Domain Summary: Instruction
Domain Summary: Instruction
Embedded Files
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)
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
CREATE2THINK 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).pdfAs we integrate the CREATE2THINK PBL units into our curriculum, all teachers receive training and will continue to receive support training on implementation of the units.
STEM 2 pager (092520).pdfTwenty teachers (all grade levels) participated in the High Ability Summer Curriculum Writing Boot Camp. This program was supported by the High Ability Competitive Grant fund and was facilitated by Manchester University Education Professor, Kurt Kurtzhals. Participants earned PGPs for this week-long training.
3.2 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
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 our zip code, 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.
Weather Station Install - Sue Gnagy.pngEngineering Design Process
Engineering Design Process
In this video, students are utilizing the Engineering Design Process as they carry out an investigation about slope and velocity.
VID_20181016_141058945 - Jabin Burnworth.mp4Principles of Engineering and IOT
Principles of Engineering and IOT
In this engineering design challenge, students are tasked with creating an IOT device to help notify a user when their water softener is low on salt.
7th and 8th grade incorporate STEM/PBL curriculum for all students. CREATE2THINK provides 8 integrated units per grade level that center around real world problems and challenges.
CREATE2THINK Matrix (101620).pdfExamples of real world problems and challenges embedded within the CREATE2THINK Units
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
97% of teachers participated in a survey about group work. (Survey results to the right). The results indicated that 86.1% of classes work in groups at least twice a week with 33.3% of those classrooms engaged in group work 3 or more times per week.
Assessment tool for group work. All teachers have been trained in utilizing rubrics, such as the collaboration rubric (from Buck Institute). These tools are used to guide conversations on what it looks like to be a good collaborator.
Collaboration_Rubric - Sue Gnagy.pdfCompass Points - Sue Gnagy.pdfThis is an example of an activity used to help students understand group dynamics. Compass Points is one of several learning style-type activities used at the JSHS. We feel that it is important to encourage students to appreciate differences and to recognize everyone has a contribution to make when it comes to work groups. This prepares students for working in collaboration within STEM/PBL units.
Invasive Inventions PBL - shows group assignments, link to grading rubric that teachers utilize to manage and assess group work and roles.
Student Roles and Catapults
Student Roles and Catapults
In this catapult STEM unit, students work in groups and take on specific roles in order to collaborate as a team.
Catapult Project (1) - Jason Doehrman.pdfThis is a cross-curricular PBL unit developed for 7th grade Language Arts. The unit was based on the novel Wonder. As part of the unit plan, students chose a genetic disorder to research then created a presentation to share with the class. Students were assigned individual roles for the group presentation - each student was responsible for one slide in the presentation. Curriculum Director, Sue Gnagy, was a guest speaker and modeled the presentation students were expected to create.
Students participate in Experimental Design where they take on different roles to conduct a scientific experiment from a mix of random materials. Roles such as timer, recorder, and tester are employed throughout the activity.
Experimental_Design_Division_B_Checklist_0.pdfPBL unit 7th grade. In this unit students were doing a novel study based on the book Wonder. Students were to answer the driving question - What does bravery/courage look like? In order to do so, students had to create an iMovie with narration that symbolized what they view as bravery/courage. Additionally, students learned about various genetic disorders (science integration) and created a group Slide presentation sharing what they learned. Scroll through document to view the individual roles and responsibilities within this lesson.
Carousel of STEM group activity pictures from bottle rockets, egg drop, Wright Stuff, and robotics.
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
Virtual Tours
Virtual Tours
Students take part in virtual tours of the Museum of Natural History with VR headsets as part of our evolution unit and to help them prepare for a dinosaur evolution project.
IMG_2842 - Jabin Burnworth.jpgWhat Does Courage Look Like?
In this cross-curricular PBL unit, students studied the novel Wonder, genetic disorders, and the concept of what defines bravery. Based on the knowledge gained from reading the novel, completing the genetic disorder research, and looking at various examples of bravery, students had to create their own iMovie to illustrate their vision of what bravery looks like.
News Broadcast - Survival
Students in the Themes in Literature course participate in a cross-curricular unit about survival. Working in collaborative groups with assigned roles, students create a news broadcast to answer the driving question - Do only the strong survive? Students research, write a script, film, and edit before submitting the finished product.
Students participate in Write It, Do It as a precursor to web-based coding activities. This activity helps students understand the fundamentals of writing the logical, step-by-step instructions that are so important to building web programs.
3D Printing - The 3D printer is housed in the high school media center, and all students and staff may utilize it. By scheduling a printing time through Google Forms, individuals can come to the media center at their convenience to create a print job, send it to the printer, and witness their creation come to life. Classes utilize the printer as well, including Engineering and Technology and Principles of Engineering. In these classes, students design items to be printed. It is a true learning experience as they work through the processes of trial and error to get the perfect design for their machines and other creations.
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)
VEXIQ
VEXIQ
Student teams must program their robot to safely maneuver through the "orchard." The robots are autonomous and so not yet have sensor input.
VEXIQ_OrchardChallenge - Aaron Hooks.pdfRover Development
Rover Development
Two classes, Intro to Advanced Manufacturing, Principles of Engineering, collaborated to design and fabricate a remotely controlled snow plow.
World's Fair Project
World's Fair Project
All 7th grade teachers and students collaborate to recreate the very first World's Fair that took place in the year 1851 in London, England. The World's Fair inspired millions of people around the world by enlightening and entertaining the mind as a way of presenting the past and ensuring the hopes and dreams of the future.
Makerspace - Students and teachers have a wide variety of resources available to them through our Makerspace at the senior high school. Various tech and STEM items including robotics, circuits, coding and more are available for checkout, and each and every student has access to these in the media center. We plan to continue to expand our Makerspace through the Make It Your Own Grant; we have $1000 to spend on purchasing new equipment for MJSH staff and students to utilize. We also plan to continue professional development for our staff by using our Makerspace coaches - Susan Clifton, Ashton Bradford-Johnson, Mary Randall, and Erica Vogel. These four staff members attended the three day workshops made available through the Make It Your Own grant and are excited to continue sharing the knowledge they gained through Region 8 and the Schwab Foundation.
Our Makerspace is an extension of the classroom. This is a portion of our Makerspace library collection. Students and staff can checkout these titles that both support and enhance the STEM curriculum. Students have access to Makerspace during all school hours, and many utilize these materials during the lunch periods. COVID restrictions and protocols have slowed Makerspace usage this year, but we look forward to being fully operational again soon!
CREATE2THINK Matrix (101620).pdf7th and 8th grade teachers incorporate STEM/PBL units. Resources used include NSTA Press STEM Road Maps, Buck Institute aligned PBL units, and CREATE2THINK (C2T) units. There are 8 C2T units per grade level and address Earth and Space Science, Engineering Science, Life Science, and Physical Science standards.
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