Maryland World Languages Pipeline and STEM Project Susan Spinnato, Ruby Costea, and Bonnie Pechulis Maryland State Department of Education MFLA Conference.

Maryland World Languages Pipeline and STEM Project

Susan Spinnato, Ruby Costea, and Bonnie PechulisMaryland State Department of Education

MFLA ConferenceOctober 12, 2013

Outcomes

Participants will:

• Learn how world languages are being expanded to elementary schools in Maryland.

• Examine the STEM-focused curricular modules.

• Explore Maryland’s online assessment portfolio.

• Develop strategies for adapting the modules for their own classrooms.

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In 2010, Maryland was the only state to receive federal Race to the Top funding to support world languages.

Race to the Top Maryland

World Languages Pipeline Project

Overview of the Pipelines Project

Grants to school systems for elementary programs

K-5 STEM-focused WL curriculum modules Online CPD courses Proficiency assessment portfolio

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RTTT WL Grants

Year 1: Planning

Year 2: 4 programs in 4 counties  

Year 3: 4 programs in 3 counties

Year 4: 8 programs in 5 counties

A total of $560,000 was awarded to 39 schools. 5

WL-STEM classes

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STEM–focused WL Modules: Process

Contract national experts as advisors

Convene curriculum development workshops each July

Write –> Review –> Revise

Translate into Arabic, Chinese, and Spanish

Post online

Review user feedback

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STEM-focused WL Modules: Elements

Not designed to be stand-alone

Priorities: language development and cultural experiences

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Aligned with: STEM Standards of Practice Maryland Common Core State Standards for

Mathematics Next Generation Science Standards of Science

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STEM-focused WL Modules: Alignment

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EVALUATION• Students assess their

knowledge, skills and abilities.

• Activities permit evaluation of student development and lesson effectiveness.

ENGAGEMENT

Object, event, or question is used to engage students and make connections between what students know and can do.

EXPLORATION• Objects and phenomena are explored.

• Hands-on activities, with guidance

EXPLANATION• Students explain their

understanding of concepts and processes.

• New concepts and skills are introduced.

ELABORATIONActivities allow students to apply concepts in contexts and build on or extend understanding and skill.

5Es

5E-5CSTEM & World Languages

STEM5E

Student WL learning WL instruction Language acquisition

Stages Process Process Process

Engagement Teaser/Activation

Beginning Input

Exploration Learning via exploration

Beginning/Middle

Input-intake

Explanation Demo understanding

Middle Intake-output

Elaboration Application/transfer

Middle/Ending

Output

Evaluation Evaluation/assessment/ST reflection

Ending/Teacher reflection

Output-assessment

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WORLD LANGUAGE - STEM MODULE COVERSHEET Different Phases of the Moon

Target Language: English as a Second Language Grade Level: 1

Proficiency Level: Junior Novice Low – Junior Novice Mid

Context and Storyline:

The teacher begins this module by reading Eric Carle’s book, Papa, Please Get the Moon for Me. As the children access this piece of literature and learn key words and expressions in the book, they become motivated to explore the changing phases of the moon and the moon’s relationship to the sun and the earth.

The teacher will guide children to understand the phases of the moon and help them figure out why the moon seems to look different to us at different times. The lessons will guide students through various hands-on experiments and activities, including a light bulb/ ball experiment, and a cookie project. In the process, especially through their own observations of the moon, children will obtain facts about the phases of the moon, learn how to make observations, and discern patterns of natural objects in the sky. At the end, besides making their own science journal about their learning experiences, students will go back to Papa, Please Get the Moon for Me and identify different phases of the moon during the story. They will also reflect upon their own learning experience throughout this module.

Enduring Understanding: Students will understand that because objects may appear to be different than they really are, and that they need to investigate before drawing conclusions.

Essential Questions: What does the moon look like? Why does the moon look different at different times?

Module Duration and Lessons: Five 30-minute lessons Depending on the length and frequency of classes per week, we suggest the five lessons in this module could be taught during the period of three to five weeks. On the average, each lesson may be taught over a week, with 30 minutes classes three to five times per week.

Lesson 1 – Papa, Please Get the Moon for Me. (Engagement stage or introduction) Lesson 2 – This is How the Moon Looks at Different Times. (Exploration stage for main events) Lesson 3 – If the Moon were Cookies (Explanation stage for main events and practice) Lesson 4 – Our own play: Papa, Please Get the Moon for Me (Elaboration stage for summary and review) Lesson 5 – My Moon Story (Evaluation stage for assessing student learning outcomes)

WORLD LANGUAGE-STEM MODULE COVERSHEETDifferent Phases of the Moon

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Literacy PracticeWhat’s the Matter With Ice Cream?

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PowerPoints: What’s the Matter With Ice Cream?

2-4 What is Matter?

What is matter? What is matter? Matter is everything. Matter has mass.Matter takes up space. Matter makes up all things.

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Where Can the Modules Be Found?

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Modules: K-1

•Different Faces of the MoonArabic, Chinese, Spanish, and ESOLWorksheets: Arabic, Chinese, Spanish, and ESOL

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Good VibrationsArabic, Chinese, Spanish, and ESOLWorksheets: Arabic, Chinese, Spanish, and ESOLPowerPoints: Arabic, Chinese, Spanish, and ESOL

•Change Can Be GoodArabic, Chinese, Spanish, and ESOLWorksheets: Arabic, Chinese, Spanish, and ESOL

•Let's GoArabic, Chinese, Spanish, and ESOLWorksheets: Arabic, Chinese, Spanish, and ESOL

•Rainforest FriendsArabic, Chinese, Spanish, and ESOLWorksheets: Arabic, Chinese, Spanish, and ESOLJournal: Arabic, Chinese, Spanish, and ESOL

Modules: 2-3

• From Seeds to TableArabic, Chinese, Spanish, and ESOL

Worksheets: Arabic, Chinese, Spanish, and ESOL

• Pyramids Around the WorldArabic, Chinese, Spanish, and ESOL

Worksheets: Arabic, Chinese, Spanish, and ESOL PowerPoints: Arabic, Chinese, Spanish, and ESOL

• Water, Water, EverywhereArabic, Chinese, Spanish, and ESOL

Worksheets: Arabic, Chinese, Spanish, andESOL PowerPoints for Lesson 2: Arabic, Chinese, Spanish and ESOL

• What's the Matter with Ice Cream?Arabic, Chinese, Spanish, and ESOL

Worksheets: Arabic, Chinese, Spanish, and ESOL PowerPoints: Arabic, Chinese, Spanish, and ESOL

• Your House and MineArabic, Chinese, Spanish, and ESOL

Worksheets: Arabic, Chinese, Spanish, and ESOL PowerPoints for Lesson 2: Three Little Pigs Story

LinguaFolio, Jr. -An online assessment portfolio

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LinguaFolio, Jr. -An online assessment portfolio

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LinguaFolio, Jr. -An online assessment portfolio

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LinguaFolio, Jr. -An online assessment portfolio

LinguaFolio, Jr. -An online assessment portfolio

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How can the modules be used or adapted?

LinguaFolio, Jr. -An online assessment portfolio

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Next Steps

Feedback and revision of modules

MD LinguaFolio Jr. – available until 2015

Online Continuing Professional Development courses

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Questions and Comments? MSDE Modules

http://www.marylandpublicschools.org/MSDE/divisions/instruction/wl_escm.htm

Susan SpinnatoDirector of Instructional Programs

[email protected]

Ruby Costea Bonnie PechulisWorld Languages Specialist MSDE World Languages Specialist [email protected] [email protected]