Testimony given to NM STT Committee on K-12 Education 2013 09
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Transcript of Testimony given to NM STT Committee on K-12 Education 2013 09
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K-12 STEM Education
@ UNM
Vanessa Svihla, [email protected]
Assistant Professor Teacher Education, Educational Leadership, and Policy
Secondary ScienceSeptember 6th, 2013
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Ancient Sumer Classroom
Early American Classroom
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What does science instruction look like right now?
• New Mexico has pretty good science standards– NM teachers tend to let textbooks- aligned to TX or
CA- drive instruction– TX and CA do not have good standards....
• reading from text book • direct instruction • worksheets• a few “cookbook” labs• very little science instruction in elementary
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The Importance of early years for STEM
• Interest is NOT the problem• programs can increase interest but not affect pipeline
(Zarske, 2007)
• STEM identity• Building capacity – review of 240 papers on K-12 EE– Inquiry oriented engineering programs show gains
in science & mathematics achievement
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“The real STEM crisis is one of literacy: the fact that today’s students are not receiving a solid grounding
in science, math, and engineering.”
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• Science and Engineering• A focus on core ideas, cross-cutting concepts, practices
– Asking questions (for science) and defining problems (for engineering)– Developing and using models– Planning and carrying out investigations– Analyzing and interpreting data– Using mathematics and computational thinking– Constructing explanations (for science) and designing solutions (for
engineering)– Engaging in argument from evidence– Obtaining, evaluating, and communicating information
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What works
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IES & the What Works Clearinghouse (WWC)
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What can we learn from WWC?• GEMS® Space Science Sequence > direct instruction • GEMS® The Real Reasons for Seasons < direct
instruction
???
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What can we learn from WWC?
• Professional development matters!• Guided inquiry > direct instruction• Connecting to everyday understanding works• but... it depends on what you mean by
“works”– This will change under NGSS– Distributed practice and testing support learning
of facts and concepts, not practices, how to think
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What else works?
• Explicit feedback matters• Effort and perseverance > IQ– (also, IQ is not a real thing)
• Failure can be productive for later learning and success
• STEM activities need to spark intellectual curiosity
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How can we accomplish this?
• Project-based and problem-based learning– spark intellectual curiosity– connect to everyday experience– narrow achievement gaps
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What doesn’t work?
• Learning Styles are not real• Multiple Intelligences is NOT backed by research• Right-brained/Left-brained is not real• Whole-brained and brain-based fads are not
back by research• “Brain-training” does not work• Approaches that cause
disinterest/disconnections
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Interdisciplinary STEM Education
Research
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Funding: 2012 UNM TAG, USDA NIFA HSI #2012-38422-19836
Interactive Learning Assessment
A collaboration between nutrition teacher education, computer science, and IFDM
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A collaboration between teacher education and engineering
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Performance Assessments are Rich and Robust:a Collaboratory with NMPAN, in conversation with PED
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How would you design a home for a world with 10 billion people?
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How can we make K-12 STEM better?
• Project- and Problem-Based Instruction that engages students in authentic intellectual work
• Performance assessments that support learning & make development toward mastery visible
П рвый блин всегд к моме́� а́� о́�• High quality, sustained professional development that
values teacher adaptation over fidelity of implementation
• Commitment to sustaining new practices, nurturing them beyond implementation dips
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Thanks!Questions?