Courtney Baker

Integrating STEM in elementary classrooms using model-eliciting activities: responsive professional development for mathematics coaches and teachers

BackgroundThis research highlights a school-university collaboration to pilot a professional development framework for integrating STEM in K-6 mathematics classrooms in a mid-Atlantic suburban school division. Because mathematics within STEM integration is often characterized as the calculations or the data representations in science classrooms, technology labs, or outside-of-school programs, developing a reasonable and realistic conceptualization of STEM integration for mathematics teachers and coaches may be especially challenging. Using design-based implementation research, university facilitators worked with eight mathematics teachers and coaches to construct an accessible vision of STEM integration built upon the design features of model-eliciting activities (MEAs). The research team strategized a flexible and fluid professional development that would (1) situate participants’ breadth of experiences on a STEM curriculum integration continuum; (2) elicit a new vision of STEM integration through open-ended mathematics problems with client-driven, real-life contexts; and (3) focus on making mathematics content explicit.ResultsQualitative analysis of participant discussions and written reflections from a four-day summer institute indicates that the daily tailoring of the professional development design supported an evolving participant envisioning of STEM integration. Opportunities to engage with MEAs as learners, contrast MEAs with problem-based learning and draw from MEA design features to modify existing curricular tasks allowed participants to think more broadly about mathematics content within STEM integration. Participants communicated a readiness to use MEAs as a vehicle for K-6 STEM integration which maintains an important grounding in the teaching realities of grade-level standards and standardized test preparation. They also acknowledged the need for ongoing support as they considered the challenges of curricular pacing and administrative expectation.ConclusionsThe researchers continued to support the school division during monthly academic-year professional development sessions as the teachers and coaches created and enacted prototype lessons. Their shared investment in building STEM integration capacity with a specific focus on mathematics content can offer a model for STEM integration using MEAs that challenges one-size-fits-all professional development, encourages STEM instructional leadership, and promotes mathematical readiness for STEM citizenship and careers.

Coaches Engage with Principles to Actions

Here is support for coaches who work in diverse contexts to integrate high-leverage teaching and coaching practices with specific attention to mathematics content.

Beyond the Discussion Board: Increasing Participation and Engagement in Synchronous and Asynchronous Online Interactions

Online instructors are faced with challenges of facilitating four types of interactions in a virtual learning environment: learner-content, learner-instructor, learner-learner, and learner-technology. Research shows that active learner involvement in the online classroom positively impacts student learning, satisfaction, and retention. How can instructors motivate their students to meaningfully engage and interact with their classmates online, synchronously and/or asynchronously? This session is designed for individuals who would like to increase student engagement, interaction, and participation in online courses, through synchronous and asynchronous components. We explore examples of synchronous and asynchronous collaborative learning opportunities in which students are participating via productive online discussions and activities, engaging all learning styles. From online courses in the Mathematics Specialist Program (CEHD), we share best practices and strategies to increase engagement and interactions in synchronous online classes through specific discussion prompts and grouping strategies, using the interactive platform Blackboard Collaborate. From Mason distance education courses (Office of Distance Education), we highlight examples of asynchronous online activities, which promote collaborative and cooperative learning. To benefit from this session, previous experience teaching courses in Blackboard is not required. The information in this session may be transferable to other online learning platforms, across disciplines, and delivery formats.