Thank you taking the time to view our video!

     Our STILE 2.0 Research and Development Initiative expands on our first NSF STILE Exploratory Grant, where we focused our research on building STEM capacity in schools that were interested in project-based learning.  To support the development of the initiative in these schools, we used a design approach we developed over years of iterative design-based research with high need urban schools in New York: Innovating Instruction.  In STEM 2.0, we are working in over a dozen schools to investigate how the approach works with a broader range of learning environments.  

     Our research is focused on better understanding the process of helping teachers design and implement STEM projects in various settings.  One finding we are interested in discussing through this forum is the importance of school context.  We are currently working in almost fifty schools in other projects in the metropolitan area and beyond, and find that school context influences the design process in profound ways: ctsc.tc.columbia.edu.

    Considering your own project or STEM experience and perspectives, what would you say matters most when engaging and supporting teachers in meaningful STEM innovation?

I really appreciated how this video captured the atmosphere of inquiry-oriented instruction--particularly the social learning environment. I was wondering--given the frequently-reported challenge of assessing student work in inquiry-based units, to what extent has this project focused on addressing this challenge? Do you have any lessons learned?

For our educators in attendance: what have been some of the challenges you have faced with implementing inquiry-oriented approaches in STEM courses? What are your reactions to the STILE program?

Thanks for pursuing a big, systemic part of the puzzle.  I want to address/reflect on your question related to what matters most in supporting teachers in meaningful STEM innovation..  

Context is important but what makes context so different across the landscape?  If we made a list, it would be long.

I think there are a few key things 

School and district leadership is a big influence on whether teachers feel empowered to take risks as learners or whether they feel they need to not rock the boat.  Are the schools you have been working with self-selected?  Do you think the schools have diverse diverse representation of leadership styles?  I am curious how teachers are supported when the larger system may be pushing back?

Another area that comes to mind is policies at the district and state level (and federal).  Policies direct where people focus their time and attention (like high stakes tests)  Have teachers you have worked with in this project talked at all about how school policies support or hinder their work?   

I am classroom teacher and I feel fortunate to feel empowered and able to share my voice to influence the work we do so to answer Jonathon's question...  Often my time for successful implementation is a logistical.    Need to manage materials for multiple sections, know what strategies to implement at specific times, be able to evaluate where students are in their own learning.  It is a big puzzle.. all the time.  But the missing piece for me is time to have reflection and refinement with my colleagues.  We don't have common time.  I often end up feeling like a piece is missing or something could have been better but we are already moving to the next place.    It seems like that is an integrated part of STILE which needs to become a self-sustaining part of teacher work when the support of the project ends.

I am so glad that you asked the above question of our educator audience, Jonathan! I find that our partner schools – and in particular, our middle schools – often need to make structural changes in order to support the implementation of interdisciplinary STEM project experiences for students. As an example, in STILE 1.0, we worked with one leader to make key shifts in scheduling that included more opportunities for co-teaching AND built in time for teacher reflection following common periods.

Many schools have found creative ways to push the boundaries of traditional disciplinary-based schooling. What are some strategies that your schools are using? What advice would you give to schools that are just starting out?

 Your experience with so many schools and partnership with teachers is so valuable and your project has much to tell the rest of us. My experience is in the "S" (of STEM) arena. Challenge: we've found that teachers poised to be science leaders in their schools are squelched if principals are not supportive. In the most extreme cases (rare, I'm happy to say), the principals won't allow a teacher to depart from business as usual. Sometimes peers aren't all that eager for the teacher across the hall to innovate either!  So context matters a whole lot. Meeting the challenge: teachers benefit from time to share and develop strategies for working in less than supportive environments. If the principal or science leader isn't on board, it's a big problem. Being part of a cadre involved in a project such as yours can be work-life changing. 

Challenge: helping teachers shift from "telling" students about science to having students collect and evaluate evidence to answer questions. What's worked: we've found that PD that is very closely tied to classroom curriculum or activities helps teachers experience learning this way firsthand. The reward for the pedagogical shift is usually greater student engagement, motivation and even joy! Given time to reflect on what's different and the critical ingredients, teachers are better able to reshape or design other classroom activities. Although one should never underestimate the challenge of designing an effective, carefully constructive activity sequence!

Teachers have so many responsibilities that I favor providing them with high-quality curricular materials that they can use or adapt, rather than start from scratch. Time to work with colleagues is pure gold!

Sally 

To complete the transformation remove the words ‘student and teachers’. (the superior/subordinates relationship diminishes possibilities) Replace throughout with ‘co-learners’ or as you call them ‘co-investigators’ and educators. Education is about drawing out from within. 

Your project exemplifies attending to what needs attending to in making the change you (and many of us) seek. Kudos.

My experience is with mathematics, and our work - be that with paraeducators, teachers, coaches, or administrators - has similar goals to yours - to support change, work together, learn with them, and involve them in learning and facilitating, whichever role they have. Focusing professional development on the needs of those we work with is key to success. Scaling up is a challenge, for sure, but we - and you - continue to work on it!