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At Maple Crest STEM School, we offer many different varieties of instruction through our STEM curriculum. Students participate in group and individual assignments through the school year. Students are held accountable for their learning through project and problem-based learning. Technology is an integral part of our students daily learning since we are a 1-1 school. STEM units are evaluated and revised on a regular bases to create the best instruction for our students.
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
All MCSMS teachers are in different trainings on implementing STEM instruction and on creating and applying real word concepts and scenarios to different STEM challenges or activities.
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).pdfCREATE2THINK/Pillars of PBL Bi-Monthly Training
CREATE2THINK/Pillars of PBL Bi-Monthly Training
Our whole staff is provided with bi-monthly professional development for implementation of the CREATE2THINK curriculum units and Pillars of PBL/STEM support. Below is an example of the PD we received in December of 2020. (Video presentation link is on slide 1)
Copy of Manchester C2T December.pptxAs 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).pdfIPM Micro Credentialing System
IPM Micro Credentialing System
All administrators and 15% of teachers are participating in a year long IPM/Digital Technology STEM/PBL Micro Credentialing System. The 15% of teachers completing the system serve as train-the-trainer models to extend the professional development to all teachers.
IPM STEM/PBL (102620).pdf
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
All MCSMS teachers apply project and problem based learning in STEM activities or lessons.
These are some examples of our students hard at work, engaged in STEM/PBL. All teachers incorporate a PBL instructional framework for all students throughout their week. Students in all STEM units and projects are focused on real world problems. Anything from coding, creating their own marketable game to learning about entrepreneurship.
All grade levels incorporate the CREATE2THINK PBL curriculum for all students. There are 8 units per grade level that center around real world problems and challenges.
Example of real world problem/challenge in 6th grade C2T Unit
Example of real world problem/challenge in 7th grade C2T Unit
Example of real world problem/challenge in 7th grade C2T Unit
Example of real world problem/challenge in 6th grade C2T Unit
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:
Students collaborate with peers based upon project/intended outcomes.
Each group member has at least one assigned role that is critical to successful project/goal completion.
Accountability is measured and recorded for each individual as well as the entire group.
Students are in groups more than 60% of the time more than 3 times a week in classes. Students are collaborating with their peers to ensure that the project is completed effectively and efficiently as well as double checking each other to ensure that all roles are accomplished. Students grade each others performance as well as receiveindividual and group feedback from the teacher.
GROUPS.pdfStudents create their own norms for what it means to work effectively and efficently in groups along with learning the Maple Crest PBIS expectations.
Rubrics.pdfThese are just a few examples of rubrics used for evaluate students on how they positively collaborated on intended outcomes.
These are pictures from multiple rooms from different STEM activities, illustrating students collaborating.
Role cards.pdfThis is just one example of roles that students have chosen and been given in the different STEM activities.
Defined Leadership Roles
Defined Leadership Roles
As students work through the CREATE2THINK 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.pdfLeadership Roles Evaluation Form
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.
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
Students at Maple Crest have become accustomed to using a variety of technology on a daily basis to enhance the learning objectives.
Technology integration through computer science standards in a CREATE2THINK unit.
Teachers employ a multitude of varied technologies to enhance learning throughout the course of a STEM activity as well as every day in every classroom. Here are some examples of integration of technology happening throughout our building.
Sample CREATE2THINK unit: Students use a Floor Plan Creator website to create a digital design within their unit.
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.
Each grade level team has created four interdisciplinary STEM units. Each STEM unit is completed within a nine weeks. All teachers have a part to play in each STEM Unit, from planning to implementation to holding a culminating group. 100% of certified staff are implementing planned STEM curriculum. Some of the work for the unit is completed within the regular classroom with a culminating event where students can use the knowledge gained in each class to complete the unit.
Sports,Animals,Mars.pdfEach grade level 6th, 7th, and 8th, all have 4 STEM Unit plans that take place throughout the year. Each STEM Unit is in addition to the STEM activities in each STEM class. These are just one example of a STEM Unit from each grade level. l
Here are multiple examples of student products. Ranging from student constructed square foot gardens, the turnips they produced to roller coasters and coliseums. Products are created through all grade levels and classes.
6th_Grade_STEM_Projects_360p.mp4Macee__Chloe_360p (1).mp420170130_144828.mp4IMG_1332.MOVThese videos showcase student products for different STEM activities in different classes. Which demonstrate how STEM is done throughout the year.
CREATE2THINK Matrix (101620).pdfAdditionally, all teachers incorporate the CREATE2THINK units. There are 8 units per grade level and address Earth and Space Science, Engineering Science, Life Science, and Physical Science standards.
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