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Domain Summary: 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
Project-Based Learning (PBL)
Inquiry-Based Learning (IBL)
Phenomenon-inspired
Natural World
Field Trips
Guest Speakers
Project Lead the Way (PLTW)
Visible Learning (Hattie’s Effect Size/Influences on Student Achievement)
Create2THINK
3.1 STEM Instructional Approach Training
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
This is a roster of the teachers within the district that attended the PBL Round 2 of training. We utilized the train the trainer model with the expectation that these teachers would then train the other teachers in their buildings to build PBL implementation capacity.
PLTW_Launch_Module_Descriptions_032019 (2).pdfThe district has two teachers trained in PLTW Launch. These teachers are certified to lead professional development for all Launch modules.
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).pdfCREATE2THINK STEM/PBL
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).pdf3.2 STEM Instructional Approach Implementation
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 levels incorporate engaging, evidenced-based integrated STEM curriculum such as Project Lead The Way, NSTA Press/STEM Road Map, and CREATE2THINK PBL for all students. CREATE2THINK units (matrix below) center around real world problems and challenges.
CREATE2THINK Matrix (101620).pdfExample of real world problem/challenge in C2T Unit
Example of real world problem/challenge in C2T Unit
All 6th-grade students participate in STE(A)M rotations and will study Project Lead the Way (PLTW) Innovators and Makers. In this rotation, students work with Micro:bits, learning how to code them and connect them to complete the circuits and perform various tasks such as making lights work, producing sounds, creating a functional compass, making pressure and light sensors, and much more. Students work in groups and assume roles such as "driver" and "navigator." This PLTW experience offers a robust hands-on learning experience and showcases the importance of becoming a problem solver (one of the MCS Portrait of a Graduate assets).
IMG_6557 - Jen Birch.jpegWeather Station Install - Sue Gnagy.pngOne 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 for a few grade levels:
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 6th grade teachers participate in STEM rotations. All students rotate through Computer Science Innovators and Makers, LEGO Robotics, Genius Hour, Reader's Theater and Google Sheets. Students spend 6 weeks in each unit and learn a variety of STEM skills.
3.3 Student Instructional Work Groups
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
100% of teachers participated in a survey about group work. (Survey results to the left). The results indicated that 100% of classes work in groups at least 1 - 2 times per week with 70% of those classrooms engaged in group work 3 or more times per week.
IMG_4060 - Jen Birch.jpegStudents work in groups to problem solve and diagnose various medical issues. Each group is given a medical file and must research and review symptoms to identify what is happening with the "patient". They are able to make conclusions and test their theories through lab tests and other medical processes. The project goes on to study the nervous system and ends with a dissection of the brain. Students take on various dynamic leadership roles to complete the tasks and make the proper diagnosis.
In STEM class, students work in groups every day. In the lesson pictured here from Mystery Science, students are learning about chemical reactions and how those reactions cause explosions. One student is responsible for holding a bag of vinegar steady while another student carefully places a cup of baking soda into the bag. After the "Bag Boss" seals the bag, the "Cup Commander" flips over the cup and the students watch the bag fill with gas and explode. They both then record their observations and write about what could have caused a more rapid reaction.
STEM Leadership Roles.pdfDynamic Leadership Roles (3-8):
These roles can be selected and implemented by each team member at the beginning of each session in each phase of the Unit of Study. At the culmination of each session, it will be the responsibility of each leader to identify the role which they were taking on for that day. They will provide reflective feedback for themselves identifying how well they exemplified the leadership style of this role. In this way, students are not simply seeing themselves as having certain responsibilities, but placing themselves in the mindset of being a change leader and meeting the particular needs of their team.
Students are held accountable for their learning both as an individual and as a contributing member of a group. Exit tickets and journal entries are two examples of how teachers assess an individual students' learning progression during group projects. Rubrics are used to communicate success criteria at both the individual and group levels.
Group work is integrated into everything we do at MIS.
All 4th grade students work in groups to design and build Rube Goldberg machines as they learn about simple machines.
Students are assessed for their work both as an individual and as a contributing partner within a group. The above rubric has both an individual and a partner element being assessed.
Group work is regularly used across MIS. For example, students recently studied concussions by working in groups to design a helmet to protect an egg that they dropped from various heights. One student from the above groups was in charge of dropping the egg, one was in charge of holding a meter stick to measure the height of the drop, and another was in charge of checking if the egg had broken.
3.4 Technology in Instruction
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
All 6th grade students participate in STEM rotation throughout their day. In one rotation they participate in LEGO Robotics. They build and create various objects out of LEGOs and then are able to program and use LEGO Robotics kits to create items that move and can be programmed.
4th grade students working collaboratively to learn about conductors & insulators in a circuit PBL.
EllKayleeAlexiscircuit - Sue Gnagy.JPG
Technology integration through computer science standards in a CREATE2THINK unit.
Sample CREATE2THINK unit: Students use a Floor Plan Creator website to create a digital design within their unit.
All students, grades 4-6, work on web-based coding activities, as well as play Write It, Do It to help build the fundamental skills of writing step-by-step coding instructions. MIS is 1-to-1 with technology, so every student has the opportunity to work on these digital platforms.
MIS 6th grade students use PLTW to learn about various diseases and diagnose a patient. Students must collaborate and work together to analyze symptoms and vital signs to diagnose and make a recommendation for the patient.
3.5 STEM Integration
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)
IMG_2644 - Jen Birch.jpegThe STEM teacher integrates STEM daily. This is our 6th grade students participating in Genius Hour. This is a time of voice and choice, where students take ownership of their learning and choose a topic they want to learn about. This can be anything from science to music to baking. Students spend time teaching themselves and then present to the class a final product or presentation!
All teachers incorporate integrated STEM learning units. CREATE2THINK offers 8 units per grade level and address Earth and Space Science, Engineering Science, Life Science, and Physical Science standards.
CREATE2THINK Matrix (101620).pdf
This is another example of the weekly STEM opportunities teachers integrate into their curriculum. Students were given various materials for this STEM Challenge where they designed a bridge and built it with the materials provided. They were given straws, toothpicks, hot glue, and string. Students were given time to brainstorm and design a bridge then they had to build it. After the bridges were built, students' projects were tested to see which design could hold the most weight.
In addition to the monthly/quarterly STEM units, the 6th grade teachers also integrate STEM competitions. The 6th grade students participate in an annual snowball catapult competition. They work in small groups to design a catapult using rubber bands, popsicle sticks, a spoon, clothes pin, paper clip, and string. They first design the catapult, then build it, and lastly, they test it to see which group designs a catapult that will throw a ping pong ball the farthest.
Students compete in a marshmallow challenge to build the tallest structure out of spaghetti noodles, tape, string, and a marshmallow. The marshmallow must go at the top and the structure has to hold the marshmallow up. Students are given time to design a plan and then time to build.
District-Wide STEM Based Themed Curriculum Map
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.pdfReport abuse