutions. We set teachers up for success – make it accessible and provide ample support: High-quality Professional Development Similar to our other programs, we apply three phases of PD: Readiness, core, ongoing training We use face-to-face, live-online, on-demand, which we will discuss in more detail Engaged network: Schools have a classroom with a partnership team to create a pathway to results

Based on audience’s familiarity with PLTW, consider adapting slightly – go into more or less depth as needed: Engaged network: PLTW’s engaged network includes leading corporations, philanthropic organizations, and educational institutions coming together to stimulate interest in STEM fields and nurture these competencies. Ensures that curriculum is relevant and provides recognition and unique learning opportunities for students and teachers. The idea of an engaged network also applies at a local level with school partnership teams, which are critical to the success of any program. We’ll talk more about this in the case of elementary

It all comes together in a PLTW classroom

What makes a PLTW classroom different?
Content Teacher Student Overview: In a Project Lead The Way Elementary classroom curriculum is the interaction between the student, the teacher and the content. The curriculum is a process not a product. The curriculum is the dynamic transfer of knowledge. The curriculum is what actually happens in the classroom. If we take a look inside a PLTW Elementary classroom the teacher takes on the role of facilitator, students are active agents in their learning and the classroom is a collaboration space promoting problem solving and posing, along with critical thinking and teamwork. Teacher as Facilitator : Facilitator: stimulate thinking, encourage exploration, make connections and fuel integration of knowledge Curriculum is the interaction of teachers, students and knowledge: a process. Curriculum is actually what happens in the classroom. Curriculum is not a physical product. In this process the teacher takes on the role of facilitator, more of a coach-like figure rather than a disseminator of knowledge. That allows the student to thrive as the director of learning in a Project Lead The Way Elementary Classroom. Project Lead The Way’s intentional design is a paradigm shift from teacher playing the role of direct instructor to facilitator. As a facilitator the teacher moves away from delivering knowledge in a passive environment. Facilitation puts the responsibility on the participants to become involved in their own learning. In a PLTW Elementary classroom the role of the teacher is about leading learners to a new understanding. It is not their job to simply tell. A facilitator’s job is to stimulate thinking, encourage exploration and be a connector. An effective facilitator is a connector and integrator, bringing it all together in a collective learning environment. The teacher as a facilitator asks powerful questions and makes the content applicable to learners. Students As Active Agents What we are vs. what we are not. PLTW classroom = student’s active engagement We find that students are self-driven and motivated and develop essential skills in a social constructivist learning environment. In this environment students are engaged causing the classroom coming alive. Students are active agents in their learning. They are not just problem solvers but problem posers. Students move from being passive recipients of knowledge to participatory learners. Through the use of activities, projects and problems students not only demonstrate an understanding of the subject content, but become independent learners, investigate in meaningful learning opportunities, make connections to prior learning, exhibit growth in areas such as social skills, self-management skills and obtain ownership of their learning. Students in a PLTW Elementary classroom are continuously going through the design process, engaging in higher order (critical thinking skills). As this graphic indicates in a PLTW Elementary classroom students will analyze, design, create and evaluate. Students are participatory learners, active agents in their learning. We understand the necessity to get students engaged and active in the development of their understanding. PLTW’s aim is to promote critical thinking and problem solving skills in elementary students. Classroom as Collaboration Space Activities – Projects – Problems Social Constructivism Collaboration The PLTW Elementary classroom is a collaboration space utilizing Activities – Projects and Problems. A growing body of research supports the use of activities-based, project-based and problem-based learning. Schools that practice these modalities experience an increase in student motivation, an increase in cooperative learning skills and higher order thinking and an improvement in student achievement. Activities, Projects, Problem based learning is not simply an alternative teaching method; it is a deliberate strategy to achieve high levels of rigor and relevance. Teaching involves demonstrating skills and presenting knowledge, but learning does not occur until the students engage and understand. Inside a PLTW classroom, students are engaging collaboratively through the critical thinking and design process by exploring, modeling, evaluating and explaining. Students work as teams to solve problems, generate ideas, make connections and create projects. At the core of a collaborative classroom the key is for students to play an active role in the classroom. In a collaborative classroom, it is more than just cooperation, it is the entire learning process. In the collaborative classroom students learn key skills such as questioning, negotiation and listening. In the interest of preparing students for the world of work, collaboration is key. “The collaborative classroom is about supporting, guiding and strengthening the impact of the learning journey, rather than simply determining its path.” Additional information on a collaborative classroom: Social constructivism was developed by the theorist Lev Vygotsky. He worked closely with Piaget. Social constructivism emphasizes the social context of learning for cognitive development. Social constructivism is an individual’s learning that takes place due to the interaction of a group. Source for the graphic: Richard Elmore’s Instructional Core [triangle graphic]

PLTW classrooms: Launch critical thinking Challenge students to make mistakes Integrate technology in the classroom Encourage teachers and students to learn together Let’s talk about this means in practice in the classroom – what teachers and students experience We asked some of our pilot teachers to talk about why they wanted to be part of the pilot program, which starts this fall. These were the themes that emerged. Launch critical thinking: Said one superintendent: We think we can catch more kids at an early age and get them interested in education. We’ve seen it happen at the middle school. We’ve seen it happen at the high school. John Cerna, Superintendent at Toppenish School District in WA; Garfield Elementary, PLTW Elementary Pilot School Other key quotes: “Started PLTW at the high school with Project Lead The Way. It changed the culture of our high school. So, we pushed it to the middle school, and it had a huge effect on the middle school.” “Our community is 95% at poverty level. Our parents are hardworking…most of them work in the agricultural district…they’re out in the fields. They want what’s best for the children and so do we. By having this opportunity, we think we can catch more kids at an early age and get them interested in education. We’ve seen it happen at the middle school. We’ve seen it happen at the high school, so this is something we’re looking at and spreading it district wide. It will make us one of the first K-12 STEM school districts in the state of Washington.” Challenge students to make mistakes: One teacher we interviewed said: You’re focusing so much on fundamental skills that you rarely have time to…challenge kids to do things, make mistakes, fix their problems, and work through things so [PLTW elementary] was a great possibility for us - Jim Nair (Pilot PLTW Elementary Teacher at Lake Ave Elementary in Saratoga Springs, NY) Integrate technology in the classroom: This is so critical in today’s technology age. And it makes the learning more fun for the students as well as the teacher. As one teacher explained: “I love the hands-on…bringing more technology into the classroom with the iPads, watching the kids explore that … the kids are completely engaged. That makes teaching exciting, but it makes school exciting for the kids” Kelly Wheeler (Pilot PLTW Elementary Teacher, Santa Rosa Academy in Menifee, CA) Learn together This a really big deal because so much of this is new both for teachers and students, but we provide the support and professional development in the pedagogy and the content. Said one teacher: “It’ll be exciting for me to go through the training and be able to share with kids that … I took a risk and I’m able to share what I’ve learned with them. - Kelly Wheeler (Pilot PLTW Elementary Teacher, Santa Rosa Academy in Menifee, CA)

The Design Process Returning to the idea how we launch critical thinking and how we challenge students to make mistakes: This illustrates the design processes used in our programs, creating a cohesive pathway. The pathway includes PLTW Elementary, Gateway To Technology program and Pathway To Engineering, our high school program. The design processes were deliberately created. This slide demonstrates the increase in complexity as the pathway progresses. They are all directly connected, building upon one another, with the PLTW Elementary Design process serving as the precursor to the middle school and high school programs. For example, if we take a look at the first step in the elementary design process, we begin with the “Ask” which is where students are defining a problem, which is the first step in the GTT/PTE pathway. The next step in the PLTW Elementary design process is “Explore” which directly correlates to “Generate Concepts” in the GTT/PTE design process. At the Elementary level students then “Model.” The step of modeling was extracted from the GTT/PTE design process where students are “developing a solution,” and “constructing and testing prototypes.” The final step in the elementary design process is “Explain.” In our GTT/PTE programs student’s final step in the design process in “presenting a solution.” Critical Thinking and Engineering Design Process -rooted in critical thinking – -Pedagogy

Design process for every age
Design Process K-5 What it looks like & means K-2 What it looks like & means 3-5 Ask Students ask questions, make observations and gather information to define a simple problem. Students define a simple design problem including specified criteria and constraints. Explore Students develop simple drawings to generate ideas of how to solve the given problem. Students generate and compare multiple possible solutions. Model Students develop a simple sketch to illustrate how the chosen concept will function to solve the given problem and develop a simple physical model. Students develop a solution to a problem based on how well each is likely to meet the criteria and constraints of the problem and construct a prototype. Evaluate Students analyze data from tests of two objects and compare strengths and weaknesses of how each performs. Students plan and carry out fair tests in which variables are controlled. Students consider failure points of data collected to identify aspects of the design solution that can be improved. Explain Students reflect on their design solution including one or two suggestions for improvement. Students communicate their design solution including specific suggestions for improvement. This matrix describes what the design process looks like and what it means for students in grades K- 2 and 3-5 respectively. This matrix states the design process steps and what it looks like and means in each step for students in grades K – 5. For example, during the first step in the design process the “Ask” students in grades Kinder, First and Second ask questions, make observations, and gather information to design a problem. During the “Ask” in grades third, fourth and fifth, students define a simple design problem including specified criteria and constraints.

A closer look at the PLTW model in Elementary

World-class curriculum
Activity, project, problem-based Aligned to Common Core Math and English State Standards and Next Generation Science Standards Allows for flexibility and customization Designed for Kindergarten to 5th grade Four modules per grade. Each module is ~10 hours. First module of each grade focuses on the design process Integrates formative and summative assessments Like all of our other programs, this is Activity, Project, Problem based. Like all of our curriculum, this program is aligned to national standards Like all of our programs, the curriculum is flexible Modules are designed for Kindergarten to 5th grade 4 modules per grade First module of each grade focuses on design process 24 total modules grades K-5 Each module is ~10 hours Total instructional hours = 40 hours/grade (240 total hours for K-5 program) We received feedback from early focus groups that 10 hours per module was the right amount of time. We have linked some modules together. If a teacher elects to link these together, he or she can go into more depth and more complexity. Alternately, teachers can teach these separately These modules are aligned to particular grade level standards, but it does not lock teachers, schools to have to teach for that particular grade. The alignment is transparent, but it’s not a requirement Like all of our programs, we support a balanced assessment approach for all programs integrating both formative and summative assessments. Further explanation on formative assessment at the elementary level: PLTW supports a comprehensive formative assessment approach to its elementary programs. First, students are taught relevant science content needed to solve a design problem. The curriculum provides formative assessment activities that teachers can use to monitor students understanding and mastery of those key concepts. These strategies may include simple assessments directly tied to the knowledge and skills of the course, classroom observations, and opportunities for students to assess their own knowledge related to the topic. Second, as students participate in the design challenges they are given the opportunity for self-reflection along every step of the design process. Students identify what they are doing well and what they need help with; the teacher is given the opportunity to provide individualize feedback and direction to each student through classroom interactions and through personalized notes written in the students’ engineering notebook. Frequent opportunities for student self-reflection on their own learning Opportunities for individualized teacher feedback to students Optional formative pretests and summative posttests (Balanced Assessment) Rubrics and reflective checklists in engineering notebook for engineering design challenges Examples of classroom assessments and checks for understanding Essential questions embedded in curriculum to stimulate discussion and reflection

PLTW Elementary Pilot Modules
Working title Aligned to grade standards Structure and Function Kindergarten Pushes and Pulls Waves: Light and Sound 1st grade Observing the Earth, Sun, Moon, and Stars Matter and Materials Science 2nd grade Engineering Design: Dispersing Seeds Motion and Stability: Science of Flight 3rd grade Motion and Stability: Forces and Interactions Energy: Collisions 4th grade Energy: Conversion Robotics: The Power of Automation 5th grade Robotics: Challenge Can see connections between many of these modules and the courses in GTT, BMS, PTE. Makes for a coherent solution and pathway. WORKING TITLES AND DESCRIPTIONS FOR THE PILOT: Structure and Function (Aligned to kindergarten grade standards) Description: Students will discover the design process and how engineers influence their lives. The students will use the design process to sketch, build, test, and reflect on a new paintbrush design. Then, in small groups, the students will design, build, and test a structure out of available materials to withstand a force. Pushes and Pulls (Aligned to kindergarten grade standards) Description: Students will investigate forces by exploring the effects of different pushes and pulls on the motion of an object, including forces of differing strengths and directions. Building on this experience, the students will analyze an unsuccessful design solution intended to knock down pins with a bowling ball. The students will then refine the design to successfully meet the stated design challenge and reflect on the effect of modifying the strength or direction of a force. Waves: Light and Sound (Aligned to 1st grade standards) Description: Students will investigate light and sound waves, including vibration from sound waves and the effect of different materials on the path of a beam of light. The students will use the design process to sketch, build, test, and reflect on a device that uses light or sound to communicate over a distance. Observing the Earth, Sun, Moon, and Stars (Aligned to 1st grade standards) Description: Students will describe patterns in data recorded after observing the sun, moon, and stars. Students will build upon their knowledge of light waves from the previous module to design, build, test, and reflect on a device that enhances observation of the Earth, moon, sun, or stars. Matter and Materials Science (Aligned to 2nd grade standards) Description: Students will investigate and classify different kinds of materials by their observable properties. After analyzing data from materials testing, the students will determine the best material to solve a design problem. Engineering Design: Dispersing Seeds (Aligned to 2nd grade standards) Description: Students will research the variety of ways animals disperse seeds and pollinate plants. From this data the students will design, build, and test a device that mimics one of the ways animals either disperse seeds or pollinate plants. Students will reflect on the efficiency of their design and how it was informed by nature. Motion and Stability: Science of Flight (Aligned to 3rd grade standards) Description: Students will be introduced to how aircraft vehicles fly while investigating the effects of balanced and unbalanced forces on the motion of an object. Students will come to understand how engineers work and in particular will be introduced to aspects of the aerospace engineering field. Students will also learn sketching techniques, discover computer-aided design, and use basic descriptive geometry as a component of design, measurement, and modeling their solutions. Using an engineering notebook and other forms of documentation, students will create models and document their work to solve problems. Motion and Stability: Forces and Interactions (Aligned to 3rd grade standards) Description: Students will explore simple machines including wheel and axles, levers, inclined plane, and more as they continue investigating the effects of balanced and unbalanced forces on the motion of an object. Additionally, magnetic and electric interactions between two objects not in contact with each other will be explored through a series of hands-on projects. Finally, the students will apply their knowledge of mechanisms and magnetic interactions as part of a solution to a design problem. Energy: Collisions (Aligned to 4th grade standards) Description: Students will explore mechanisms such as gears, simple machines, and pulleys. As the students apply this knowledge to mechanical design, they will construct an explanation relating the speed and energy of an object. As a culminating project, students will investigate the transfer of energy resulting from the collision of two objects. Energy: Conversion (Aligned to 4th grade standards) Description: Utilizing mobile robotics and building on their prior experience in the Collisions module, students will design, model, test, and refine a device that converts electrical energy to mechanical energy. The students will explore engineering careers involved in energy conversion and mechanical design. Robotics: The Power of Automation (Aligned to 5th grade standards) Description: Students will explore ways that robots are used in today's world and the impact of their use on society and the environment. Students will learn about a variety of components as they build and test mobile robots that may be controlled remotely. Robotics: Challenge (Aligned to 5th grade standards) Description: Students will review mechanisms and explore mechanical design and computer programming. They will apply their knowledge of mechanisms, robotics, and programming to compete in a design challenge by designing, building, testing, and refining a mobile robot that meets a set of design constraints.

Animal Rescue Activity
Aligned to 3rd grade standards Uses VexIQ -Aligned to 3rd grade standards

Paintbrush Design Activity
Aligned to kindergarten standards. Students discover the design process and how engineers influence their lives. The students will use the design process to sketch, build, test, and reflect on a new paintbrush design. Then, in small groups, the students will design, build, and test a structure out of available materials to withstand a force. You can see how they used different materials – yarn, cotton, feathers – and test out their designs You’ll see the double-sided paintbrush, which an interesting innovation Aligned to Kindergarten standards

Proven PLTW model, adapted for new teachers
Based on audience’s familiarity with PLTW, consider adapting slightly – go into more or less depth as needed: At PLTW, we know that teachers are the key driver of successful STEM program, but teachers need support According to PCAST report, teachers lack adequate support, including appropriate professional development as well as interesting and intriguing curricula. Note – when there are teachers in the audience, it is important to emphasize the high-quality training, support of a professional learning community and network (that can also provide support). Elementary teachers may be uncomfortable with the idea of rigorous science and math curriculum: Many elementary school teachers, because of their preparation, tend to view STEM subjects with more trepidation than other subjects, and may shy away from teaching them. This anxiety is often also reflected in schools and colleges of education that prepare teachers. – from Glory Oljace, author, STEM is Elementary: How Elementary Science, Technology, Engineering and Mathematics Prepares Students to Beat the Gaps! (2012) High-quality professional development: PLTW’s unique professional development model is a key differentiator and marker of the curriculum’s success, focusing on preparing teachers with the professional skills necessary to get students engaged in learning the STEM disciplines and focused on seeking out solutions. We set teachers up for success – make it accessible and provide ample support: High-quality Professional Development Similar to our other programs, we apply three phases of PD: Readiness, core, ongoing training We use face-to-face, live-online, on-demand, which we will discuss in more detail Engaged network: Schools have a classroom with a partnership team to create a pathway to results

High-Quality Professional Development
PLTW three-phased approach fully supports elementary STEM teachers: Readiness Training On-demand and live-online Focus on core knowledge/skill Core Training 2.5 days in-person training Focus on pedagogy and activity, project, problem-based learning Ongoing Training On-demand and live online by module Focus on pedagogical-content knowledge by module Returning to the Professional Development bucket Like all of our programs, we take a three-phased approach with readiness, core, and ongoing training. Pedagogical content knowledge = The interaction of the subject matter and effective teaching strategies to help students learn the subject matter. It requires a thorough understanding of the content to teach it in multiple ways, drawing on the cultural backgrounds and prior knowledge and experiences of students. For those familiar with our Core Training, we have adapted the Elementary Core Training slightly, which I’ll discuss in more detail.

Scalable, school-wide model for Elementary Core Training
PLTW Master Teachers Lead Teachers PLTW Teachers Trainers Training Location PLTW Indiana Office Affiliate Partner Site District / School Site Here is an adaptation/additional layer to the Core Training Structure: Starting at top, moving from Right to Left: PLTW Teacher – These are the teachers who can teach PLTW in the building. Lead Teachers – This is a new role/new language. This is a teacher in the building who is trained to teach everyone else in the building. We are using a train-the-trainer model for Master Teachers – They go to Core Prep Strategy meetings, go to Affiliates for Core Training, and then teach the lead teachers in the Core Training model at the Affiliate sites. (Then, the Lead Teacher goes back to instruct people in the school building). PLTW is working with the Master teachers in core prep/strategy meetings Note – the information below explains our rationale for why we adding a layer to the Core Training Model. If the audience is familiar with PLTW it might be appropriate to provide some additional level of information. Here is an adapted structure for the audience, and why we made that adaptation/additional layer to the Core Training Structure: Typically in HS and MS implementations, a school sends a small group of teachers. There may be 1, 2 or a small handful of PLTW teachers at a school. In Elementary, we think that some schools might implement in a similar way – so that there are one or two STEM teachers. Students might then rotate through the class on a regular basis – similar to the way many schools have specials like art, music, etc. However, we can also envision other scenarios, particularly in grades 3,4,5, where students have a math /science teacher, and then a language arts /social studies teacher. This scenario would require multiple PLTW teachers. We can also see scenarios and schools that might want every teacher teaching PLTW. It would be a full building initiative and all teachers would be involved in teaching PLTW. Very powerful opportunity here. It’s not a feasible model to think that a school could send its entire set of teachers to Core Training. Won’t be sustainable or offer opportunities to grow. Given this variety of possible implementations, we created some additional structure. I’ll explain using the diagram. Starting at top, moving from Right to Left: PLTW Teacher – these are the teachers who can teach PLTW in the building. Lead Teachers – this is a new role/new language. This is a teacher in the building who is trained to teach everyone else in the building. We have moved to a train-the-trainer model for elementary. Master Teachers – this is a familiar concept/same language. They go to Core Prep Strategy meetings, go to Affiliates for Core Training, and then teach the lead teachers in the Core Training model at the Affiliate sites, who will then teach others in the building Core training – whatever the location, will be minimum 2.5 days in-person training with a focus on pedagogy and activity, project, problem-based learning

One aspect of the engaged network that we touched on earlier is the idea of local school partnership teams, which are critical to the success of any program. [DSE to add context around the importance of the partnership team – may be from the perspective of Middle or High School Level] For Elementary, there will be either one K-12 Team for a school or area with Sub-Committees or an elementary specific Partnership Team

Join the PLTW network and get involved
Go to the website to follow the PLTW Elementary pilot and learn program updates Registration is open for Fall 2014 What’s next? We invite you to join the PLTW network – The pilot is underway in over 40 schools across the nation. We invite you to check in on the website for program updates and glimpses of the pilot. Finally, registration opens November 1, 2013.

Appendix

The 5 Cs of PLTW Elementary
Critical Thinking Collaboration Communication Creativity Curiosity The 5 C’s encapsulate PLTW Elementary curriculum rooted in the critical thinking and engineering design process.

The Design Process for Elementary
PLTW Elementary curriculum is engaging and focuses on hands-on activities, projects and problems. With the model of activities, projects and problems it allows for Scaffolding – Within the modules students are engaging in the design process building on prior knowledge building foundational skills to solve more complex problems on their own. This is building the foundation in critical thinking and habits of mind. Activities, projects and problems are building a content base as well as skills to follow a process. Scaffolding is also built in the design process. The design process allows students to progress through the different levels of Bloom’s Taxonomy (Webbs Depth of Knowledge) while building upon prior scientific knowledge and critical thinking skills. Allows for meaningful discourse. Presents authentic purpose, learning content in context, stating what they are doing and why. While navigating the design process, students are building knowledge roadmaps. The design process also allows for different points of entry. Students are capable of points of entry during the design process. The design process allows access to prior knowledge building upon student’s schema. Students are continuously moving through the design process. The design process allows for cross-curricular connections enabling the content to be both attainable and retainable. Ask – Knowledge: Remember previously learned information Explore – Comprehension: Demonstrate an understanding of the facts Model- Application: Apply knowledge to an actual situation Analysis: Break down ideas or objects into simpler parts and find evidence to support generalizations Synthesis: Compile component ideas into new whole or propose alternative solutions Evaluate & Explain- Make and defend judgments based on internal evidence or external criteria **Knowledge, Comprehension, Application, Analysis, Synthesis and Evaluation --- Bloom’s Taxonomy : Levels of Cognitive Demand: Knowledge and Development of Intellectual Skills **(side note: Common Core is rooted in Webs Depth of Knowledge. Beyond alignment with Common Core in English Language Arts and Mathematics we have the commonality of the foundation of Webs Depth of Knowledge and Bloom’s Taxonomy, requiring students to perform more rigorous tasks. Webs Depth of Knowledge is one way to measure cognitive demands of tasks) ** Additional Information on Web’s Depth of Knowledge Level 1: Recall and Reproduction Level 2: Basic Applications of Skills and Concepts Level 3: Strategic Thinking & Complex Reasoning Level 4: Extended Thinking (In-depth analysis)

Inside a PLTW classroom – Students as active agents
Students will be able to… Analyze Design Create Evaluate Participatory Learners Passive Learning Define List Tell Label Passive Recipients of Knowledge

Professional Development
Program Requirements Curriculum Modules Professional Development Partnership Team 3-3-3 Model: Three Foundational Modules: Focus on design process Three Specialty Modules Three years to implement Minimum 1 Lead Teacher per building; recommended 1 Lead Teacher to 18 PLTW Teachers Complete Readiness Training Minimum 2.5-day equivalent, in-person Core Training Participate in Ongoing Training Principals complete PD Training One K-12 Team with Sub-Committees or ELEM Partnership Team

Launch critical thinking
We think we can catch more kids at an early age and get them interested in education. We’ve seen it happen at the middle school. We’ve seen it happen at the high school. - John Cerna, Superintendent at Toppenish School District in WA; Garfield Elementary, PLTW Elementary Pilot School This quote is from the Superintendent John Cerna, Superintendent of Toppenish School District. Other quotes from him during the same interview about why they were interested in piloting PLTW elementary: “Started PLTW at the high school with Project Lead The Way. It changed the culture of our high school. So, we pushed it to the middle school, and it had a huge effect on the middle school.” “Our community is 95% at poverty level. Our parents are hardworking…most of them work in the agricultural district…they’re out in the fields. They want what’s best for the children and so do we. By having this opportunity, we think we can catch more kids at an early age and get them interested in education. We’ve seen it happen at the middle school. We’ve seen it happen at the high school, so this is something we’re looking at and spreading it district wide. It will make us one of the first K-12 STEM school districts in the state of Washington.”

Challenge students to make mistakes
“You’re focusing so much on fundamental skills that you rarely have time to…challenge kids to do things, make mistakes, fix their problems, and work through things so [PLTW elementary] was a great possibility for us.” - Jim Nair (Pilot PLTW Elementary Teacher at Lake Ave Elementary in Saratoga Springs, NY)

Integrate technology in the classroom
I love the hands-on…bringing more technology into the classroom with the iPads, watching the kids explore that … the kids are completely engaged. That makes teaching exciting, but it makes school exciting for the kids - Kelly Wheeler (Pilot PLTW Elementary Teacher, Santa Rosa Academy in Menifee, CA)

Learn together We can differentiate for all learners in elementary
It’ll be exciting for me to go through the training and be able to share with kids that … I took a risk and I’m able to share what I’ve learned with them. - Kelly Wheeler (Pilot PLTW Elementary Teacher, Santa Rosa Academy in Menifee, CA) We can differentiate for all learners in elementary

Professional development - example
Something like animal rescue but for PD E.g. a video from our October training E.g. a video from a classroom showing the role of teacher as coach Add elements as possible

Computer Science Engineering
Project Lead The Way Computer Science Engineering

The course, falling within PLTW’s Pathway to Engineering, is project- and problem-based, with students working in teams to develop computational thinking and solve open-ended, practical problems that occur in the real world. The course aligns with the College Board’s new CS Principles framework. The course is not a programming language course; it aims instead to develop computational thinking, to generate excitement about the field of computing, and to introduce computational tools that foster creativity. What differentiates us and makes PLTW unique PTE is not just engineering it is applying engineering, science, math and technology to solve problems in a real-world context PTE focuses on rigor, relevance and relationships Students that have taken PTE comment that PTE has: Shaped their future Confirmed what they want to pursue in life Influence post-secondary focus Industry comments PTE: Invests in our future Prepares students for the workforce Contributes to the community Teachers comment that PTE: Allows students to see the relevance of math and science Allows entry points of learning at every level Is easier to teach, students are engaged and curriculum evolves Need new picture - VEX remote we don't use

Why should schools offer CSE? A wide variety of careers are being revolutionized by computation. An ability to express and understand algorithms increases employability in any career path. Consumers and citizens must increasingly grapple with social and ethical issues addressed in the course. National forecasts of job vacancies reveal huge demand for computer specialists that far exceeds the number of students entering the field.

What content is included in CSE? Creation of graphical user interfaces in Scratch, App Inventor, and Python Relationships among Web languages, including JavaScript, PHP, and SQL Principles of cybersecurity and cyber hygiene Development of apps for mobile devices Automation of tasks in a variety of languages Impact of CS on other fields (Impact in biology developed in-depth)

What is the relationship to the other high school computer science courses? CSE covers the new AP Computer Science Principles framework. CSE will prepare students for the AP CSP exam when it is released. CSE is appropriate as a prerequisite for AP CS-Applications CSE aims to boost enrollment in other secondary and post-secondary CS courses

CSE Units Unit 1: Graphics Computer Science Students will engage problems requiring graphical response to user input. This unit will introduce fundamental computer science concepts like iteration, objects, classes, events, and code efficiency. It will emphasize computing as a creative endeavor. Students will use MIT’s Scratch programming language and its extension Snap!, and be introduced to Python. Unit 2: The Web Web Design and Information Technology Students will engage problems involving e-commerce and other Web-based interactions. This unit will introduce code writing, networking concepts, privacy, and security. It will emphasize the effects of computing on users and society. Students will use tools like HTML, CSS, JavaScript, and PHP to create interactive Web pages, with a brief introduction to server-side scripting.

CSE Units Unit 3: Data Mining Information Science Students will engage problems involving large sets of data and social networks. This unit will introduce concepts in discrete mathematics, probability and association, and data visualization. It will emphasize how computational thinking affects every discipline, as computational thinking can put existing code to great use. Students will use databases of genetic information and health records, will utilize a face-recognition API for Python, and will use MIT’s App Inventor to develop an Android app. Unit 4: Simulation Software Engineering Students will engage problems involving predictions based on computer models and develop methodologies for handling large projects across large teams. This unit will further develop concepts in discrete mathematics, and introduce chaos and fractals, computability, and artificial intelligence. It will emphasize the power of computational thinking to create and answer new questions. Students will use Python in this unit.

More information:

Learning Management System

Why the change? Engagement was our goal. CHM files were not supported. We needed a cross platform delivery system. Real time updates and changes to our network. Encourage collaboration On Demand instruction

Assessment Interactive rubrics Speedgrader App Multi-media Uploads End of Course Assessments Rostering Students Balanced Assessment Model Peer Critiques

Professional Development On-going Training Just in time resources Video Resources Update trainings

Professional Learning Communities Discussion threads for each activity and project Support and collaboration Teachers helping teachers Master teachers add support

Access Different users Our curriculum can be accessed anywhere All platforms Embedded media and resources Teachers can give feedback remotely

Electronic Portfolio Document student work Collect exemplar work Share student learning Use to showcase student accomplishments and learning Capture what happens in your PLTW classroom

Certification Program Quality
Program Quality is an important aspect of any PLTW program implementation, whether in its early stages or well established. Program Quality ensures fidelity of implementation, but goes beyond that by building a spirit of continuous improvement where schools and partnership teams identify and employ measures to enhance student outcomes.

Certification The purpose of certification is to:
Ensure implementation of a high-quality PLTW program. Recognize exceptional implementations. Provide opportunities for college-level recognition to eligible students. For state requirements on certification, please contact your state leader.

Certification The Future Levels of certification
Basic certification will take place through the LMS with audits of sites each year Special recognition to schools in specific areas Sites can offer three of the classes and still be certified at the basic level Time to be certified will be on more of a set timeline (with state reporting)

Vic Dreier 314.502.7153 vdreier@pltw.org
Contact Info Vic Dreier

Project Lead The Way PLTW Elementary.

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