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This session will highlight innovations in assessing K-12 computational thinking (CT). As an emerging construct, the definition of CT is generally characterized as the thinking processes involved in formulating problems and their solutions in a form that can be effectively carried out by an information-processing agent (Wing, 2006). The thinking skills involved in this process include abstraction, decomposition, evaluation, pattern recognition, logic, and algorithm design (Grover & Pea, 2017). This session brings together researchers representing four innovative approaches to assessing CT, each of which provides teachers with useful information to guide instruction. Each presentation will describe the operational definition of CT for the assessment, development and validation work, and how teachers use assessment results to guide K-12 instruction.
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504 Voices Dialect Awareness Curriculum
Welcome to the 504 Voices Dialect Awareness Curriculum! This document is intended to be a guide for teachers, especially those involved in literacy instruction at the K-3 level, in the New Orleans area. While we've written this to target a K-3 audience, we hope it will be of use to those teaching older students as well, in particular those providing remedial instruction. We've arranged the curriculum into five modules; you can start at the beginning and read straight through, or you can skip around to the sections you find most interesting. The purpose of this guide is to highlight the importance of dialect awareness in the instruction of reading and to provide teachers in New Orleans with a primer on features they may encounter in the classroom that may affect their instruction.
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- Award ID(s):
- 1749217
- PAR ID:
- 10547711
- Publisher / Repository:
- 504voices.com
- Date Published:
- Subject(s) / Keyword(s):
- Dialect awareness early literacy language ideologies New Orleans public schools New Orleans English education
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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The University of Florida Multidisciplinary Research Experiences for Teachers (MRET) is a 3- year program bringing together engineering research scientists, K-5 teachers, and industry professionals with the goal to increase interest in and preparation for STEM careers through the incorporation of STEM concepts, practices, and role models into elementary classrooms. MRET includes four elements that are designed to heighten participating teachers’ STEM awareness and expertise: (1) 6-weeks of immersive research experience; (2) curriculum development led by an education expert; (3) exposure to STEM careers through seminars and field trips led by industry professionals; and (4) engineering researcher involvement during curriculum development and implementation. This year-one evaluation is focused on the research question: What elements of the research experience support the project’s goals? and involved a mixed method approach to understanding the experience of six participating elementary teachers and six engineering graduate students who worked together as protégé-mentors in each of three different laboratories.more » « less
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Integrated STEM approaches in K-12 science and math instruction can be more engaging and meaningful for students and often meet the curriculum content and practice goals better than single-subject lessons. Engineering, as a key component of STEM education, offers hands-on, designed-based, problem solving activities to drive student interest and confidence in STEM overall. However, K-12 STEM teachers may not feel equipped to implement engineering practices and may even experience anxiety about trying them out in their classrooms without the added support of professional development and professional learning communities. To address these concerns and support engineering integration, this research study examined the experiences of 18 teachers in one professional development program dedicated to STEM integration and engineering pedagogy for K-12 classrooms. This professional development program positioned the importance of the inclusion of engineering content and encouraged teachers to explore community-based, collaborative activities that identified and spoke to societal needs and social impacts through engineering integration. Data collected from two of the courses in this project, Enhancing Mathematics with STEM and Engineering in the K-12 Classroom, included participant reflections, focus groups, microteaching lesson plans, and field notes. Through a case study approach and grounded theory analysis, themes of self-efficacy, active learning supports, and social justice teaching emerged. The following discussion on teachers’ engineering and STEM self-efficacy, teachers’ integration of engineering to address societal needs and social impacts, and teachers’ development in engineering education through hands-on activities, provides better understanding of engineering education professional development for K-12 STEM teachers.more » « less
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Abstract BackgroundWith the increasing popularity of distance education, how to engage students in online inquiry‐based laboratories remains challenging for science teachers. Current remote labs mostly adopt a centralized model with limited flexibility left for teachers' just‐in‐time instruction based on students' real‐time science practices. ObjectivesThe goal of this research is to investigate the impact of a non‐centralized remote lab on students' cognitive and behavioural engagement. MethodsA mixed‐methods design was adopted. Participants were the high school students enrolled in two virtual chemistry classes. Remote labs 2.0, branded as Telelab, supports a non‐centralized model of remote inquiry that can enact more interactive hands‐on labs anywhere, anytime. Teleinquiry Instructional Model was used to guide the curriculum design. Students' clickstreams logs and instruction timestamps were analysed and visualized. Multiple regression analysis was used to determine whether engagement levels influence their conceptual learning. Behavioural engagement patterns were corroborated with survey responses. Results and ConclusionsWe found approximate synchronizations between student–teacher–lab interactions in the heatmap. The guided inquiry enabled by Telelab facilitates real‐time communications between instructors and students. Students' conceptual learning is found to be impacted by varying engagement levels. Students' behavioural engagement patterns can be visualized and fed to instructors to inform learning progress and enact just‐in‐time instruction. ImplicationsTelelab offers a model of remote labs 2.0 that can be easily customized to live stream hands‐on teleinquiry. It enhances engagement and gives participants a sense of telepresence. Providing a customizable teleinquiry curriculum for practitioners may better prepare them to teach inquiry‐based laboratories online.more » « less
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