By the end of this course, teachers will have been exposed to a set of research-based, effective instructional practices for secondary STEM teaching, and will develop a plan for developing expertise in one or more chosen practice over the 2016-17 school year.
Accomplished math and science teachers make teaching look easy. But what are they really doing that is so effective? In this course, 6-12th grade STEM teachers will have the opportunity to develop expertise enacting the practices of accomplished STEM teachers with actual students. Specifically, teachers will plan and rehearse instructional activities with one another, enact them with actual middle and high school students who will spend a few hours each day with us, then reflect, debrief, and prepare to do it again. Teachers will leave with a process for developing their expertise in one or more practices into the 2016-17 school year, and will have the option of continued collaboration and support.
Keywords: STEM, Math Education, Science Education, Middle School, High School, Common Core, NGSS, Core Practices
|Audience: Designed for all 6-12 STEM teachers||Dates: June 13 - 17; 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.
Megan W. Taylor Dr. Megan W. Taylor is the mathematics design and instructional lead for the Hollyhock Fellowship Program for High School Teachers, as well as the founder and CEO of Trellis Education, an organization focused on a model for long-term STEM teacher education and support in California. Dr. Taylor taught middle and high school math in the Bay Area and is nationally board certified in secondary mathematics. She earned a BS in Psychology from the University of California, Davis, an MA and PhD in Mathematics Education from Stanford University, and did a postdoctoral fellowship in the Harvard University Graduate School of Education. She lives with her family in San Francisco.
Lynne Zummo is a PhD student in Science Curriculum and Teacher Education at the Stanford Graduate School of Education. Her research investigates a range of topics, from the integration of environmental education into traditional science classrooms to teacher education through learnable core practices. Her most recent project explored the use of flipped classroom technology in high school Biology classrooms. Prior to Stanford, Lynne taught 9th grade Earth Systems Science for several years in Washington, DC. She earned a BA from Middlebury College and an MS in Earth Sciences from Dartmouth College.