Instruction

Domain Summary: Instruction

Manchester Community Schools is committed to the training and professional development of all faculty and staff. The district has developed an Instructional Framework that defines common language and best practices to guide teachers and administrators in the delivery and evaluation of highly effective instructional practices. Teachers are encouraged to pursue personalized professional development through participation in workshops, books studies, peer to peer observations, and webinars. The district has developed a mentor program for faculty and staff “new to MCS.” This program provides “need to know” information, training segments on district initiatives, and a platform for mentees to ask questions and garner feedback.

Project-based learning (PBL) was first introduced at MCS in 2012. The district identified lead teachers that received intensive training through Buck Institute. Using the “train the trainer” model, those teachers conducted PBL training sessions for colleagues, K - 12. In subsequent years, additional PBL training has been offered. The district uses book studies to engage stakeholders in relevant conversations surrounding instructional best practices. Recent book studies have included The Teacher Clarity Playbook by Fisher & Frey, How to Differentiate Instruction in Academically Diverse Classrooms by Carol Ann Tomlinson, and Accessible Mathematics by Steve Leinwand. MCS has several active grants that are providing funds and resources to engage teachers in project- and inquiry-based instructional strategies, blended learning best practices, and STEM-integrated curriculum writing. Whenever possible, teachers connect academic content with real-world problems to create authentic learning experiences.

Collaboration is important both for our teachers and our students. All teachers are members of collaborative teams that collect, discuss, and act on data to plan/drive instruction. Teachers also incorporate collaborative group work in their classrooms. Students engage with their peers on a daily basis as they learn to communicate (speak & listen) and work toward common goals. Career Exploration and Employability Skills components are woven into unit plans with opportunities to explore deeper as students’ interests are peaked.

MCS provides teachers with advanced technology tools and resources to support and enhance instruction. Additionally, the district employs building level technology coaches, trained to assist colleagues in lesson development and effective use of technology. Students also have access to a variety of technologies and learning tools, such as 1:1 Chromebooks, computer software, data collection/lab instruments, simulations, and online research resources.

Key Focal Points, Concepts, and Common Language

1. Project-Based Learning (PBL)
2. Inquiry-Based Learning (IBL)
  1. Phenomenon-inspired
  2. Natural World
    1. Field Trips
    2. Guest Speakers
3. Project Lead the Way (PLTW)
4. Visible Learning (Hattie’s Effect Size/Influences on Student Achievement)
5. Create2THINK

3.1 STEM Instructional Approach Training

At least 50 percent of teachers have been trained in implementing a STEM instructional approach in the context of solving a real-world problem or challenge

PBL/IBL Training

The spreadsheet to the left includes the names of MES teachers (highlighted in purple) that received training in implementing a STEM instructional approach in the context of solving a real-world problem or challenge. 15 of 18 teachers received the training along with the building's STEM and Reading specialists. (17/20 total)

STEM Instructional Training

A team of teachers from Manchester Elementary not only attended but also presented at the Hoosier Association of Science Teachers Inc. (HASTI) conference in 2019. Upon sharing their work with their peers across the state, they brought their instruction back to the rest of the staff in our building.

HASTI Budding Scientists 2019 - Sue Gnagy

CREATE2THINK STEM/PBL

Consultants from Equitable Education Solutions work with all grade level teachers to support integration of the PBL units in alignment to our curriculum maps. They then provide PD support throughout the year for each of the components included in their units. (Unit Plan, Rubric Assessment, Career Connections, ELA Performance Task, Math Performance Task, THINK Journals, Exit Tickets)

CREATE2THINK Matrix (101620).pdf

STEM PD & Training

As we have integrated the CREATE2THINK PBL units into our curriculum, all teachers have received training and will continue to receive support training on implementation of the units.

STEM 2 pager (092520).pdf

Document notes from one of the CREATE2THINK overview trainings regarding the components within each PBL unit for implementation support.

C2T summary of components

Manchester Community School teachers attend various professional development sessions and curriculum training opportunities throughout the year. Teachers then return to their respective buildings and share with others the information and practices they received. Pictured (right) is a Summer High Ability Boot Camp training session, facilitated by Manchester University Professor, Kurt Kurtzhals.

3.2 STEM Instructional Approach Implementation

At least 50 percent of teachers use a STEM instructional approach in the context of solving a real-world problem or challenge

All grade level teachers incorporate the CREATE2THINK PBL curriculum for all students. There are 8 units per grade level that center around real world problems and challenges.

CREATE2THINK Matrix (101620).pdf

This is a unit roadmap for a 2nd grade unit.

2-No Beans About It-Unit Plan.pdf

The following are samples of CREATE2THINK PBL units from a variety of grade levels. Each unit is centered on a real world problem or challenge.

Weather Station Install - Sue Gnagy.png

One goal of our STEM curriculum is to engage young scientists in authentic field research. The weather station provides learning opportunities for all levels, K - 12. All students have science and engineering process standards that ask students to be able to pose questions, develop and use models/tools, perform investigations, analyze/interpret data, use computational thinking, construct explanations, use reasoning based on evidence, and communicate information. We can engage our students in all of these process standards with this instrument. The vertical alignment progression and cross curricular connections are also significant.

The station collects rain, wind, solar radiation, UV radiation, temperature, barometric pressure, and humidity data. Teachers and their students can monitor and track this data. Anyone can access the weather data through Weather Underground. (Just enter 46962 and search for Manchester Football Field.)

Here are some specific grade level standards and activities:

Kindergarten students will investigate our local weather conditions to describe patterns over time. Second-grade students will record detailed weather observations, including cloud cover, cloud type, and type of precipitation on a daily basis over a period of weeks and correlate observations to the time of year. Students will chart and graph collected data. Second-grade students will also investigate the severe weather of our region and its impact on the community, looking at forecasting to prepare for, and respond to, severe weather. Third-grade students will compare/contrast information to determine seasonal weather patterns across the different regions of the United States. Eighth-grade students research, compare/contrast global temperatures over the past century.

All students participate in STEM as a specials rotation. In this picture (from The Purpose of Parts unit), STEM teacher, Joel Eichenauer, takes a class of first grade students outside to look for and identify local birds (and other flora and fauna). Each student is instructed on the proper use of binoculars prior to heading outdoors.

First grade binocs - Sue Gnagy.jpg

3.3 Student Instructional Work Groups

At least two times per week and in at least 50 percent of classes, students work in groups as follows:

1) Students collaborate with peers based upon project/intended outcomes

2) Each group member has at least one assigned role that is critical to successful project/goal completion

3) Accountability is measured and recorded for each individual as well as the entire group

1st Grade Fairy Tale Integrated STEM Lesson

Each grade level uses a classic Fairy Tale (second grade example attached: Little Red Riding Hood) as the basis for an integrated STEM curriculum lesson. Students form engineering teams to solve the defined problem. Teams are actively engaged in all elements of the engineering design process.

STEAM in Fairy Tales Grade 2 - Sue Gnagy.pdf

Leadership Roles Evaluation Form

As students carry out their leadership roles through CREATE2THINK Instructional Framework, they are evaluated by the teacher in their individual roles and additionally as a team.

Student Work Groups

Elementary student groups (K in this example) state questions, develop hypotheses, design and conduct experiments, collect and analyze data, make conclusions, and report results. In this picture, the "recorder" in the group writes down data from the second trial in this experiment.

Screen Shot 2020-10-11 at 10.04.46 PM - Sue Gnagy.png

Defined Leadership Roles

As students work through the CREEATE2THINK Instructional Framework, they carry out the static roles identified on the following form. The purpose of this is to help prepare them to take on the dynamic roles as they grow and mature.

STEM Leadership Roles.pdf

3.4 Technology in Instruction

Students use a variety of technologies to enhance their learning in investigations and problem solving e.g., data collection/analysis, design, creation, virtual simulations, research and communication at least 50 percent of the time

Manchester/Davis Instruments Weather Station

One goal of our STEM curriculum is to engage young scientists in authentic field research. The weather station provides learning opportunities for all levels, K - 12. All students have science and engineering process standards that ask students to be able to pose questions, develop and use models/tools, perform investigations, analyze/interpret data, use computational thinking, construct explanations, use reasoning based on evidence, and communicate information. We can engage our students in all of these process standards with this instrument. The vertical alignment progression and cross curricular connections are also significant.

The station collects rain, wind, solar radiation, UV radiation, temperature, barometric pressure, and humidity data. Teachers and their students can monitor and track this data. Anyone can access the weather data through Weather Underground. (Just enter 46962 and search for Manchester Football Field.)

Here are some specific grade level standards and activities:

Kindergarten students will investigate our local weather conditions to describe patterns over time. Second-grade students will record detailed weather observations, including cloud cover, cloud type, and type of precipitation on a daily basis over a period of weeks and correlate observations to the time of year. Students will chart and graph collected data. Second-grade students will also investigate the severe weather of our region and its impact on the community, looking at forecasting to prepare for, and respond to, severe weather. Third-grade students will compare/contrast information to determine seasonal weather patterns across the different regions of the United States. Eighth-grade students research, compare/contrast global temperatures over the past century.

The attached screenshot shows two teachers installing the weather station.

Weather Station Install - Sue Gnagy.png

Sphero Computer Science and Technology Integration

This student is demonstrating how to use a Sphero to some of the other students/families that attended one of our district's family nights. The district provided the Sphero for the student in response to this student's high interest in coding.

DSC_4237 - Sue Gnagy.jpg

Technology Integration

Technology, use of scientific tools to observe nature, gathering data and information to then write about using nonfiction, technical script are all included in this outdoor learning experience.

IMG_3832 - Joel Eichenauer.jpg

PictureSTEM-Toy-Box-Organizer.pdf

Lesson 1B: Robot Mouse

LESSON SUMMARY

In this STEM+C lesson, students learn how to read and create a map that communicates where objects belong. Students build on their knowledge about mapping and sequencing from Lesson 1A by exploring the Robot Mouse kit to see how it works. Students learn how to read the provided activity cards that serve as a map of what the mouse’s course should look like. Students also must learn to create a flowchart of code, so they can program the mouse through the course maze. Finally, students are challenged to create an original activity card that the toy company can include in their new deck of cards. This lesson prepares students for the engineering design challenge in which they will have to draw a map for Talia to communicate where the organizer and toys should be placed in the toy box. Additionally, students will be exposed to creating a plan, testing, and having to redesign in this activity.

Computer Science Standards Data and Information

Programs and Algorithms

• K-2.PA.3 Arrange information using concept mapping tools and a set of statements that accomplish a simple task.

3.5 STEM Integration

At least 50 percent of teachers are implementing the planned integrated STEM learning opportunities on a quarterly basis (see 1.3)

District-Wide STEM Based Themed Curriculum Map

The attachment is a Curriculum Framework for Manchester's district-wide science/STEM initiative. Each grade level, K - 9 focuses on 5 different birds in units throughout the course of the year. The capstone experience is a trip to the Everglades (seniors in AP Environmental Science) where students spend time counting bird species.

DSI_ Science Curriculum Framework - Sue Gnagy.pdf

All grade level teachers implement the CREATE2THINK cross-curricular PBL units into their curriculum. There are 8 units per grade level centered around the 4 domains within science standards.

IMG_2570 - Joel Eichenauer.JPG

In addition to the CREATE2THINK units and district STEM unit map, teachers also create and integrate into their core curriculum, their own STEM/PBL units following the 5E model. Here, students worked together to learn about energy sources, renewable power, engineering & design process, and made passively heated solar houses (boxes) before than conducting experiments throughout the day collecting real field data on temperatures and then graphing, explaining, and interpreting that data in comparison to others.

Teachers implement STEM learning opportunities on a quarterly basis.

The image carousel below highlights some of the units integrated.