Moving into Summer: Maintaining Student Engagement
Posted: Monday, June 20th, 2016
by Bret States, CSTA Region 1 Guest Contributor
The Secondary Integration of Modeling in Mathematics and Science (SIMMS) Project began in June of 2014 as part of cohort 10 of the California Math and Science Partnership Grant. We currently have 54 high school math and science teachers participating in 60 hours of intensive training and 24 hours of follow up classroom support. The intensive training includes a week-long summer institute, four ½ day Saturdays, plus 9 hours of online/independent training. The follow-up classroom support comes in the form of two rounds of lesson studies.
When the Next Generation Science Standards (NGSS) were officially adopted by the California State Board of Education in 2013, it became clear that teachers wanted specialized professional development. Modeling is one of the science and engineering practices and is a key component of NGSS. Models and/or modeling is mentioned 181 times in the 9-12 NGSS! According to Appendix F – Science and Engineering Practices in the NGSS,
Models include diagrams, physical replicas, mathematical representations, analogies, and computer simulations. Although models do not correspond exactly to the real world, they bring certain features into focus while obscuring others. All models contain approximations and assumptions that limit the range of validity and predictive power, so it is important for students to recognize their limitations. (NGSS Release, p. 6)
And as we all know, computer technology has become an integral part of our daily lives and it should therefore be an integral part of student’s education. What better way is there to engage and maintain student engagement than the use of computer models and simulations as a tool for deeper understanding of math and science?
We are currently wrapping up our second year of this three-year grant. Our professional development model is based on year 1 – training, year 2 – implementation and year 3 – dissemination. The purpose of this article is to shed light or disseminate information on how we have implemented computer modeling and simulations into 5E lessons and will also give tips on how other educators can benefit from the extensive work that has been done.
Mathematical modeling and scientific modeling are quite different but as the SIMMS project has discovered, the integration of the two is quite powerful. According to the Common Core State Standards Initiative website:
Modeling links classroom mathematics and statistics to everyday life, work, and decision-making. Modeling is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations, to understand them better, and to improve decisions. Quantities and their relationships in physical, economic, public policy, social, and everyday situations can be modeled using mathematical and statistical methods. When making mathematical models, technology is valuable for varying assumptions, exploring consequences, and comparing predictions with data.
SIMMS Teachers have successfully collaborated during lesson studies in cross-curricular math and science teams to develop 5E lesson plans. The central focus of these lessons are based around the idea of modeling and are aligned to both NGSS and Common Core State Standards for Mathematics (CCSS-M). These lessons are available at our project’s website: http://stemccm.com/ The website features:
- Modeling 5E lesson plans for NGSS and CCSS-M
- NetLogo Skills
- Flipped Learning Tutorials
- Teacher Professional Development
- Modeling Tools
- Statistical Tools
- Pedagogical Skills
The library of flipped learning tutorials by students explaining how to use computer simulation tools, such as NetLogo is a perfect way to also increase and maintain student engagement in what can be a tedious challenge of computer programming or coding. The site also has sections on teacher professional development with Modeling Tools, NetLogo Skills, Statistical Tools and Pedagogical Skills. This is also where the 5E lessons are referenced by the appropriate NGSS and CCSS-M standards. Some of the lessons also have flipped learning instructional videos explaining how to implement the lesson appropriately.
NetLogo has been the emphasized modeling format that SIMMS utilizes.
NetLogo is a free, multi-agent programmable modeling environment. It is authored by Uri Wilensky and developed at the Center for Connected Learning and Computer-Based Modeling (CCL) at Northwestern University. SIMMS teachers have been trained on how to program using NetLogo to develop unique computer models and simulations or to modify existing simulations to meet their specific classroom needs.
Although NetLogo has a large model library, there isn’t a “one size fits all” site that has been found to exist.
So, here are a few other excellent sites for computer models and simulations that we have utilized as part of our work:
- Molecular Workbench – Visual, Interactive Simulations for Teaching and Learning Science
- PhET – Interactive Simulations for Science and Math
Here are some Mathematic Modeling/Analysis Tools:
- GeoGebra – The graphing calculator for functions, geometry, algebra, calculus, statistics and 3D Math
- Desmos – Graph functions, plot tables of data, evaluate equations, explore transformations, and much more – for free!
A SIMMS teacher sums it up best by saying:
“Having a simulation rather than just a worksheet makes that day an experience rather than busy work. I teach physics and chemistry which can be very mathematical and sometimes intangible. Every model shows some aspect of what students are learning and even if it is just a small part of what we do that day adding it to the curriculum is like adding a photo to a text book: it deepens students understanding and engagement. A model does not need to be an entire lesson. It can be a few minutes or you could use a few as parts of a lab.”
So as we all transition from “teacher mode” into the summer break, please consider visiting the SIMMS project’s website http://stemccm.com/ for all the resources necessary to challenge yourself and your students in developing and using computer models and simulations.
Region 1, as your districts map out their budgets to meet the needs identified in your LCAP’s, be sure you get some time to map out your professional learning. Adopting new science materials will be one step to implementing NGSS, but it is not the first step. Your time to learn should come first in the LCAP!
A few upcoming events in Region 1:
CUE Rock Star Math Edition
There is a convergence happening between math instruction and technology. Great tools like Google Sheets, Desmos, Bootstrap World and many many more available on the web are taking math off the worksheet and onto the web. This two-day math event is focused on changing how instruction is delivered in math to create a classroom workflow that moves well beyond algorithms and worksheets.
Led by classroom leaders who are directly involved in changing math instruction in their classrooms, attendees will be thrilled, entertained and inspired. The faculty for this event has world-class credentials: Fawn Nguyen, John Stevens, Matt Vaudrey, Ed Campos Jr and Michael Fenton are all Rock Star Math Instructors and will deliver rich sessions that are Common Core-Ready, digital, exciting and innovative.
More Rock Star Camps this Summer!
CUE Rock Star Camps for the Summer of 2016 open for registration on March 19th – watch for them at CUE.org/RockStar and on Twitter at #CUERockStar
If you have attended FIT then you know that at the end of the week participants say, “This is such a great program. How come I have never heard of it?”
Well thanks to CCS now you have!
- June 26-July 2, Shasta County
- July 10-16, Humboldt County
The Forestry Institute for Teachers is a multi-day residence workshop developed by the Northern California Society of American Foresters, University of California Cooperative Extension, Shasta County Office of Education, The California Department of Forestry and Fire Protection, and Project Learning Tree. The FIT Program is underwritten by a consortium of public and private sources. Since 1993, over 2,300 teachers have graduated from the program.
The goal of FIT is to provide K-12 teachers with knowledge, skills and tools to effectively teach their students about forest ecology and forest resource management practices. The program brings together natural resource specialists and teachers from rural and urban settings for one week, working side by side to gain a deeper understanding of forest ecosystems and human use of natural resources.
FIT is highly regarded professional development program that emphasized California Department of Education Content Standards including Common Core and Next Generation Science Standards.
Those in Region 1 near San Joaquin COE might like to preview the TK-5, 6-8 and 9-12 offerings scheduled for the coming year starting in August, in addition to those still open for the summer.
Visit the webpage, http://www.sjcoescience.org/professional-development.html or contact Bret States for flyers you can share at your site! firstname.lastname@example.org / 209.468.4961
Bret States is SIMMS Project Director at the Office of STEM, Educational Services, San Joaquin County Office of Education and a CSTA member.
Posted: Tuesday, March 14th, 2017
The pre-publication version of the new California Science Curriculum Framework is now available for download. This publication incorporates all the edits that were approved by the State Board of Education in November 2016 and was many months in the making. Our sincere thanks to the dozens of CSTA members were involved in its development. Our appreciation is also extended to the California Department of Education, the State Board of Education, the Instructional Quality Commission, and the Science Curriculum Framework and Evaluation Criteria Committee and their staff for their hard work and dedication to produce this document and for their commitment to the public input process. To the many writers and contributors to the Framework CSTA thanks you for your many hours of work to produce a world-class document.
For tips on how to approach this document see our article from December 2016: California Has Adopted a New Science Curriculum Framework – Now What …? If you would like to learn more about the Framework, consider participating in one of the Framework Launch events (a.k.a. Rollout #4) scheduled throughout 2017.
The final publication version (formatted for printing) will be available in July 2017. This document will not be available in printed format, only electronically.
Posted: Monday, March 13th, 2017
The 2017 Award Season is now open! One of the benefits of being a CSTA member is your eligibility for awards as well as your eligibility to nominate someone for an award. CSTA offers several awards and members may nominate individuals and organizations for the Future Science Teacher Award, the prestigious Margaret Nicholson Distinguished Service Award, and the CSTA Distinguished Contributions Award (organizational award). May 9, 2017 is the deadline for nominations for these awards. CSTA believes that the importance of science education cannot be overstated. Given the essential presence of the sciences in understanding the past and planning for the future, science education remains, and will increasingly be one of the most important disciplines in education. CSTA is committed to recognizing and encouraging excellence in science teaching through the presentation of awards to science educators and organizations who have made outstanding contributions in science education in the state and who are poised to continue the momentum of providing high quality, relevant science education into the future. Learn More…
Posted: Monday, March 13th, 2017
CSTA is now accepting applications from regular, preservice, and retired members to serve on our volunteer committees! CSTA’s all-volunteer board of directors invites you to consider maximizing your member experience by volunteering for CSTA. CSTA committee service offers you the opportunity to share your expertise, learn a new skill, or do something you love to do but never have the opportunity to do in your regular day. CSTA committee volunteers do some pretty amazing things: Learn More…
Posted: Monday, March 13th, 2017
by Marian Murphy-Shaw
If you attended an NGSS Rollout phase 1-3 or CDE workshops at CSTA’s annual conference you may recall hearing from Chris Breazeale when he was working with the CDE. Chris has relocated professionally, with his passion for science education, and is now the Executive Director at the Explorit Science Center, a hands-on exploration museum featuring interactive STEM exhibits located at the beautiful Mace Ranch, 3141 5th St. in Davis, CA. Visitors can “think it, try it, and explorit” with a variety of displays that allow visitors to “do science.” To preview the museum, or schedule a classroom visit, see www.explorit.org. Learn More…
Posted: Monday, March 13th, 2017
by Joseph Calmer
Probably like you, NGSS has been at the forefront of many department meetings, lunch conversations, and solitary lesson planning sessions. Despite reading the original NRC Framework, the Ca Draft Frameworks, and many CSTA writings, I am still left with the question: “what does it actually mean for my classroom?”
I had an eye-opening experience that helped me with that question. It came out of a conversation that I had with a student teacher. It turns out that I’ve found the secret to learning how to teach with NGSS: I need to engage in dialogue about teaching with novice teachers. I’ve had the pleasure of teaching science in some capacity for 12 years. During that time pedagogy and student learning become sort of a “hidden curriculum.” It is difficult to plan a lesson for the hidden curriculum; the best way is to just have two or more professionals talk and see what emerges. I was surprised it took me so long to realize this epiphany. Learn More…