Course Objective: By the conclusion of the course, participants will have designed lessons that meaningfully integrate grade-appropriate math and science content and practice standards from the NGSS and CCSS-M.
Science can provide context for teaching mathematics, and mathematics is a tool for describing patterns in what we observe in science. Elementary and middle school teachers will learn to integrate math and science more meaningfully through project and problem-based lessons. Teachers will design lessons or units that address both Common Core State Standards for Mathematics (CCSS-M) and the National Next Generation Science Standards (NGSS). Teachers will take away lesson planning tools for integrating the two subjects after the course. This course is for individuals and teams.
Day 1: Why Integrate Math and Science?
Day 2: Unpacking the Practice Standards
Day 3: Integrating the Content Standards
Day 4: Designing Integrated Lessons
Day 5: Sharing Integrated Lessons
Keywords: Math, Science, Common Core, Next Generation Science Standards (NGSS)
|Audience: Designed for K-8 Math and Science teachers||Dates: August 1 - 5; See Festival Schedule for times|
|Format of Course: In-person at Stanford University, part of the Stanford Teaching Festival||Cost*: $550 - groups of 3+ paid by school, and international participants
$600 - individual
|Units: 2||Status: Open|
*Please note: The cost for this course includes parking, a light breakfast, lunch, and reception. This cost does not include lodging or transportation. Please see the Festival Location, Lodging, & Transportation page.
Holly Pope has 17 years of teaching experience from prekindergarten through 6th grade, including 5 years as a math instructional coach in a K-8 urban charter school. She has served as a Stanford Teacher Education Program (STEP) Supervisor for elementary pre-service teachers, and currently co-teaches the Quantitative Reasoning and Mathematics Courses for STEP. Her research interests include the development of mathematics proficiency from playing a digital mobile game, and how teachers incorporate gaming technology into math instruction. Other research interests include in-service teacher education, differentiation practices, and issues of equity in urban elementary mathematics. Holly is a doctoral candidate in Curriculum Studies and Teacher Education, focusing on Mathematics Education. She holds a B.S. in Elementary Education from Geneva College and a M.Ed. in Curriculum and Instruction from Gannon University.
Quentin Sedlacek has 5 years of teaching experience (grades 6 through 12) in American Samoa and the Mississippi Delta, where he worked as a science and mathematics educator and instructional coach. He is currently a doctoral student in Curriculum and Teacher Education at Stanford, where he helped develop Reading to Learn in Science, a massive open online course (MOOC) for teacher professional development. He researches applications of linguistics and social psychology in education, with a focus on ways in which teachers develop and maintain strong, affirming, and equitable relationships with and among their students. Originally from rural Farina, Illinois, Quentin holds a B.A. in Physics from Harvard University and an M.A. in Curriculum and Instruction from the University of Mississippi.