1. Learning Today, Leading Tomorrow Cut and discard this bottom portion. The mission of Colleton County Middle School is to provide meaningful learning experiences for all students.

2. Science ♦ Technology ♦ Engineering ♦ Mathematics Cut and discard this bottom portion. STEM Trans-disciplinary Big Ideas Facilitate students making connections to STEM in all content areas (one per quarter) What are student benefits of focusing on the same STEM big idea in all classes?

3. Transformational STEM Grant Cut and discard this bottom portion. Goal 1 Increase teacher content knowledge in math and science. Goal 2 Improve student learning in math and science while decreasing subgroup score differentials. Goal 3 Improve teacher knowledge of interconnectedness among STEM disciplines. Objective 1: Mathematics teachers will improve content knowledge. Objective 1: Teachers will use multiple strategies to solve math and science problems. Objective 1: Teachers will implement STEM practices and processes in their lessons. Objective 2: Science teachers will improve content knowledge. Objective 2: Students will use multiple strategies to solve math and science problems. Objective 2: Students will use technology and engineering design to solve problems. Objective 3: Improve student learning in math and science while decreasing Not Met and increasing Exemplary scores on PASS. Objective 3: Teachers will implement Habits of Mind as their 21 st century skills. MSP–Mathematics Partnership Grant Professional Development Partnership with Clemson University 3 year grant for professional development $146,604 per year Professional development partnership with… Clemson University Department of Mathematical Sciences Professional Development for Integrated Inquiry Extensive Professional Development opportunities Monthly after school sessions and 8 day summer institute Support math teachers with common core standards Support science teachers with inquiry-based science Including SSEP: Student Spaceflight Experiments Program by the National Center for Earth and Space Science Education Expand STEM units and classroom STEM lessons Explore school-to-work connections with industry visits and guest speakers during the summer institute Broaden the interconnectedness of STEM in practice in classrooms Website with a digital portfolio is in progress: www.transformationalstem.org

4. 21 st Century Classroom Cut and discard this bottom portion. Scientific and Engineering Practices (K-12) S1. Asking questions (for science) and defining problems (for engineering). S2. Developing and using models S3. Planning and carrying out investigations. S4. Analyzing and interpreting data. S5. Using mathematics, information and computer technology, and computational thinking. S6. Constructing explanations (for science) and designing solutions (for engineering). S7. Engaging in argument from evidence. S8. Obtaining, evaluating, and communicating information. Standards for Mathematical Practices (K-12) MP1. Make sense of problems and persevere in solving them. MP2. Reason abstractly and quantitatively MP3. Construct viable arguments and critique the reasoning of others MP4. Model with mathematics. MP5. Use appropriate tools strategically. MP6. Attend to precision. MP7. Look for and make use of structure. MP8. Look for and express regularity in repeated reasoning. Communication Collaboration Creativity Connections Critical Thinking Continuous Assessment Tools and Technology Student ownership in learning— Not a book of knowledge or procedures, but understanding math and science as a way to make sense of our world

5. Design Process Cut and discard this bottom portion. Trans-disciplinary Big Idea: _______ENERGY________ Vroom! Vroom! Driving Science Do to learn… versus Learn to do… STEM Investigation with Design Cycle

6. Bringing the Standards to Life Cut and discard this bottom portion. STEM teaching… engages students in learning through integrated units that are based on state-adopted curriculum standards, connected by trans-disciplinary big ideas, linked to arts, natural resources, or Tuskegee learning communities, infused with processes from the STEM disciplines, with opportunities for students to design, collaborate, think critically, and develop Habits of Mind, which are 21st century “survival” skills for success in college, career, and life interactions. STEM Units: Quarterly Developed by teacher teams Cross-curricular standards Trans-disciplinary “Big Idea” Each subject links content to a STEM Big Idea Driving question for inquiry Purposeful investigation and research to learn and answer the driving question 1 Habit of Mind Common vocabulary Relevance; Real world scenario 21 st Century Skills Design Process Facilitates students’ connections Integrated culminating project based on the driving question and STEM design cycle

7. Habits of Mind Cut and discard this bottom portion. How do successful people in various careers and all walks of life approach the challenges that they encounter on a day to day basis? The habits of mind are the skills, behaviors and attitudes that effective learners use when dealing with new learning problems. They were developed through 10+ years of research into the habits of successful learners in all areas of life. These 16 attributes are what human beings do when they behave intelligently. When taught explicitly and practiced, these habits become dispositions toward behaving intelligently when confronted with problems. Costa & Kallick 2008

8. Projects versus Project-Based Learning Make a model of the Alamo  Can be done at home without teacher guidance or team collaboration  Are used year after year and usually focus on product  Has few opportunities for student choices  Are based on directions and are often done “like last year”  Are often graded on teacher perception such as “neatness”  Are turned in  Emphasizes an end-product that shows what was learned  The teacher work occurs mainly after the project is finished  Cannot be used in the real world to solve problems Design a fortification that would take your community through a biological attack.  Requires teacher guidance and team collaboration  Is complex and takes a team to plan and implement  Has many student-made choices following pre-approved guidelines  Is based on driving questions that encompass every aspect of the learning that will occur and establishes the need to know  Is graded based on a clearly defined rubric  Is presented to an audience  Emphasizes the process of learning with reflection through the project  The teacher work occurs mainly before the project starts  Could provide solutions for real-world problems Projects… Project-Based Learning… http://www.teachthought.com/learning/project-based-learning/difference-between-projects-and-project-based-learning/ “In PBL, the projects only serve as an infrastructure to allow users to play, experiment, use simulations, address authentic issues, and work with relevant peers and community members in pursuit of knowledge.” - TeachThought Staff 12/2012

9. Rigor and Relevance Framework Based on the Rigor and Relevance Framework, W. Daggett International Center for Leadership in Education http://marlboroughstudentcenteredlearning.wikispaces.com/Rigor+%26+Relevance+Model