Science Education. March 28, Tammy Shelton, Executive Director of Content & Assessment Design

Transcription

1 Science Education March 28, 2016 Tammy Shelton, Executive Director of Content & Assessment Design

2 STEM

3 State of STEM in Tennessee The need for fully integrated K-12 STEM education is reaching a critical importance in Tennessee. Gaps in relation to STEM occupations, academics, and college and career readiness are keeping our state from fully reaching its potential and its ability to lead the nation economically in STEM related careers. STEM education stands as a key strategy for Tennessee s economic future. It will help foster economic development by creating opportunities for our citizens which have been limited in the past. STEM education helps build critical thinking and analysis skills by addressing how our students view and experience the world around them. 3

4 STEM Academies General Education Disconnected STEM Initiatives These puzzle pieces CTE STEM ypostsecondary represent the different areas where STEM education has been attempted. Some strides have been made- but they are simply one-offs, Industry TSIN are disconnected, and not cohesive. Each is wellintentioned; however, each has specific STEM goals in mind which limit the necessary integrated approach. 4

5 STEM Strategic Plan: An Integrated K- 12 STEM Proposal for Tennessee Occupational gaps: STEM occupations are forecasted to increase at a faster rate than all other occupations combined in Tennessee. There will be over 295,000 STEM jobs in Tennessee in 2022 Academic gaps: STEM related academic achievement of our students can be better addressed through STEM supported instruction. On the 2015 ACT, 30 percent of math and 29 percent of science students in Tennessee met the ACT College Readiness Benchmarks. College and career readiness gaps: Students are not connecting the dots between their interests and potential STEM related careers. There is a gap between the student s interest in STEM and their intentions to pursue STEM careers. 5

6 Key Recommendations Under the direction of the STEM Leadership Council and in partnership with the department of education, the following strategic plan has been developed to address fully integrated K-12 STEM education. The plan reflects the promotion of a fully integrated approach, utilizes four priority areas to drive the integrative work. These four priority areas are: curriculum and instruction, professional development, achievement, and community and postsecondary partnerships. 6

7 Curriculum and Instruction Summary: Develop a seamless integration of curriculum incorporating STEM strategies in general education, career and technical education (CTE), and career exploration applications. Strategy: Create an integrated STEM curriculum K- 12 and develop key instruction functions to support the curriculum. Recommendations: Establish a framework for teaching and learning that identifies the sequence of STEM knowledge and skills. Implement a K-12 framework that strengthens developing skills for college and career readiness and incorporates the TN Ready and CTE curriculum frameworks. Build a framework for the integration of learning between the K-12 regular school day and external learning opportunities. Recommend designated instructional time for math and science integration. 7

8 Professional Development Summary: Create an environment that allows educators to continue to learn and pursue opportunities which build the capacity to provide better STEM learning opportunities for students. Strategy: Develop professional learning that provides support in implementing and continuing the STEM integration for all teachers K-12. Insert Recommendations: Provide and support consistent funding for highquality STEM professional learning. Adopt policies and standards for quality STEM professional learning. Establish quality STEM teacher preparatory programs and attach license endorsements and incentives to effective teachers. Implement a system of periodic review of state STEM related professional learning practices and monitor effectiveness. 8

9 Achievement Summary: Student achievement is a key piece to ensuring a strong, innovative and cohesive STEM program for the Insert state of Tennessee. Strategy: Design and incorporate assessments for STEM initiatives for students and teachers. Recommendations: Develop recommendations for assessing grade level and curricular content areas. Promote meaningful ways to integrate STEM into the assessment system in a cohesive, innovative fashion. Create a designation that recognizes schools for STEM best practices. 9

10 Community and Postsecondary Partnerships Summary: Both community and postsecondary STEM partnerships play a critical role in creating meaningful connections between curriculum taught in the classroom and practical applications outside of school. These partnerships can create an environment in which students develop higher-level STEM skills and knowledge inside and outside of the classroom, and increase their readiness for college and careers. Strategy: Establish community and postsecondary academic STEM partnerships that provide meaningful connections. Recommendations: Partner with postsecondary institutions to create seamless STEM pathways ensuring all students are college and career ready. Advocate for policies and legislation that provide incentives for the creation and sustainability of partnerships, CTE opportunities, and hands-on learning opportunities through onthe-job training such as work-based learning experiences, externships, research opportunities, summer employment, and shadow days for younger participants. Develop the ability to access and exchange information across the state regarding STEM partnerships in order to track outcomes and support partnership creation and development. 10

11 Tennessee Science Standards

12 Current Standards Development and use Developed using best practices and standards as established by National Research Council (NRC) publication National Science Education Standards, 1996 Current Tennessee State Standards for science have been in use since Limitations Lack of conceptual progressions and alignment through grades and courses Document design has led to confusion regarding standard identification 12

13 Current Design 13

14 Standards Review Importance of Standards Form the foundation for student learning and teacher instruction Outline what students need to know and be able to do Provide the vision for postsecondary and workforce readiness 14

15 Standards Review Process Tennessee State Board of Education (SBE) is charged with approving standards New policy to review standards every six years at minimum Public Chapter 423 outlined a new review process: Built upon Governor s process for reviewing math and English language arts Includes two public review periods Creates a Standards Recommendation Committee Applies to math, ELA, science, and social studies 15

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20 2018 Tennessee Draft Science Standards The ideas driving the development of the standards are: Improve the coherence of content from grade to grade. Integrate disciplinary core ideas with science and engineering practices. Promote equity and diversity of science and engineering education for all learners. 20

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22 Science and Engineering Practices 22

23 Disciplinary Core Idea 23

24 Crosscutting Concepts Patterns Cause and effect Scale, proportion, and quantity Systems and system models Energy and matter Structure and function Stability and change * Framework Chapter 4 24

25 Recommended Literacy Skills for Science Proficiency Reading: Students should consistently read beyond the science textbook as the language of science consists of technical text and data represented in multiple formats. It is imperative that students be exposed to authentic science texts from primary sources such as scientific journals, popular magazines, and vetted internet sites. Vocabulary: Scientifically literate students will appropriately link technical and academic vocabulary words in the communication of scientific phenomena. Speaking and Listening: Scientifically literate students must listen critically and engage in productive discussion surrounding a critique of scientific evidence and the validity of resulting conclusions. Writing: Writing in a science classroom does not mimic that of writing in an English/ Language Arts classroom, with respect to engaging students in authentically scientific writing. 25

26 Supporting Document 26

27 Contact Information Tammy Shelton, Executive Director, Content and Assessment Design: Kelly Chastain, Coordinator of Science: Deborah Knoll, Career Cluster Consultant, STEM, Division of College and Technical Education, Alison Gower, Director of Content (instructional materials), 27