Supporting Unified
TEKS-Based
Science/Math Projects
Through TC-STEM
Part I
CAST 2007
Austin, Texas
November 15–17
David Castro, science project manager
1
About the Dana Center
 Established during the early 1990s in the College of
Natural Sciences at The University of Texas at Austin to
support equity in mathematics and science education.
 Coordinated the development of the mathematics and
science Texas Essential Knowledge and Skills.
 Worked long-term with over 200 school districts to
support systemic change.
 Became a Texas Center for STEM (TC-STEM) in 2006.
 Provides ongoing research as well as support materials
and professional development for teachers and leaders.
2
Session Objectives
 Discuss the advantages and challenges of implementing
TEKS-based math/science projects.
 Define the characteristics of a successful T-STEM
academy.
 Outline the structures needed to support STEM-focused
math/science projects.
3
Why use project-based learning?
When implemented successfully, it
connects to the “real world.”
increases student engagement.
develops problem-solving skills.
promotes transfer of knowledge.
builds expert understanding.
is more effective in supporting the TEKS than
traditional instruction.
 creates productive citizens.
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4
Project Planning Protocol (P3)
Day
Science
1
Introduce New Content
2
Reflect
3
Gather Data
Math
4
Analyze Data
5
Model Data
6
Create Design Proposal
7
Refine Design Proposal
8
Conduct Experiment
9
Analyze
Analyze
10
Present
Present
5
The Alignment Issue
6
Project-based learning must be
supported by an effective
instructional program.
7
Indicators of an effective
instructional program
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powerful
rigorous
TEKS-based
integrated
project-based
aligned
career-centered
engaging
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data-driven
innovative
holistic
relevant
student-centered
research-based
authentic
coherent
8
Most educators would agree that all these words
describe elements of an effective instructional
program.

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powerful
rigorous
TEKS-based
integrated
project-based
aligned
career-centered
engaging






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data-driven
innovative
holistic
relevant
student-centered
research-based
authentic
coherent
Most educators would NOT agree on the meaning
of these words!
9
Characteristics of a Successful
T-STEM Academy
The Dana Center Perspective
10
A Successful T-STEM Academy:
 promotes interest in Science, Technology,
Engineering, and Mathematics (STEM).
 provides open access to all.
 embraces the small-school model.
 provides a rich problem-solving environment.
 produces college-ready graduates.
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A Successful T-STEM Academy:

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
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strongly supports implementation of the TEKS.
deliberately and methodically builds student skills.
promotes expert-level understanding of core content.
supports teacher collaboration and professionalism.
provides a guaranteed and viable curriculum.
creates structures for supporting and implementing
interdisciplinary project-based learning.
12
A Successful T-STEM Academy:






strongly supports implementation of the TEKS.
deliberately and methodically builds student skills.
promotes expert-level understanding of core content.
supports teacher collaboration and professionalism.
provides a guaranteed and viable curriculum.
creates structures for supporting and implementing
interdisciplinary project-based learning.
13
12th
11th
10th
Core Curriculum
Core Curriculum
Core Curriculum
Core Curriculum
TAKS
Enrichment
Engineering
T-STEM Academy
Parallel Strands Model
College
9th
14
Parallel Strands Model
Successes
 Easy to implement
–
–
–
–
Scheduling
Curriculum
Resources
Partners
 Increased student interest
 Increased community
interest
Challenges
 Limited impact on core
curriculum
 Limited support for
struggling students
 No assurance of college
success
 TAKS, TAKS, TAKS
15
T-STEM Academy
Integrated Model
College
TAKS
12th
11th
S
T
E M
10th
9th
16
Integrated Model
Successes
 Whole-school effort
 Deliberate skill-building
 Multiple opportunities for
reinforcement
 Unity of purpose
 Guaranteed outcomes
Challenges
 Collaboration
 Systemic change
 Vertical alignment
 Horizontal alignment
 Long-term planning
 TIME, TIME, TIME
17
A Successful T-STEM Academy:






strongly supports implementation of the TEKS.
deliberately and methodically builds student skills.
promotes expert-level understanding of core content.
supports teacher collaboration and professionalism.
provides a guaranteed and viable curriculum.
creates structures for supporting and implementing
interdisciplinary project-based learning.
18
The Need for Vertical Articulation
“Learning Line” diagram is taken from Robert J. Marzano,
Debra J. Pickering, & Jane E. Pollock. (2001). Classroom
Instruction that Works. Alexandria, VA: Association for
Supervision and Curriculum Development, page 67.
19
The TEKS Process Skills:
Grades 6–8
20
Vertically Articulated Process Skills:
Grades 6–8
21
The Curriculum Collaboration Form
22
A Successful T-STEM Academy:






strongly supports implementation of the TEKS.
deliberately and methodically builds student skills.
promotes expert-level understanding of core content.
supports teacher collaboration and professionalism.
provides a guaranteed and viable curriculum.
creates structures for supporting and implementing
interdisciplinary project-based learning.
23
Experts Versus Novices
 Novices solve by procedure.
 Experts solve by principle.
 Expert thinking can be taught!
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–
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Confront preconceptions.
Carefully scaffold activities.
Emphasize metacognition.
Develop robust schema.
 Expert thinking transfers!
Adapted from Champagne, A. B., Gunstone, R. F., & Klopfer, L.
E. (1982). A perspective on the differences between expert and
novice performance in solving physics problems.Research in
Science Education, 12(1), 71–77.
24
A Successful T-STEM Academy:






strongly supports implementation of the TEKS.
deliberately and methodically builds student skills.
promotes expert-level understanding of core content.
supports teacher collaboration and professionalism.
provides a guaranteed and viable curriculum.
creates structures for supporting and implementing
interdisciplinary project-based learning.
25
Professional Learning Communities
Successes
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Teaching for learning
Shared pedagogy
Mutual support
Empowerment
Clear expectations
Self-regulation
Institutional memory
Challenges
 Structured collaboration
– Time
– Money
– Expert facilitation
 Cultural change
– Teachers
– Students
– Parents
 Monitoring
 Support
26
A Successful T-STEM Academy:






strongly supports implementation of the TEKS.
deliberately and methodically builds student skills.
promotes expert-level understanding of core content.
supports teacher collaboration and professionalism.
provides a guaranteed and viable curriculum.
creates structures for supporting and implementing
interdisciplinary project-based learning.
27
An effective curriculum must be both
guaranteed and viable.
Guaranteed
 Common understanding
of the TEKS
 Clear student
expectations
 Operational definition of
learning outcomes
 Mutual accountability
Viable
 Essential content can be
taught by all teachers to
all students in the
available instructional
time.
28
Density:
Operational Versus Procedural
Understanding
56% correct statewide
31% correct statewide
40% answered B
29
A Successful T-STEM Academy:






strongly supports implementation of the TEKS.
deliberately and methodically builds student skills.
promotes expert-level understanding of core content.
supports teacher collaboration and professionalism.
provides a guaranteed and viable curriculum.
creates structures for supporting and implementing
interdisciplinary project-based learning.
30
The Project Planning Protocol
31
Supporting the Project Planning Protocol
To successfully implement math/science
projects, teachers must have . . .
a guaranteed and viable curriculum.
a common curricular vision.
strong content knowledge.
access to research-based pedagogy.
a protocol for effective lesson design.
commitment, high expectations, and
accountability.
 leadership support.
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32
Contact Information
David Castro, science project manager
davidcastro@mail.utexas.edu
www.sciencetekstoolkit.org
www.utdanacenter.org
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