NARRATIVE

We believe that often students learn as much or more from their mistakes as they do from the resulting accomplishments. Teachers at W.E.S. make a conscious effort to take the fear out of failure. We use the acronym FAIL, First Attempt In Learning to take away the stigma and negative connotation of failing. By using the Engineering Design Process, we emphasize reflection, redesign, and guide and encourage students to consider many possibilities without apprehension. By researching through literature and informational text as well as digital sources, students are exposed to many inventors, scientists, and engineers who did not succeed in their first attempts. Our students become self-directed learners through constant exposure from teachers who facilitate and guide them. Students use computer-assisted programs and apps such as Seesaw, Flipgrid, Wonder, and Code.org as well as hands-on activities through Project-Based Learning. Activities are designed to stretch a student's learning while scaffolding instructional sequences which create space for failure in a safe and secure environment. Emphasis is placed on the process as much as the final product.

The ability to personalize and self-direct their learning enables students to become owners of their own STEM learning experiences. Teachers serve as facilitators of learning while providing a balance with traditional face-to-face instruction in order to ensure an overall successful learning experience. By using the Engineering Design Process, project-based learning, self-reflection, and self-directed learning students are encouraged to take ownership. By working in collaborative groups with their peers and students of other age groups we exhibit our strengths.

Strengths: Winfield City School System displays strength in the high expectations placed on student learning. Self-directed learning is shown through Winfield's inquiry-based learning activities, collaborative student work, cross-curricular units, and Engineering Design Process activities/projects.

Opportunities to Improve: Winfield City School System is always on the search to learn and grow our student learning process. Therefore, Winfield always has the opportunity to improve in this standard. Winfield City School System can work on collecting data in order to provide more opportunities for teacher support, analyze data to display the growth of student STEM learning over time, and we feel as if we can always do more to work on complete STEM embeddedness into our culture.

Ozobots!

Students learn how to code Ozobots by first participating in an ‘unplugged’ coding activity that helps them to become familiar with the codes that the Ozobots are programmed to use. Using strips of paper to represent the codes students must work quickly to identify and replicate each code on their code sheet.

This also helps students to recognize the length of the colors needed to make a successful code.

After participating in unplugged coding, students are ready to code their Ozobots using the colored markers that the robots are programmed to read. Students enjoyed practicing their codes before completing coding challenges. Students then wrote their own codes to complete a connected track following guidelines given by teacher.

Spaghetti Tower STEM Challenge

Students had to use the Engineering Process to plan, design, then create a free-standing, 12 inch tower that would hold an plastic “army” man for 3 minutes. The students were given spaghetti, marshmallows, a plastic army man, and 12 minutes to construct the tower!

Jacque Cousteau Challenge

After reading Manfish, the story of Jacque Cousteau, students research inventions used by Cousteau in his underwater exploration. Students then worked in groups to use the Engineering Design Process to create an ‘underwater’ invention to be used in exploration. Students were able to use materials available and had only 30 minutes to complete their design once they made their plan and gathered their materials.

They then presented their designs to each other and groups voted on inventions that showed the most creativity and innovation.

Underwater Camera

Collaborating

Unplugged Coding for Ozobots

Book O Ween

New video by Ashley Seals

rollercoaster scary.MOV

Roller Coaster Challenge

After reading non-fiction books about roller coasters as well as How to Code a Rollercoaster, students in fourth grade used the Engineering Design Process to create their own roller coaster. Students also had to write their own code for the roller coaster. They worked in groups and used materials such as tape, paper plates, cardboard rolls, and cups to create their coasters. They then tested their coasters and made improvements. Each team presented their designs to the class and others made suggestions on how to improve if coasters were not successful.

Students had a limitation of only 30 minutes to Create and Improve.

Pumpkin Catapult

Students were given the task of using the Engineering Design Process to create a pumpkin catapult using a plastic spoon, a rubber band, and six craft sticks. The catapults were used to launch a pumpkin gummy into the air. The students then measured the distance that the gummy travelled using a measuring tape.

WES iReady 2021-2022.pdf

iReady Personalized Instruction

i-Ready Personalized Instruction uses insights from i-Ready Diagnostic to create a personalized path of engaging online lessons. In this way, students receive instruction and practice in areas where they need the most support. They feel motivated in the lessons because they are active, supportive, and relevant to their lives. Teachers love the program because they can add lessons, adjust the lesson sequence for their students, and know that their students are receiving explicit and systematic instruction. i-Ready Personalized Instruction supports all students. That includes those at greatest risk of getting left behind as well as those working above grade level.

All students at Winfield City School System has their own device: laptops, Chromebooks, or iPads. The students are able to use their devices in order to invest 45 minutes per week to complete the individualized iReady Reading and Math lessons. This work is to be completed individually through self-directed learning.

Winter Olympics

During the Winter Olympics, students designed a skier out of aluminum foil, tape, and popsicle sticks. Before the games began, the athletes participated in a parade with their torches and flags. Students then tested their designs on two slopes of different heights. They had to measure the height of the slope using a meter stick. The students also timed each run using a stop watch.

After the trials, the finals began. Skiers raced against each other to determine the winners. When the races concluded the medal ceremony started. First place was awarded a gold medal, second place a silver medal, and third place a bronze medal.

In addition to engineering and math activities, students discussed flag etiquette and the National Anthem.

Winter Olympics Skis Test Run

Winter Olympic Contestant Parade