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Race to the Top
Ohio Annual Conference
       Fall 2011
Creating Authentic Learning Experiences
   through Team Developed Projects

          The Dayton Regional STEM School
      Kate Cook, Biology/Anatomy and Physiology
   Arch Grieve, World History/Economics/Government
            Jennifer Leitsch, Language Arts
    Tracy Weissmann, Assistant Principal/Curriculum


            http://www.daytonstemschool.org/
Mission
 To prepare students with
   the skills necessary to
    compete in the global
economy while nurturing in
our young people the same
 enthusiasm for discovery,
 invention and application
that launched the vision for
       powered flight.
Who are we?
We serve:
  335 students (183 in 2011-11)
  29 districts throughout 6 counties
  67% white (224)
  16% black (55)
  11% Multi Racial (37)
  4% Asian (15)
  .8% Hispanic (3)
  .2% American Indian (1)
  25% Free/Reduced Lunch
  7 districts transport
OUR PHILOSOPHY
By developing these five qualities

          Persistence
            Inquiry
         Communication
           Creativity
          Collaboration

      We create success!
OUR APPROACH
• Students engaged in
  authentic, real-world
  problems
• Students assessed in a
  variety of ways
• Meaningful relationships
  –   school staff
  –   students & families
  –   the community
  –   business partners
  –   institutions of higher
      education
2011 OGT TEST SCORES
Subj  A        Adva   Acceler   Profic   B       Limit
ect  LL       nced    ated      ient   asic      ed
 Rea      9    35.3    36.8       25        2.     0
ding 7.1                                9
  Mat     9    48.5    30.9      11.8       7.    1.5
  h    1.2                              4
 Writi    9     2.9    60.3      32.4       4.     0
 ng    5.6                              4
 Scie     9    42.6     25       23.5       8.     0
nce    1.2                              8
 Socia    9    49.3    20.3      23.2       4.    2.9
  l    2.8                              3
 Studi
 es
2011 OAA TEST SCORES
Subj         A   Advan   Acceler   Profic   B        Limi
ect     ll       ced     ated      ient   asic      ted
 Rea     1        39.6    33.3       27        0      0
ding   00
 Mat     8        14.6    37.5      31.3     14      2.1
 h    3.3                                  .6
 Scie    9        39.6    27.1      31.3       2.     0
nce   7.9                                  1
Team Based Planning
   In Nine “Simple” Steps
Step 1: Learning Targets
     How do we determine what to teach for mastery?
 National Biology Standard:
 In multicellular organisms, growth occurs via a
 process called mitosis: a fertilized cell divides
 successively into many cells, with each parent
 cell passing identical genetic material to two
 daughter cells.
 -“A Framework for K-12 Science Education: Practices, Cross-cutting
  Concepts, Core Ideas.” 2011.


DRSS Biology Learning Targets:
 Cells - Students will describe structure and function of cells at the
 intracellular and molecular level, the interactions between cells and
 their environment, and the impact of cellular processes and changes
 on individuals.
 Molecular Basis of Heredity - Students will examine the role of DNA in
 transferring traits from generation to generation, in differentiating cells,
 and in evolving new species.
Step 2: Inspiration
          What justifies an integrated unit?
            Where do ideas come from?

• Cancer studies in
  Wellness/Fitness
  and Biology

• Greene County
  Combined Health
  District- real world
  impact
Step 3: Integration
Determine connections between learning targets.
Step 4: Essential Questions
Develop an overarching essential question and sub
                   questions.
• Overarching Questions – relevant, meaningful
• Specific questions for each content area -
  designed to help answer the overarching
  essential question through the lenses of the
  different classes

  Cancer Unit Overarching Question:
  How can we prevent and reduce the
   incidence of particular cancers in
           Greene County?
Science: What is really going on in the body of a cancer
patient? How can we prevent cancer? How does early
                    detection help?
History: Mapping Cancer – What does it reveal? Does
place matter with regards to cancer? If so, how? How
 can I use location to select a target audience for my
                     intervention?
Language Arts: How do people with cancer cope
with their diagnosis and treatment? How do cancer
patients communicate their experiences? How do I
 design an intervention to help prevent/reduce the
       incidence of Cancer in Greene County?
Math and Health
Math: How likely am I
to get cancer, and
how unique is my
cancer profile? How
serious a task is it to
remove cancerous
tissue from a part of
the body?
Health: How can our
behaviors reduce the
risk of cancer?
Step 5: Final Product
  How do we make products relevant, meaningful, and
                     public?
Relevant, Meaningful,
and Public
  – Product has real world
    significance
  – Product doesn’t already
    exist
  – Quality matters
  – Make the work extend
    beyond the school
  – Allow for student choice
    and voice
Step 6: Partners
     How do we utilize partners
     to make it meaningful?
Step 7: Implementation
    What are the key aspects of implementation?
•Revisions/Multiple Drafts (self, peer to peer, partner,
teacher)
•Assessing the process, not necessarily the end product
• Rubrics (possibly student developed)
Models and Rubrics
•   Collection of models on a Wikispace (http://drsscancer.wikispaces.com/)
•   Students determine the characteristics that make the models work
•   They use these critiques to outline their own rubric
•   Rubrics are created with guidelines/input
Step 8: Reflection
How do students and teachers reflect on the process?
 • Reflection
   – Share with staff –
     before or after
     project
 • Lessons Learned
   from Cancer
   Project
   – Make expectations
     to our partners clear
   – Allow for student
     choice and voice
Step 9: Public Exhibit
                  Share your work!


•Work with partners to make
 work public

•Use as a way to share product
 but also celebrate students’
 work
Additional Projects
Conflict and
Genocide Unit
Integrated unit between
Language Arts and World
History

Highlights
   •   Step 1-Learning
       Targets
   •   Step 5-Final
       Product
   •   Step 7-
       Assessment
State Learning Targets
     “Regional and ethnic conflicts in the post-Cold
     War era have resulted in acts of terrorism,
     genocide and ethnic cleansing.”

     “Oppression and discrimination resulted in the
     Armenian Genocide during World War I and the
     Holocaust, the state-sponsored mass murder of
     Jews and other groups, during World War II.”


Academic Content Standards Revision High School Social Studies Course Syllabi, Updated February
2011
My learning target based on the 10 NCSS
                Themes
Power, Authority, and Governance : Students will look at
the Rule of Law vs. the Rule of Man and try to determine
whether or not the 20th Century has been one of progress or
one of decline in how we relate to one another in the realm of
government. We will study what legitimizes power, how
different countries are governed, and how one can bring
about changes in those types of governments. Case studies
will include power struggles in Iran, India, China, Northern
Ireland, Israel/Palestine, and South Africa. We will also study
various conflicts and genocides of the 20th Century, looking at
the Armenian Genocide, the Holocaust, Cambodia, Bosnia,
Rwanda, and Darfur, in an attempt to study these tragic
occurrences scientifically so we can understand how they
unfold and, more importantly, how they can be prevented.
Grade the process, not the final product
Bodies Book
Unit
Integrated unit between
Biology and
Wellness/Fitness

Highlights
   •   Step 3 – Natural
       Connections
   •   Step 4 – Essential
       Questions
   •   Step 6 – Using
       Partners
   •   Step 7 – Multiple
       Drafts
National Learning Targets
        Systems of specialized cells within organisms help them
perform the essential functions of life, which involve chemical
reactions that take place between different types of molecules,
such as water, carbohydrates, lipids, and nucleic acids. All cells
contain genetic information in the form of DNA, which is where
genes are located. Genes contain the instructions that code for the
configuration of molecules called proteins, which carry out the work
of cells. Multicellular organisms have a hierarchical structural
organization, in which any one system is made up of numerous
parts and is itself a component of the next level. Feedback
mechanisms maintain a living system’s internal conditions within
certain limits and mediate behaviors, allowing it to remain alive and
functional even as external conditions change within some range.
Outside that range (e.g., at a too high or too low external
temperature, with too little food or water available), the organism
cannot survive. Feedback mechanisms can encourage (through
positive feedback) or discourage (negative feedback) what is going
on inside the living system. – “A Framework for K-12 Science Education: Practices,
Cross-cutting Concepts, Core Ideas.” 2011.
My Learning Target
       Human Organism – Students will
understand how the human organism
provides protection by the immune and
nervous systems and cognition. Students
will explain some of the ways in which
human body systems interact to maintain a
fairly constant environment for cells.
Step 3: Determine Natural Connections
Step 4: Essential Questions

      What would it look like
if you could peel back your
skin and take a look inside
to see how your body
systems function?
Step 6: Partners




     How do we utilize partners
     to make it meaningful?
Step 7: Multiple Drafts

DRAFT 1
         The cardiovascular system mainly depends on the heart and blood
vessels to transport blood throughout the body. Heart is in the
cardiovascular system, which pumps blood, with the help of arteries, veins,
and transport blood to cells in the body. (Texas Heart Institute)

FINAL DRAFT
         The job of the circulatory system is to transport blood and O2
throughout the body. Blood carries oxygen from the lungs and nutrients from
food to the cells in the body. The circulatory system also helps remove
waste products such as CO2, from the cells. The circulatory system carries
carbon dioxide from the cells to the lungs in order be exhaled, and takes
waste products to the kidneys for removal from the body. The heart, the
main organ in the circulatory system, contains four chambers which help
pump blood throughout the body. The blood is pumped away from the heart
through the arteries, passes through the capillaries, and returns to the heart
through the veins (The Franklin Institute.edu).
Language Arts: Diversity & Inclusion Ad
              Campaign
Integrated unit with Language Arts, Math, Wellness &
Fitness, and STEM Foundations



Highlights:
Step 2 – Inspiration
Step 3 – Product
Step 6 – Natural Connections
Inspiration & Product
• Ad Council’s
  campaigns
• Data-driven
  decisions with
  class-constructed
  survey
• Cohesive designs
Race to the Top Presentation on Integrated Units
Take Home Messages
1. Find natural connections
2. Find partnerships or help outside
   the classroom
3. Find real world question and
   issues that matter
4. Focus on the process, not
   necessarily the product
Questions?

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Race to the Top Presentation on Integrated Units

  • 1. Race to the Top Ohio Annual Conference Fall 2011
  • 2. Creating Authentic Learning Experiences through Team Developed Projects The Dayton Regional STEM School Kate Cook, Biology/Anatomy and Physiology Arch Grieve, World History/Economics/Government Jennifer Leitsch, Language Arts Tracy Weissmann, Assistant Principal/Curriculum http://www.daytonstemschool.org/
  • 3. Mission To prepare students with the skills necessary to compete in the global economy while nurturing in our young people the same enthusiasm for discovery, invention and application that launched the vision for powered flight.
  • 4. Who are we? We serve: 335 students (183 in 2011-11) 29 districts throughout 6 counties 67% white (224) 16% black (55) 11% Multi Racial (37) 4% Asian (15) .8% Hispanic (3) .2% American Indian (1) 25% Free/Reduced Lunch 7 districts transport
  • 5. OUR PHILOSOPHY By developing these five qualities Persistence Inquiry Communication Creativity Collaboration We create success!
  • 6. OUR APPROACH • Students engaged in authentic, real-world problems • Students assessed in a variety of ways • Meaningful relationships – school staff – students & families – the community – business partners – institutions of higher education
  • 7. 2011 OGT TEST SCORES Subj A Adva Acceler Profic B Limit ect LL nced ated ient asic ed Rea 9 35.3 36.8 25 2. 0 ding 7.1 9 Mat 9 48.5 30.9 11.8 7. 1.5 h 1.2 4 Writi 9 2.9 60.3 32.4 4. 0 ng 5.6 4 Scie 9 42.6 25 23.5 8. 0 nce 1.2 8 Socia 9 49.3 20.3 23.2 4. 2.9 l 2.8 3 Studi es
  • 8. 2011 OAA TEST SCORES Subj A Advan Acceler Profic B Limi ect ll ced ated ient asic ted Rea 1 39.6 33.3 27 0 0 ding 00 Mat 8 14.6 37.5 31.3 14 2.1 h 3.3 .6 Scie 9 39.6 27.1 31.3 2. 0 nce 7.9 1
  • 9. Team Based Planning In Nine “Simple” Steps
  • 10. Step 1: Learning Targets How do we determine what to teach for mastery? National Biology Standard: In multicellular organisms, growth occurs via a process called mitosis: a fertilized cell divides successively into many cells, with each parent cell passing identical genetic material to two daughter cells. -“A Framework for K-12 Science Education: Practices, Cross-cutting Concepts, Core Ideas.” 2011. DRSS Biology Learning Targets: Cells - Students will describe structure and function of cells at the intracellular and molecular level, the interactions between cells and their environment, and the impact of cellular processes and changes on individuals. Molecular Basis of Heredity - Students will examine the role of DNA in transferring traits from generation to generation, in differentiating cells, and in evolving new species.
  • 11. Step 2: Inspiration What justifies an integrated unit? Where do ideas come from? • Cancer studies in Wellness/Fitness and Biology • Greene County Combined Health District- real world impact
  • 12. Step 3: Integration Determine connections between learning targets.
  • 13. Step 4: Essential Questions Develop an overarching essential question and sub questions. • Overarching Questions – relevant, meaningful • Specific questions for each content area - designed to help answer the overarching essential question through the lenses of the different classes Cancer Unit Overarching Question: How can we prevent and reduce the incidence of particular cancers in Greene County?
  • 14. Science: What is really going on in the body of a cancer patient? How can we prevent cancer? How does early detection help?
  • 15. History: Mapping Cancer – What does it reveal? Does place matter with regards to cancer? If so, how? How can I use location to select a target audience for my intervention?
  • 16. Language Arts: How do people with cancer cope with their diagnosis and treatment? How do cancer patients communicate their experiences? How do I design an intervention to help prevent/reduce the incidence of Cancer in Greene County?
  • 17. Math and Health Math: How likely am I to get cancer, and how unique is my cancer profile? How serious a task is it to remove cancerous tissue from a part of the body? Health: How can our behaviors reduce the risk of cancer?
  • 18. Step 5: Final Product How do we make products relevant, meaningful, and public? Relevant, Meaningful, and Public – Product has real world significance – Product doesn’t already exist – Quality matters – Make the work extend beyond the school – Allow for student choice and voice
  • 19. Step 6: Partners How do we utilize partners to make it meaningful?
  • 20. Step 7: Implementation What are the key aspects of implementation? •Revisions/Multiple Drafts (self, peer to peer, partner, teacher) •Assessing the process, not necessarily the end product • Rubrics (possibly student developed)
  • 21. Models and Rubrics • Collection of models on a Wikispace (http://drsscancer.wikispaces.com/) • Students determine the characteristics that make the models work • They use these critiques to outline their own rubric • Rubrics are created with guidelines/input
  • 22. Step 8: Reflection How do students and teachers reflect on the process? • Reflection – Share with staff – before or after project • Lessons Learned from Cancer Project – Make expectations to our partners clear – Allow for student choice and voice
  • 23. Step 9: Public Exhibit Share your work! •Work with partners to make work public •Use as a way to share product but also celebrate students’ work
  • 25. Conflict and Genocide Unit Integrated unit between Language Arts and World History Highlights • Step 1-Learning Targets • Step 5-Final Product • Step 7- Assessment
  • 26. State Learning Targets “Regional and ethnic conflicts in the post-Cold War era have resulted in acts of terrorism, genocide and ethnic cleansing.” “Oppression and discrimination resulted in the Armenian Genocide during World War I and the Holocaust, the state-sponsored mass murder of Jews and other groups, during World War II.” Academic Content Standards Revision High School Social Studies Course Syllabi, Updated February 2011
  • 27. My learning target based on the 10 NCSS Themes Power, Authority, and Governance : Students will look at the Rule of Law vs. the Rule of Man and try to determine whether or not the 20th Century has been one of progress or one of decline in how we relate to one another in the realm of government. We will study what legitimizes power, how different countries are governed, and how one can bring about changes in those types of governments. Case studies will include power struggles in Iran, India, China, Northern Ireland, Israel/Palestine, and South Africa. We will also study various conflicts and genocides of the 20th Century, looking at the Armenian Genocide, the Holocaust, Cambodia, Bosnia, Rwanda, and Darfur, in an attempt to study these tragic occurrences scientifically so we can understand how they unfold and, more importantly, how they can be prevented.
  • 28. Grade the process, not the final product
  • 29. Bodies Book Unit Integrated unit between Biology and Wellness/Fitness Highlights • Step 3 – Natural Connections • Step 4 – Essential Questions • Step 6 – Using Partners • Step 7 – Multiple Drafts
  • 30. National Learning Targets Systems of specialized cells within organisms help them perform the essential functions of life, which involve chemical reactions that take place between different types of molecules, such as water, carbohydrates, lipids, and nucleic acids. All cells contain genetic information in the form of DNA, which is where genes are located. Genes contain the instructions that code for the configuration of molecules called proteins, which carry out the work of cells. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Feedback mechanisms maintain a living system’s internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Outside that range (e.g., at a too high or too low external temperature, with too little food or water available), the organism cannot survive. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. – “A Framework for K-12 Science Education: Practices, Cross-cutting Concepts, Core Ideas.” 2011.
  • 31. My Learning Target Human Organism – Students will understand how the human organism provides protection by the immune and nervous systems and cognition. Students will explain some of the ways in which human body systems interact to maintain a fairly constant environment for cells.
  • 32. Step 3: Determine Natural Connections
  • 33. Step 4: Essential Questions What would it look like if you could peel back your skin and take a look inside to see how your body systems function?
  • 34. Step 6: Partners How do we utilize partners to make it meaningful?
  • 35. Step 7: Multiple Drafts DRAFT 1 The cardiovascular system mainly depends on the heart and blood vessels to transport blood throughout the body. Heart is in the cardiovascular system, which pumps blood, with the help of arteries, veins, and transport blood to cells in the body. (Texas Heart Institute) FINAL DRAFT The job of the circulatory system is to transport blood and O2 throughout the body. Blood carries oxygen from the lungs and nutrients from food to the cells in the body. The circulatory system also helps remove waste products such as CO2, from the cells. The circulatory system carries carbon dioxide from the cells to the lungs in order be exhaled, and takes waste products to the kidneys for removal from the body. The heart, the main organ in the circulatory system, contains four chambers which help pump blood throughout the body. The blood is pumped away from the heart through the arteries, passes through the capillaries, and returns to the heart through the veins (The Franklin Institute.edu).
  • 36. Language Arts: Diversity & Inclusion Ad Campaign Integrated unit with Language Arts, Math, Wellness & Fitness, and STEM Foundations Highlights: Step 2 – Inspiration Step 3 – Product Step 6 – Natural Connections
  • 37. Inspiration & Product • Ad Council’s campaigns • Data-driven decisions with class-constructed survey • Cohesive designs
  • 39. Take Home Messages 1. Find natural connections 2. Find partnerships or help outside the classroom 3. Find real world question and issues that matter 4. Focus on the process, not necessarily the product

Notas do Editor

  1. *While people are entering the room. Part I- Tracy's intro/demographics Part II- Steps 1-10 (cancer unit)  Part III- Arch's posters project slides Part IV- This is where you can put the bullying stuff, Jennifer Part V- Kate's bodies project slides
  2. *Introductions/Contact Information
  3. *Tracy
  4. *Tracy
  5. *Tracy
  6. *Tracy Projects, portfolios, making work public, partners
  7. *Tracy
  8. *Kate - Introduction to Team Based Planning Notes: We have developed some common practices for team based planning – it breaks down into a nine step process.
  9. *Kate – Learning Targets The first step is to look at the learning targets for the course. Start with National and State Standards, also determine what you want kids to know 5 or 10 years after they leave your class. From these ideas, we create our own learning targets for the course – sometimes they are more general that state/national standards, sometimes they are more sepcific than state/national standards, but all the time they are rooted in the standards. My example – looking at mitosis and cell division…use 2 much more general learning targets, but hit these learning targets through the theme of cancer, which is one of our unifying themes for the year (talk about in cell specialization, cells, genetics, health technology, etc).
  10. *Kate – Inspiration Notes: We are using cancer as a unifying theme in both Biology and Wellness/Fitness – we should do something with this topic. Contacted GCCHD to see what we could do, they told the story of a breast cancer intervention several years ago – it was extremely successful but they haven’t been able to do anything like it since due to funding. This is where we come in!
  11. *Arch
  12. Arch
  13. Arch
  14. Arch
  15. Jenny
  16. Kate
  17. Arch
  18. Kate
  19. *Kate
  20. *Kate
  21. Jenny
  22. Arch
  23. Arch
  24. Arch
  25. Arch
  26. *Kate
  27. *Kate
  28. *Kate
  29. *Kate
  30. *Kate
  31. *Kate
  32. Kate
  33. Jenny
  34. Jenny
  35. Jenny
  36. ?
  37. all