Msurbanstem at episteme 2016

Enhancing Urban Teachers’ STEM & Leadership Capacities Punya Mishra, Leigh Graves-Wolf, Chris Seals, Rohit Mehta & Inese Berzina-Pitcher Episteme 6 December 2015

flexible thinking The Hedgehog v.s. the Fox hedgehogs v.s. foxes The fox knows many things, but the hedgehog knows one big thing — Archilochus (7th Century BC)

Hedgehogs: thinkers who “know one big thing,” aggressively extend the explanatory reach of that one big thing into new domains, display bristly impatience with those who “do not get it,” and express considerable confidence that they are already pretty proficient forecasters, at least in the long term

Foxes: thinkers who know many small things (tricks of their trade), are skeptical of grand schemes, explanation and prediction are not deductive exercises but rather as exercises in flexible “ad hocery” that require stitching together diverse sources of information, and are rather diffident about their own forecasting prowess

The MSU-Wipro Partnership A brief history

Azim Premji Foundation / University

• Third&largest&district& • 664&Schools& – – – –

420&Elementary& 96&High&Schools& 6&Combination& 131&Charter&(58&EL)&

• 396,000&students& – 85%&free/reduced&lunch& – 16.3%&ELL&

• 22,519&Teachers

The team

Instructional Team

Program Logistics

Possible “media” day

www.MSUrbanSTEM.org #MSUrbanSTEM

Our fellows

Math

K-5 ALL Science Engineering Technology

Coach/Coordinator Administrator

STEM

The courses •

CEP805: Learning Mathematics with Technology

•

CEP806: Learning Science with Technology

•

CEP815: Technology & Leadership

Three courses (9 credits) taught in an integrated manner over the summer-fall-spring. Increased emphasis on leadership in the spring semester

The challenge‌.

Developing a program v.s. a set of courses

Technology + Pedagogy + Content (STEM) (in an integrated manner)

Pedagogy

Content

Technology

Context

On designing an experience

The belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative — John Dewey

On designing an experience Experience as a transaction. It is not just a psychological phenomenon.. that happens exclusively “within'' us...

Experience takes place in the world itself. It is made up of our continuous interaction and participation with objects, situations, and events that constitute our environment.

Elements of an experience

Unified Transformative Compelling Having a dramatic quality Aesthetic

What does this mean for a #MSUrbanSTEM?

Key elements

Unified (Integrated coursework, Proximity to practice)

TPACK (Coherence, )

Creativity (Repurposing tools, Combinatorial creativity)

Deep Play (Active, collaborative, Reflective)

Dramatic Quality (Compelling, Driven by Wonder)

Unified TPACK Repurposing / creativity Deep Play Dramatic Quality

Multiple levels Mechanical | Meaningful | Generative Program | Courses | Assignments Students | Instructors | Networks

Face-to-Face Summer Session

Days 11

Day 1, Minute 1

Day 1, Minute 10

World of Wonder https://openclipart.org/detail/192514/stack-of-two-books-by-gerhard-tinned-192514

Quick Fire Challenges

Learning to see‌ ideas!

Constructing knowledge!

Respecting knowledge & 
 expertise

Teaching Demonstrations

Falling into Practice

Fall Semester Goal: Keep momentum from Summer as we move away from face-toface and into distance learning

Application

(DreamIT, iterations)

Interaction


(Book review & Author Interview)

Support

(Online & Face to Face)

Dream IT Design

Share

Modify

Implement Report

Book Review

Differentiated Support

Face-to-face meetings

Opportunity to gather as a cohort

Chicago

East Lansing

Springing into action!

STEM & Leadership

Building Leadership Capacity In the room activity Rocking the Boat in four stages Setting goals (Instrumental and Missional thinking) Reflections/Reactions of Students

Presenting at a National Conference (AERA) • The Maker Movement and STEM • Making STEM relevant and accessible to all students • Connecting STEM to citizenship via authentic assessments.

• The Responsive Professional Development Session for STEM • Innovative Teaching/ Leadership in STEM Education • Attracting Students to STEM Careers • Creating Interdisciplinary Opportunities in STEM

Developing a Personal Manifesto The Personal Manifesto as a framework for thinking about growth Curate and annotate resources Revisiting Goals and Tempered Radicalism Writing the personal manifesto

Finalizing the Dream IT Reflection of what has occurred Revising when necessary Planning and Documentation for final version Final Report

Bringing it together!

Does it work?

Data Quantitative TPACK TES ELSI Tech Survey

Qualitative Reflection Reports Semester Review Course Review Website Review

TES (Teacher Sense of Self-Efficacy Scale): Background ▪ ▪

Woolfolk & Hoy (1990) Based off ▪ ▪

▪

Teaching efficacy: teacher’s outcome expectations about the consequence of teaching Personal efficacy: The teacher’s course of action

Merging Orientations of control ▪ ▪ ▪

Pupil control ideology: from custodial to humanistic Bureaucratic orientation: commitment to set of values beliefs, and behaviors set by bureaucracies.

Motivation: Intrinsic motivation comes from autonomy and responsibility in class, by students.

Technology Survey: Background & Results ▪ ▪ ▪ ▪ ▪

Inherited from our MSU MAET program Direct questions about use of Technology Significant group differences Not validated instrument Cannot draw inferences

ELSI (Educational Leadership Self Inventory): 12 sub-scales ▪

Rating scale and the content of the questionnaire are based on the Connecticut State Department of Education's Standards for School Leaders.

▪ adapted by Larry Jacobson (CSDE) in 1999.

▪ Format based on Principal Instructional Management Rating Scale (PIMRS), by Philip Hallinger (1984).

▪ Scale normed on the the importance ratings of 251 Connecticut School principals who participated in “Successful school principals” study.

Qualitative Measures Reflection Reports Course Review (SIRS) Semester Review Questionnaire Website & DreamIT Project Reviews

DreamIT Project Coding Coding framework Teachers on many levels

▪ ▪

Including efficacy

▪ TPACK (Knowledge) ▪ Pedagogy ▪ Content ▪ Technology

▪

Leadership

Codes ▪ Pedagogy & classroom practices ▪ Identity, Passion, Philosophy of Teaching, & Learning ▪ Technology Use ▪ Leadership Style & Collaboration ▪ Impact of MSU UrbanStem Program ▪ Disciplinary Connections ▪ Growth and Development (professional) ▪ Urban Education Topics ▪ Creativity ▪ Important but does not fit

Fellows’ Websites

More important‌

Education is not preparation for life but is life itself — John Dewey MSUrbanSTEM.org

Thanks punyamishra.com


punya@msu.edu

flexible thinking hedgehogs v.s. foxes punyamishra The fox knows many things, but the hedgehog knows one big thing — Archilochus (7th Century BC)