Amp-it-up inspiring middle school what are ways to make money teachers in stem

The advanced manufacturing and prototyping integrated to unlock potential (AMP-IT-UP) project is an NSF MSP, funded at georgia tech in 2012 to promote workforce development what are ways to make money and to cultivate the next generation of creative STEM innovators. The goal was to increase middle school student engagement and what are ways to make money interest in STEM, develop students’ 21st century skills, and improve STEM academic achievement. The major vehicle for doing this was through the implementation what are ways to make money of newly designed curricular materials for middle school engineering classes what are ways to make money and for core science and math instruction. These highly scaffolded curriculum materials provide teachers with extensively piloted what are ways to make money and tested examples of how the disciplinary content from engineering, math and science can be integrated within a project-based challenge in ways that promote three-dimensional learning. These exemplars enable teachers to experience success in changing their what are ways to make money teaching to be more aligned with the guidelines for good what are ways to make money pedagogical practice laid out within the NGSS and SMP.

The AMP-IT-UP research shows that students who have taken at least what are ways to make money two AMP-IT-UP engineering courses show statistically significant gains on state-level science and math exams and increases in cognitive and what are ways to make money behavioral engagement in STEM and academic self-efficacy when compared with students who were never enrolled in what are ways to make money these courses. Additionally, the results show that implementing the math and science modules what are ways to make money has a positive influence on teachers’ classroom practice. The curriculum is now being scaled up to schools in what are ways to make money multiple states. This video presentation focuses on the impact of the curriculum what are ways to make money materials on changing teacher practice in science and math classrooms.

The advanced manufacturing and prototyping integrated to unlock potential (AMP-IT-UP) project is an NSF MSP, funded at georgia tech in 2012 to promote workforce development what are ways to make money and to cultivate the next generation of creative STEM innovators. The goal was to increase middle school student engagement and what are ways to make money interest in STEM, develop students’ 21st century skills, and improve STEM academic achievement. The major vehicle for doing this was through the implementation what are ways to make money of newly designed curricular materials for middle school engineering classes what are ways to make money and for core science and math instruction. These highly scaffolded curriculum materials provide teachers with extensively piloted what are ways to make money and tested examples of how the disciplinary content from engineering, math and science can be integrated within a project-based challenge in ways that promote three-dimensional learning. These exemplars enable teachers to experience success in changing their what are ways to make money teaching to be more aligned with the guidelines for good what are ways to make money pedagogical practice laid out within the NGSS and SMP.

The AMP-IT-UP research shows that students who have taken at least what are ways to make money two AMP-IT-UP engineering courses show statistically significant gains on state-level science and math exams and increases in cognitive and what are ways to make money behavioral engagement in STEM and academic self-efficacy when compared with students who were never enrolled in what are ways to make money these courses. Additionally, the results show that implementing the math and science modules what are ways to make money has a positive influence on teachers’ classroom practice. The curriculum is now being scaled up to schools in what are ways to make money multiple states. This video presentation focuses on the impact of the curriculum what are ways to make money materials on changing teacher practice in science and math classrooms.

Our one-week science and math modules, which provide teachers with scaffolded materials that promote 3D learning, are free for download from our website. The zip files include all the student and teacher materials, videos, and links to some computer simulations. Most modules have minimal materials requirements. There are a couple of 7th grade math modules that what are ways to make money require 3D printed parts. The download includes the print file, so schools with 3D printers can print their own. We are also setting up to provide those materials at what are ways to make money cost to schools implementing the materials. We are also willing to provide professional development on the what are ways to make money materials to schools wanting to implement, at cost to cover our time.

The engineering course (STEM-innovation and design) materials are also free for download. Those are 18-week courses, and are best implemented with some professional development. There are equipment requirements for those courses, including a 3D printer and LEGO mindstorm robots for the what are ways to make money 8th grade course, and a set of pneumatic catapults for the 6th grade. These materials can often be purchased with perkins funds for what are ways to make money career and technical education programs.

Thanks for your note. We have not teased out causality with regards to the what are ways to make money increase in test scores, but there are certain things we can surmise. We are working with very low performing schools, where a majority of the students regularly score in the what are ways to make money "beginning" level on their standardized tests. The students who have been in our STEM-ID course during two of their middle school years show what are ways to make money a marked movement from the "beginning" to the "developing" category. The STEM-ID courses emphasize the engineering design process, foundational math skills, experimental design, and data analysis. They don’t, by and large, emphasize grade-level specific math and science skills. My own view is that the power of the experience what are ways to make money stems from the fact that it is a course, running in parallel to their core math and science, where the students have a safe and engaging opportunity to what are ways to make money practice their foundational math and science skills to answer questions what are ways to make money that interest them. They become more comfortable using math to answer questions, and are more comfortable with the science practices and the what are ways to make money process of science and engineering. We don’t know whether the students "know" more of the actual content that is on the test, or whether they have gained the confidence to be able what are ways to make money to actually try to engage with an exam question and what are ways to make money try to answer it.

Though we don’t have independent confirmation of this from the state-level math exams, our math teachers report that they see much better student what are ways to make money achievement in statistics-based content when they use our statistics-focused one-week modules. Teachers report that for the first time, they have a compelling and meaningful way to teach about what are ways to make money box-plots, random samples, measures of center, etc. We would love for others to try them out.

The issue of sustainability and broad dissemination is one that what are ways to make money we’re very interested in. Our original school system partner has written our materials into what are ways to make money their core curriculum and we worked closely with them on what are ways to make money a sustainability plan. We are also working with a number of other school what are ways to make money systems within georgia, and one in louisiana, that are interested in adopting our STEM-ID engineering course. Through those efforts we have expanded STEM-ID from the initial 4 schools to about 30 this what are ways to make money last year. With the modules, we included them in a partnership with another local school what are ways to make money system, so we are getting some traction. However, this has all been done under the grant no-cost extension.

This summer we have our first for-fee professional development workshops on the materials. It is a challenge going from a model where the what are ways to make money teachers are paid for participating in PD, to one where we expect to be paid. But we need to pay salaries to keep people working what are ways to make money on the project. Our best marketing so far has been through our personal what are ways to make money connections to people within the school systems and the state what are ways to make money department of education. Plus presentations at state and national conferences for teachers. We are developers, not marketers, so there has been a learning curve.

Over the course of the whole MSP project there have what are ways to make money been a variety of challenges, many of which stem from the large amount of teacher what are ways to make money turnover in these types of schools. Of our two initial middle schools, where much of our data was collected, there was an average annual teacher turnover rate of 33% in one school, and 50% in the other. It can be hard to get traction in those cases, but we also had some great partners among the teachers what are ways to make money and administrators.

Now, at the conclusion of the project, we have two major challenges–1) how to move the products from being developed and supported what are ways to make money by data, but not widely known, to a point where they are being used by many what are ways to make money more students. We are developers, not marketers or publishers, and this is a juncture where I think many curricular what are ways to make money projects end up stalling. We feel that because the taxpayers paid for the materials, they should be made available absolutely as cheaply as possible. Do we give them to a publisher, who will market but also charge a lot? How do we monetize them in a way that we what are ways to make money can make enough money to keep some people supporting the what are ways to make money project, while still making the actual materials available for free download? It is a hard nut to crack.

The other challenge is that projects this size collect massive what are ways to make money amounts of data. When the project funds run out, the researchers need to move on to newly funded projects. How can we afford to support people to continue to what are ways to make money mine the data for the many sound research results? Luckily this was initially a 5-year project, which did allow us time to collect and analyze some what are ways to make money longitudinal data, particularly since we have had two no-cost extensions. We have a 3-year STEM+C design and development project as well (capacity). With that time frame you barely have time to iterate what are ways to make money once on the curriculum before the money runs out, let alone collect longitudinal data that might show whether students what are ways to make money actually change their course-taking pattern. I think it is short-sighted for NSF to just fund shorter projects, particularly since there isn’t an avenue to then ask for continuation funding for what are ways to make money promising projects. It makes people hop from project to project, instead of working for an extended time to move from what are ways to make money research to practice. (that is my soap box. 😉 )

That is a great question. The initial project proposed a larger amount of integration between what are ways to make money the engineering classes and the math and science modules. We spent quite a large amount of time trying to what are ways to make money conceptualize how that would work in the context of very what are ways to make money challenging schools with a very large amount of teacher turn-over, where you really didn’t have stable grade-level teams who could work and plan together. Our revelation was that we could integrate across practices instead what are ways to make money of disciplinary content, emphasizing the integrative themes of experimental design, data visualization, and data-driven decision making. So all the materials have a common feel and emphasize what are ways to make money practices related to data–its collection, representation, analysis, and use in decision making.

Once we had that basic framework figured out, we moved forward designing science modules that were contextualized in what are ways to make money grade-level specific disciplinary content. We have very experienced science curriculum designers on the team, which obviously helped. (on of our lead developers, mike ryan, was on the development team for the learning by design what are ways to make money project, which became part of the project-based inquiry science series.) it is still a multi-year process, as the content only comes around once per year, so there is only one chance to pilot per year. Each module went through 3-4 rounds of testing and iterative changes.

The development of the math modules was slower, as there isn’t the same history of project-based learning in mathematics, and "practices" aren’t accepted by teachers as being "content". Teachers were more skeptical about spending the time implementing them, figuring that they were add-ons and not part of regular instruction. So they would implement only after the kids had finished what are ways to make money their standardized testing in the spring, as fun activities. It took several years to get them to understand that what are ways to make money the actual instruction about box plots or the pythagorean theorem what are ways to make money should take place within the module–that it is important to give the kids a reason what are ways to make money to know that content before going through the mathematical instruction. It took some teachers finding that their statistics test scores what are ways to make money went up substantially to get them to be willing to what are ways to make money use them as the primary instruction, rather than as frosting on the cake. Once they experienced that, they were willing to incorporate the other modules. Now the school system has placed them in the center what are ways to make money of their official curriculum, so we got over that hurdle. It take a lot of years, however.

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