NARRATIVE

Winfield Elementary School provides equitable opportunities for students to engage in high-quality STEM learning.

Students are provided the ability to experience and achieve in an equitable learning environment. Our teachers are not merely focused on preventing the negative consequences of inequity, but on how students can benefit as a result of equity.

True classroom equity is exemplified at Winfield Elementary School by ensuring that all students are both respected and included, regardless of their individual backgrounds or abilities. Classroom climates are created to ensure that every student has accessibility to the educational resources and rigor they require at any given time. This type of STEM/project-based climate can be exasperating for teachers. Therefore, the use of autonomy to encourage accountability, independence, and self-direction allows the student to become empowered in a positive way, and as a result, a driving force for learning in the classroom.

Realizing that each student brings strength and talent to both the class and lessons, Winfield teachers are able to help our students believe that there is a true value and necessity for both their skills and perspective in the classroom. Empowering our students and releasing autonomy helps build self-confidence. As a result, students are not inhibited by more responsibility and thrive while engaged in cooperative learning. Drawing from each other’s strengths, they develop the ability to succeed when faced with rigorous STEM activities.

Strengths: Winfield City School's strength for Standard 1 is Engagement. Our school strives to serve all students and give all students a chance to explore STEM education and STEM fields. Administration, educators, parents, and community members strive to give all Winfield students amazing opportunities that take place in and outside of the standard classroom.

Opportunities for Improvement: Winfield City Schools shows room for growth with Results and Sustainability. In the recent COVID pandemic years, Winfield City Schools has been forced to back off with some face-to-face encounters and partnerships outside of the school system. The stakeholders have continuously supported us, but the distance that the pandemic required made collecting data difficult. It also slowed down the growth that Winfield City expected to have with the STEM initiatives.

Five Little Pumpkins

After singing, “Five Little Pumpkins Sitting on the Gate,” the Pre-K students built gates for five little pumpkins (ping pong balls) using various block styles that they are familiar with during center time.

Pre-K Standards:

  • PD.P. 2.1- Develop and demonstrate strength and coordination of small muscles.

  • M.P. 2.3- Use classroom materials to combine shapes to create other shapes.

Toy Story Delivery Challenge

Students had to plan, design, and then create a container that safely transport a toy. Students were given limited materials and instruction. We used an egg to test the designs. Students dropped their containers from heights starting at 1 foot to 6 feet.

3-5-ETS1-1

Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.



Tops and Bottoms

Students read the story, Tops and Bottoms. They designed and created a wagon that would hold the farmer’s pumpkins by using the Engineering Design Process.

STEM Design Challenges

Students are given a task card with a picture of a design. They must then replicate the design using their choice of materials and the Engineering Design Process.

Pumpkin Towers

Students were given gummy pumpkins and toothpicks to create the tallest tower possible to help farmer brown oversee his crops. Students were paired up and had to go through the steps of the Engineering Design Process in order to complete the task.

Sensory Bags

The Pre-K students made pumpkin sensory bags during class using hand sanitizer and red and yellow food coloring. We talked about what the two primary colors make when you mix them together. Then they counted pumpkins and practiced writing the numbers 0-10 in the goo.

Pre-K Standards:

  • AL.P 1.5- Demonstrates increasing ability to complete task and maintain concentration over time.

  • M.P. 1.1- Demonstrate us of one-to-one correspondence in counting objects and matching numeral name with sets of objects.


STEAM-Day Shadows!

First graders enjoyed participating in STEAM day by learning all about shadows. They became ‘shadow investigators’ as they experimented with translucent, transparent, and opaque materials to test. They measured shadows and used objects to create art from shadows.

Guest Speakers

Guest Speakers are an important piece of STEM Discipline Integration in the sense that students need opportunities to see how what they are working on in class is relevant to the real world. Guest speakers offer a gateway into the real world. Most guest speakers come during for a school wide assembly, but others come to specific classes during specific projects to offer expert guidance. These are all opportunities for STEM-field adults to illustrate how important it is to be able to transfer skills across disciplines, but also to learn cross-discipline skills.


Robotics/Coding


The earlier we introduce children to coding, the more comfortable they will be when presented with more in-depth learning opportunities in middle and high school. Also, early exposure to coding helps teach children how important it is to understand computers as the valuable tools that they are rather than merely fun playthings. Learning the fundamentals of coding provides students with skills that will serve them well in virtually any career they choose. Plus, there are few things that ignite and excite a room full of learners like a coding class, especially when the coding is used in conjunction with robotics.

Children learn with all of their senses, and robotics aligns more naturally with the active, hands-on development of young students. Studies have shown that a multi-sensory approach activates a larger number of cognitive connections. When working with robotics, students are emotionally and physically engaged, which results in active learning and enhanced long-term experiential recall.

In Grade 5, WMS students continue to use and build on the fundamentals of robotics and coding. With each grade level, there is a development of exposure to coding and robotics. The focus is two-fold. First, the use of coding and robotics reinforces curriculum standards. Second, students learn skill sets that will enhance learning and prepare them for college and their careers. Children want to learn how to code and the lasting benefits building these skill sets include logical thinking, problem-solving, persistence, collaboration, and communication.

Students arrive at the middle school well versed in coding and ready to program Bee-Bots and Dash and Dots. Those students who have a desire to pursue coding can join the middle school robotics team, which competes in VEX Robotics Competitions. We give credit to this coding and robotic knowledge to the fact that coding begins in our Pre-K classes as they learn with "Code-N-Go Mouse." The progression flows from grade to grade at the elementary level as students learn to code using the Blockly language to program the Code-N-Go Mouse, Bee-Bots, and Dash-N-Dots.

Communication and collaboration are critical skills to prepare young people for the world outside the classroom doors. Robotics challenges offer students opportunities in all forms of socialization, including listening skills, and considering and evaluating alternative perspectives. Robotic challenges offer students exciting opportunities to build and express their imaginations. There is an authenticity of purpose inherent in bringing the seed of an idea to fruition: from the brainstorming phase to the construction of artifacts that have real-world value. The desire to create is nothing new. A combination of hearts, minds, and bodies has always contributed to the betterment of our world. Robotics values ingenuity and the limitless possibilities of creation.


Survey Data

Student, parent, and teacher surveys help Winfield City Schools make inclusive and equitable decisions.

WES Parent Survey 2021.pdf
WES Student Engagement Survey.pdf
SurveysReportPrint3682338759136328275.pdf