Thanks for the question, Sue. Our project utilizes problem-based learning and the Design Thinking Framework through which integration is maximized. We train teachers to begin with the central science and mathematics content and practices and then weave in meaningful technology and arts when applicable. Our goal is that lessons do not force fit content nor aim to "cover" too many standards. Instead, meaningful and intentional integration to complex problems that require drawing on various disciplines to solve is our central aim.

Hi Debi! Yes, we were able to work with 5 schools based on our available funds. Our district determined which schools were invited into the project, which was based on who had some initial beginnings of STEM/STEAM operations (i.e. lab) or interest. Now that our two-year PD has concluded, the district is using their portion of available funds to hire some of our trained STEAM teachers to conduct PD with other elementary schools in the district.  

Hi Kathy!

Great question!! Our teacher assessment for mathematics PCK included DTAMS (http://louisville.edu/education/centers/crmstd/...) and for science PCK included an adapted version of the POSTT (http://stelar.edc.org/instruments/pedagogy-scie...). For mathematics and science teaching efficacy we used the MTEBI (http://stelar.edc.org/instruments/mathematics-t...) and STEBI (http://stelar.edc.org/instruments/science-teach...). Additionally, we collected qualitative data including observational data, teacher planning documents, teacher reflections, etc.

Pedagogical strategies that emerged during our project included honing questioning skills, the use of empathy within the Design Thinking Framework, and an increased intentional focus on assessing the key mathematics and science content and practices aligned with the STEAM investigations.

Thank you!

Sarah and Kristin

Hi Jennifer!

The PrimeD framework was created initially by another research team in which I am a member. This grant project has served as one of six projects across the country currently validating the framework.

Kristin and I have manuscripts under review currently that talk about our journey and experience validating the framework, but nothing in print yet.

To learn more about the framework, see this article the PrimeD research team published last fall. It's based off a previous project, but will contain the Framework itself and the supporting literature and impetus.

Saderholm, J., Ronau, R. N., Rakes, C. R., Bush, S. B., & Mohr-Schroeder, M. (2016). The critical role of a well-articulated conceptual framework to guide professional development: An evaluation of a state-wide two-week program for mathematics and science teachers. Professional Development in Education. doi: 10.1080/19415257.2016.1251485

Thanks!
Sarah and Kristin

Thanks for your comment and questions, Sarah. We agree it is challenging to do quality STEAM teaching and learning in traditional school settings (by this, we specifically point to structures that silo school subject areas- reading block, science block, etc...). Almost all of our schools started with a science/STEM lab and used that setting to embark on STEAM. One of our schools quickly began a lab because they wanted the classroom setting to teach foundational concepts and skills that could then be deepened and enhanced in the lab setting. We are not certain a lab is critical, as many our teachers do amazing problem-based learning in traditional classrooms; however, we did find that the lab offered a more flexible space for STEAM exploration.

Regarding assessment, our teachers developed performance assessments relevant to their lesson and unit goals but they also gave district quarterly proficiencies and diagnostics as well as the state standardized exam in math and science . We were delighted to see that STEAM students in most cases outperformed their peers on the standardized assessments.

Thank you for your response. I like the idea of performance based assessments in conjunction with quarterly standardized assessments!

Hi Sue,

Great question. Our hypotheses is that the STEAM students are extremely interested in what they are learning and are having a deeper learning experience than their peers. With the STEAM setting, students are making many connections within and between the content areas and to their life experiences.

Sincerely,

Sarah and Kristin

Hi Pam!

We didn't mean anything deliberate regarding math achievement vs. science learning. We can say that due to shifts in the Kentucky state science assessment, we had more mathematics student achievement data available to us as compared to science.

We love your second question! Yes, a critical focus on the grade level mathematics and science content and practices was at the very top of our priority list. Within our planning documents that teacher teams used, the first step was to identify the key science and mathematics content and practices being address AND assessed through the inquiry. Then technology and the arts are incorporated in ways in which it meaningfully fits.

Thanks!
Sarah and Kristin