Embedded Files
The last three years of intense professional learning, with Discovery Education and New Pedagogies for Deep Learning, have led to cross-curricular planning at Irwin. Staff utilizes the district curriculum scope and sequence as a springboard for identifying the Indiana State Standards for science and computer science. Weekly collaboration involves classroom teachers, teachers from special education, ELL, intervention, STEM resource, and special areas in developing instructional units and lessons. The administrator provides resources and participates in weekly collaborations as well. Transdisciplinary unit and lesson designs support a natural tie between content areas that enhance real word problem-solving and hands-on learning. The units and lesson plans are designed with a focus on one or more of the six Global Competencies: Citizenship, Character, Collaboration, Creativity, Critical Thinking, and Communication.
2.1 Curriculum Integration
2.1 Curriculum Integration
Irwin teachers utilize a variety of curriculum resources to integrate STEM into daily lessons. These resources support teachers in organizing their instruction so that students can make meaningful connections across subject areas. At least 50% of planned integrated curriculum is evidence-based.
Integrated Scope and Sequence
A team of educators, administrator, instructional coach, and representatives from the district's curriculum and technology department, collaborated to create an integrated scope and sequence of Indiana standards. The scope and sequence organizes instruction so that students are encouraged to make meaningful connections across subject areas.
Project Lead the Way
Every week all students experience Project Lead the Way modules in the STEM Lab. Each module is connected to the integrated unit being taught in the classroom as noted on the scope and sequences above. The document below shares the PLTW modules that all students progress through.
Discovery Education STEM Connect Units
Irwin teachers utilize STEM Connect as an interdisciplinary resource. It blends digital content with ready-to-use lessons and hands-on activities to enhance core curriculum and cultivate design thinking. Built around the 4Cs framework and the UN Sustainable Development Goals, STEM Connect purposefully integrates across disciplines and provides all the necessary resources for teachers to introduce students to STEM.
Defined Learning utilizes videos to set the stage for each lesson by showing the practical application of STEM educational concepts within a company or industry. Students work through performance tasks that are built around a specific job and work to apply new knowledge n a real-world application.
Kindergarten students created paintbrushes in Project Lead the Way Modules.
2.2 Computer Science
2.2 Computer Science
All students at Irwin receive instruction in Computer Science through weekly interdisciplinary lessons that provide experiences with coding and problem-solving. Classroom instruction is supported by CODE.org and the district's technology lessons on digital citizenship and literacy. Computer Science is included in the District Scope and Sequence at all grade levels.
In addition to classroom instruction, 100% of Irwin students also receive computer science lessons through Project Lead the Way in the STEM Lab.
Grades K-2- Students learn coding, data analysis, computer-based problem solving, and computer science skills through several modules from PLTW. Scratch Jr. is the primary vehicle of instruction.
Grades 3-5- Students learn more advanced computer science skills using programming platforms. Students also use VEX robotics to improve their understanding of coding.
2.3 Employability Skills
2.3 Employability Skills
Fort Wayne Community Schools focus on the six global competencies: character, citizenship, collaboration, communication, creativity, and critical thinking. Through the use of learning progressions in each competency, we evaluate the level of understanding for each student and collaboratively plan strategies to develop our students' employability skills. Lessons are thoughtfully and explicitly taught to support student understanding and application. Students participate in weekly Social Emotional Learning lessons to promote responsible citizenship
2.4 Equity
2.4 Equity
Response to Instruction: Each school day, every student participates in RTI block with a focus on critical skills. Key interventions and additional supports are provided to students needing remediation and acceleration. The RTI Block structure prevents students from being pulled out during other instruction. (see Master Schedule)
Special Education Support: The special education teacher and assistant maintain an intensive schedule of push-in services that provide optimum learning environments for all students. This ensures students are able to be successful during core instruction. Additionally, special education teachers pull students out of class during RTI time to provide specific, targeted instruction.
English Language Learner Support: ELL teacher provides push-in services during STEM instruction.
In addition to in-class support, all special education and ELL students receive STEM experiences in the Innovation Lab and STEM Lab with their peers every week.
2.5 Assessments
2.5 Assessments
All teachers use a variety of assessment methods to assess STEM learning through FWCS platforms, such as Fastbridge, DnA, and SeeSaw. Teachers also use technology creation tools to allow students to show their understanding of a concept.
Project Lead the Way
Formative and summative assessment opportunities are embedded within all PLTW modules. Formative assessments use discussions to uncover student learning and conclusion questions at the end of each activity, project, and problem. Summative assessment includes assessing student demonstrations of learning through their work on the problem.
Defined Learning
Each project in Defined Learning has a performance task that requires students to perform or demonstrate their knowledge, understanding, and proficiency of the assignment. The students are asked to reflect on the task, and demonstrate understanding, or apply their learning from the required task.
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