Research on classrooms that have put constructivist
teaching and learning models into practice indicates that technology can
enhance student engagement and productivity.
More specifically, technology increases the complexity of the tasks that
students can perform successfully, raises student motivation, and leads to
changes in classroom roles and organization (Baker, Gearhart, & Herman,
1994; Dwyer, Ringstaff, & Sandholtz, 1990; Means & Olson, 1995). These
role changes--with students moving toward more self-reliance and peer coaching,
and teachers functioning more as facilitators than as lecturers--support
educational reform goals for all students.
Technology also can help students develop positive
cooperative learning relationships, enabling them to work together while
researching topics and creating presentations. In such relationships, students
help each other learn. Students with special needs may require more coaching in
computer-based activities, but they benefit from the experience of learning
with and from other students.
The Toppenish School District believes this whole
heartily and has implemented a K-12 STEM program using Project Lead the Way
(PLTW). Project Lead the Way offers a
different approach to learning and teaching. Through activity-, project-, and
problem-based curriculum, PLTW gives students in kindergarten through high
school a chance to apply what they know, identify problems, find unique
solutions, and lead their own learning.
This engaging, rigorous program provides tools to empower students and
transforms the classroom into a collaboration space where content comes to
life.
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| Students at Garfield Elementary make container to keep ice cream cold |
Last
year, Garfield Elementary School was one of 42 schools across the United States
to be chosen to pilot the Project Lead the Way Launch elementary program. This was especially exciting for the
Toppenish School District to finally be able to extend the successful PLTW
curriculum from the high school and middle school levels into the elementary. PLTW Launch gave K-5 students a chance to
love STEM at a younger age. Through PLTW Launch, students learn important,
future-changing lessons, like it’s okay to take risks and make mistakes, and
it’s great to employ critical thinking.
Garfield teachers incorporated GLAD strategies into the program to bring
comprehensible input for comprehensible output for our large population of ELL
students. Second grade students created
a container to keep their ice-cream frozen and third graders built airplanes that
flew using mini I-pads to design their model.
The modules are aligned to Next Generation Science Standards, Common
Core State Standards for Math and English Language Arts, and of course the
content is highly engaging for students.
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| Toppenish Middle School students designed, built and program robots for Robotic Tournament |
Toppenish School District
believes that technology in today’s classroom needs to promote learning
activities in which students work in small groups rather than in
isolation. Technology need not be solely
designed to teach basic skills, but rather real-world applications that support
research, design, analysis, composition, and communication. Traditionally, schools have not focused on
technology as a means to support engaged learning. When computers are present in schools
serving at-risk students, they usually are used for drill-and-practice programs
on basic skills rather than as tools to support students in designing their own
projects (DeVillar & Faltis, 1991).
The
Toppenish School District has invested in teaching our students rigorous and
engaging content in science, technology, engineering, and math (STEM). The goal
of the STEM initiative is to give our students a wide variety of opportunities
to engage in their education by challenging their thinking in math and science.
Anastasia
Sanchez
Director, State & Federal Programs
Toppenish School District
Toppenish School District
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