Embedded Files
Teachers are provided training in PBL, STEM instructional best practices, and spotlight professional development opportunities. Having a dedicated instructional coach allows teachers to receive 1:1 coaching and instruction on STEM best practices. PD opportunities are provided online once a week and equipment spotlight trainings are provided once per month by the STEM coach.
3.1 STEM Instructional Approach Training
3.1 STEM Instructional Approach Training
1st grade STEM bricks and pillars agenda.docx1/2 Day Professional Development
1/2 Day Professional Development
All teachers were provided a PD 1/2 day session to develop bricks and pillars with a focus on the 2016 STEM standards and curriculum alignment.
Sep 10, 2019 5:24 PM.webmTech Byte Tuesdays
Tech Byte Tuesdays
"Tech Byte Tuesdays" provide training for all teachers in a convenient, 3-5 minute format that teachers can view at their own convenience.
STEM Exploration
STEM Exploration
Monthly STEM exploration nights provide opportunities for hands-on, inquiry-based learning for our students and families, but also provides an opportunity for teachers to receive professional development training on inquiry-based learning.
Teachers have been trained on Project-Based Learning, Project Lead the Way, Picture Perfect Science materials. The STEM instructional coach has also implemented monthly focused professional development training sessions for teachers to learn how to use specific pieces of equipment and curriculum. We also have quarterly evening, 2-hour sessions where teachers can spend some hands-on time being a student with the materials that they use. The STEM instructional coach provides weekly tech bytes in the forms of 3-5 minute videos that provide opportunities for quick, survey-driven PD sessions.
3.2 STEM Instructional Approach Implementation
3.2 STEM Instructional Approach Implementation
4th Grade Lesson Plan
4th Grade Lesson Plan
Using resources that teachers have created themselves provides autonomy and ownership of the STEM curriculum. Teachers have been given professional development hours during the summers to create lesson plans as part of a large math/science partnership grant. These well-thought out resources are contained on our school website and implemented by teachers in K-6.
States of Matter PBL.pdf1st Grade Sample PBL
1st Grade Sample PBL
This is a 3-week 1st grade PBL unit created by Jefferson teachers that focuses on states of matter. Students conduct various scientific investigations, read several books about states of matter, and finish their project with a cooking project using everything they have learned.
K Fairy Tale Engineering Through Exploration.pdfKindergarten Sample PBL
Kindergarten Sample PBL
In this exploration, students read various fairy tales and conduct several investigations. This PBL links very well with our Project Lead the Way Curriculum that involves designing a house that will stand up to the "big, bad wolf".
6th Grade Classroom Lesson Plans.doc6th Grade Sample Engineering Unit
6th Grade Sample Engineering Unit
In this 6th grade engineering unit, students explore biomedical engineering. Our community, Warsaw, Indiana, is considered the Orthopedic capital of the world. We connect students with real-world engineering scenarios and problems like this one by leveraging the community support of Warsaw.
Community
Community
These students worked together with KC Recycling Depot, classroom teachers, Da-Lite, and our school to create a whole school recycling program to help solve the problem of trash and pollution.
3.3 Student Instructional Work Groups
3.3 Student Instructional Work Groups
Student work group research
Student work group research
Additional Documentation
At Jefferson Elementary, we believe that student instructional work groups are a critical component of Project-Based Learning. Teachers have spent time collaborating together to create in-depth project-based learning units that integrate cooperative work groups throughout the project. The research shown on the right has informed much of our understanding of best practices when considering assigning roles and responsibilities.
Student Instructional Work Groups happens almost daily and in all subjects. We believe in an integrated STEM model that is founded in Project/Problem Based-Learning that makes learning interconnected, cross-curricularly and relevant to students entering the real-world.Below are some examples of work groups in our grade levels. The examples exist in all grades and in many more than just the few examples shown. Collaboration among peers is an emphasis at Jefferson Elementary and so we make it a priority to have a student to device ratio of 2:1 as often as we can. Other projects and objectives require larger groups and so we have work group roles assigned to ensure accountability and success of the project. When students are in pairs, individual accountability as well as the team's success is measured by similar metrics as with groups of three or four.
Student Instructional Work Groups happens almost daily and in all subjects. We believe in an integrated STEM model that is founded in Project/Problem Based-Learning that makes learning interconnected, cross-curricularly and relevant to students entering the real-world.Below are some examples of work groups in our grade levels. The examples exist in all grades and in many more than just the few examples shown. Collaboration among peers is an emphasis at Jefferson Elementary and so we make it a priority to have a student to device ratio of 2:1 as often as we can. Other projects and objectives require larger groups and so we have work group roles assigned to ensure accountability and success of the project. When students are in pairs, individual accountability as well as the team's success is measured by similar metrics as with groups of three or four.
Organizing Students for Learning.pdf
Kindergarten Instructional Work Groups
Kindergarten Instructional Work Groups
Additional Documentation
Whether students are engineering bridges with KEVA blocks, designing with 3Doodler pens, or constructing houses out of popsicle sticks, students have weekly opportunities to participate in assigned roles and responsibilities.
Kindergarten Evidence of Collaboration
Kindergarten Evidence of Collaboration
Additional Documentation
This graphic depiction represents days and times that students are engaged in collaborative work with assigned roles and responsibilities. This includes Projects that students are working on, units in progress, and the workshop model of instruction. Students are working in collaborative work groups. Students work in instructional work groups at least 90% of the week and in all classes as evidenced by this chart.
k lesson.docxKindergarten Lesson with Roles
Kindergarten Lesson with Roles
Additional Documentation
Students in Kindergarten are assigned grade-level appropriate roles. These include basic roles such as materials handler (responsible for gathering needed materials) and builder (responsible for construction. This sample lesson that our teachers created during the Math Science Partnership, demonstrates a high quality mathematics, problem-based lesson that engages students in well-defined roles.
K-2 Critical Thinking Rubric for PBL.pdfKindergarten Accountability Rubric
Kindergarten Accountability Rubric
Additional Documentation
Students are provided a simple rubric for self-evaluation at the culmination of an activity. They are asked to provide input into how well they accomplished their individual roles as well as their contributions to the team.
3rd Grade Instructional Work Groups
3rd Grade Instructional Work Groups
Additional Documentation
In third grade, students are working in instructional work groups daily. Students participate in math workshop every day and pose challenging problems, take on roles and responsibilities, and problem solve. During STEM projects like save the tiger, students are taking on roles of researcher, engineer, and analyst. The next 3rd grade project is entitled Pizza Persuasion and students must take on roles to create a formal business plan and create a pizza using home-grown ingredients from our tower gardens.
3rd Grade Evidence of Collaboration
3rd Grade Evidence of Collaboration
Additional Documentation
This graphic depiction represents days and times that students are engaged in collaborative work with assigned roles and responsibilities. This includes Projects that students are working on, units, and the workshop model of instruction. Students work in instructional work groups at least 90% of the week and in all classes as evidenced by this char
Problem Teacher Resources _ 3-Stability and Motion_ Forces and….pdf3rd Grade Save the Tiger Project
3rd Grade Save the Tiger Project
Additional Documentation
In this 3rd grade project, students took on many assigned roles throughout the course of the project. Early on in the project, students were assigned roles such as researcher and recorder. As students developed background knowledge about forces and simple machines, students were asked to construct a machine that could life a tiger from an exhibit. They were assigned roles of builder and navigator to help find pieces and navigate the app. This process facilitated teamwork and cooperation among the team members.
Decision Matrix _ 3-Stability and Motion_ Forces and Interactions.pdf3rd Grade Decision Matrix
3rd Grade Decision Matrix
Additional Documentation
This tool was used by students to evaluate their group's ideas and come up with a decision together. This helped students determine the best combination of simple machines to complete the given task.
4th Grade Instructional Work Groups
4th Grade Instructional Work Groups
Additional Documentation
In 4th grade, students just finished a quarter-long ecosystems project that involved working with local community experts, researching and presenting their learning to their peers, and constructing an ecosystem in a bottle. Students in 4th grade continuously assigned roles and responsibilities throughout their projects.
4th grade evidence of Collaboration
4th grade evidence of Collaboration
Additional Documentation
This graphic depiction represents days and times that students are engaged in collaborative work with assigned roles and responsibilities. This includes Projects that students are working on, units, and the workshop model of instruction. Students work in instructional work groups at least 90% of the week and in all classes as evidenced by this char
4th grade Ecosystem Unit with Roles/ Responsibilities
4th grade Ecosystem Unit with Roles/ Responsibilities
Additional Documentation
This represents one small part of a quarter-long unit on ecosystems in 4th grade. Students worked on collaborative teams to research ecosystems. They created a final presentation at the end of the unit and built 2-liter bottle ecosystems. Throughout this process, students explored roles including researcher, planner, builder, and questioner.
PBLWorks-3-5-Collaboration-Rubric-CCSS.pdf4th Grade Accountability
4th Grade Accountability
Additional Documentation
This rubric helped students understand the norms and expectations for working as a member of a team. It encourages the students to take active roles in the discussion and helps ensures students are not sitting back but engaging with the team. During the ecosystem unit, students were given research roles and asked to facilitate discussions about their learning. Their final product included a slideshow presentation of their learning about ecosystems as well as their ability to work together as a team.
6th Grade Instructional Work Groups
6th Grade Instructional Work Groups
Additional Documentation
In 6th grade, students participate in a study of biomedical engineering. They engage in roles such as laed engineer, researcher, and analyst during this project. Students work together to construct a knee brace to solve a real-world problem. Students also participate in numerous other projects working in instructional work groups including a LEGO EV3 renewable energy challenge, a solar power project, and math workshop.
6th Grade Evidence of Collaboration
6th Grade Evidence of Collaboration
Additional Documentation
This graphic depiction represents days and times that students are engaged in collaborative work with assigned roles and responsibilities. This includes Projects that students are working on, units, and the workshop model of instruction. Students work in instructional work groups at least 90% of the week and in all classes as evidenced by this char
6th grade collaborative lesson plan.pdf6th Knee Brace Unit Plan with Roles and Responsibilities
6th Knee Brace Unit Plan with Roles and Responsibilities
Additional Documentation
In this 6th grade engineering project, students work in groups of 2-3 students over the course of the quarter. Students are given assigned roles and responsibilities including lead engineer, researcher, and materials handler. 6th grade students at Jefferson participate in group work similar to this every week.
reflection questions.docx6th Grade Knee Brace Reflection
6th Grade Knee Brace Reflection
Additional Documentation
After testng their knee brace designs, students are given these reflection questions. These help students be reflective and critique their own designs. They also provide the teacher feedback on student understanding of the engineering and design process.
SAdmin Fish19102210460.pdfDistrict Progress Report
District Progress Report
In this rubric for project-based learning, students are assessed on their ability to work cooperatively in small groups. They are also assessed on how they work together with experts in scientific fields. For example, we had several expert engineers from Da-Lite Legrand come to the school and kick off an engineering experience where they looked for a problem in their school that they could create a model and prototype to solve.
Value added standard rubric2011.docValue Added Rubric
Value Added Rubric
Our district uses quarterly, standards-based report cards. Students are assessed on Indiana academic standards, as well as collaboration skills, communication skills, and other employability skills. This document becomes part of the conversation that teachers have with parents during parent-teacher conferences.
Project Teacher Resources _ K-Structure and Function_ Exploring Design….pdfKindergarten PLTW Unit with Roles
Kindergarten PLTW Unit with Roles
Additional Documentation
In Kindergaten, students are working in small groups every day with assigned roles and responsibilities. This is one example from a Project Lead the Way unit that students in Kindergarten explore. We have modified the lesson slightly to provide clearer guidance to students what their role should be. The original lesson recommends a builder and a photographer ( with alternating roles), but we have modified this to include a materials "getter". This student is responsible for going to the materials table to collect supplies. These roles rotate so that all students are able to have a turn with each role.
Math Stations 2019-2020.xlsxMath Workshop Model
Math Workshop Model
Additional Documentation
Jefferson Elementary Schools follows a math workshop model for math instruction. During math workshop, there is a focus lesson followed by independent practice and collaborative group tasks. Every day, students collaborate, communicate, and take on assigned roles within their math work groups. This is just one example of a 3rd grade math workshop format at Jefferson where students are working in cooperative groups with roles. All grade levels at Jefferson follow this model of instruction.
IMG_3335.MOV5th Grade Robotics Project with Roles/ Responsibilities
5th Grade Robotics Project with Roles/ Responsibilities
Additional Documentation
This is a video from a robotics engineering unit. The challenge presented to the students was to create a vehicle that could be programmed to move in ever-decreasing distances. Students explored degrees, distances traveled, multiplicative properties, and learned the basics of programming so that they could engage in a more complex project called "Mission to Space". Students rotated roles, each taking a turn being the builder and lead programmer. These roles alternated and students were assessed on their collaboration skills using a rubric from the Buck Institute. The rubric can be found on this page.
Flight of the Pollinators - CH 18.pdf2nd Grade Life Cycle Plan with Roles/ Responsibilities
2nd Grade Life Cycle Plan with Roles/ Responsibilities
Additional Documentation
In the first quarter of the school year, 2nd grade students engage in a quarter-long study of Monarch Butterflies, their migration patterns, life cycles, habitats, and importance. Students work in collaborative groups with assigned roles including researcher, lead scientist (charged with keeping track of the life cycle of the monarch in class), and synthesizer (responsible for putting the information together into a useful format). This project culminates in a building projects where students use the WeDo 2.0 Lego Education kits to share their learning about the life cycle. During this phase, students take turns being the builder and the piece finder. Having these roles helps facilitate collaboration between the partners.
Dissection Roles and Responsibilities
Dissection Roles and Responsibilities
Our school-wide dissection series is important to our students to help them develop an understanding of biomedical career fields. Students in K-6 take part in one dissection per year. During the dissection, students are given defined roles. One student is responsible for making the first cut while the other student gets ready to identify the first body part. Students rotate these roles to ensure both students are able to make cuts and identify internal organs.
Collaborative Teams
Collaborative Teams
Students work in collaborative teams on projects every week. They take part in roles such as builder, lead researcher, financial planner, engineer, etc. depending on the type of project. Students rotate roles throughout the process to ensure that all students are exposed to the responsibility.
book clubs.pdfReader's Workshop Model
Reader's Workshop Model
Additional Documentation
At Jefferson, we use a Reader's workshop model of instruction for literacy. This allows studens to participate in book clubs and read informational text of their choice that pertain to units of study and projects that students are working on. Book clubs occur every other day, three times pe week. During book clubs, one student is assigned to be the leader, while the other students are discussion starters and facilitators. This helps keep the conversation moving. The reader's workshop model allows students to have flexibility with their learning and read books that pertain to ongoing projects.
3.4 Technology in Instruction
3.4 Technology in Instruction
1:1 Research Capability
1:1 Research Capability
Additional Documentation
Students at Jefferson Elementary have access to 1:1 devices. These devices empower students to research, create, and explore online resources. Students create multimedia presentation using Google collaborative tools like Slides, Sites, and Docs. Students are using these tools every day and in all content areas.
3D Printing 3rd Grade Module
3D Printing 3rd Grade Module
Additional Documentation
Jefferson Elementary has a 3D printing workshop of 7 3D printers. Students use TinkerCad and meet with experts in industry to help them learn about 3D rendering. We have a partnership with Big Picture Media that helps students see a practical application for these devices.
pizza persuasion.docx3rd Grade PBL for persuasive writing
3rd Grade PBL for persuasive writing
Additional Documentation
In this projects, 3rd grade students use many forms of technology including Tower Gardens, 3D printers, iPads, and collaborative tools to create a persuasive writing paper for the best type of pizza. They visit Pizza King and the winner of the persuasive writing contest has their pizza featured on the menu.
4th Grade Renewable Energy Project
4th Grade Renewable Energy Project
Additional Documentation
Students use solar panels, wind turbines, and hydro electric power turbines to determine the voltage, amperage, and wattage using a handheld computer. They chart their data using iPads.
6th Grade Green Energy Project
6th Grade Green Energy Project
Additional Documentation
Student engage in a three-week long study of green energy. They research different types of green energy and present their findings. At the culmination of the project, they design a LEGO EV3 robot that complete challenges on a "green energy field".
IMG_3335.MOV5th Grade Engineering Process with EV3 Robotics
5th Grade Engineering Process with EV3 Robotics
Additional Documentation
In this 5th grade engineering project, students build an "easy bot". They must come up with a solution to make their easy bot more structurally sound. They program their robot to complete a course called the yo-yo challenge where students must make their robot go exactly 1 meter and back with ever-decreasing distances.
Mobile Classroom
Mobile Classroom
Students had a unique opportunity to use proscope microscopes connected to iPad minis to study the structures and function of macroinvertebrates found in our local lakes and streams.
Technology Resources
Technology Resources
This graphic demonstrates some of the public products and resources 1st grade teachers use to integrate technology into their final, published student work.
Virtual Reality
Virtual Reality
Students use virtual reality headsets to visit places that would be financially unreasonable to actually take a field trip. This helps support providing experiences for students without actually leaving the classroom.
IMG_2153.MOV3.5 STEM Integration
3.5 STEM Integration
Sample Cross-Curricular Integration
Sample Cross-Curricular Integration
This is a sample 4th grade cross-curricular integrated lesson plan. From 2014-2016, teachers from across the district collaborated on a project called the Math-Science Partnership. From this partnership we were able to develop hundreds of high-quality, stnadards-based problem-based learning units. This is one example.
Project-Based Learning
Project-Based Learning
This is a sample of the work done by 2nd grade teachers to break down PBL units by quarter and standards.. All teachers attended these workshops .
Project-Based Learning Units
Project-Based Learning Units
This graphic shows the names of each PBL including our two pillars at Jefferson which are green energy and lakes and streams.
Report abuse