AVID and STEM
AVID National Conference
San Diego, California
December, 2015
Kathy Arno
Project Manager
AVID Center
[email protected]
Frank Gidwani
Mathematics Teacher
Lake Highlands High School
Richardson, TX
[email protected]
Relationship and Convergence of Practices
National Standards: Math, Science, Career & Technical, Literacy
The Common Convergence Practices among the national standards are strongly supported by the WICOR
strategies of AVID. The practices represent foundational elements of STEM preparation for students.






Common Convergence Practices
Critical thinking, questioning, defining problems, perseverance (MP1, SEP1,5, CCTC 8, ELA-ST9)
Precision, planning investigations, following complex procedures (MP6, SEP3, CCTC7, ELA-ST 3)
Develop and use models (MP4, SEP2)
Reason abstractly, construct explanations, evaluate and integrate information (MP2, SEP6, CCTC4, ELA-ST 2, 7, 8)
Apply academic and technical skills, make use of structure, analyze and interpret data (MP7, SEP4, CCTC2, ELA-ST8)
Communicate effectively and with reason, viable arguments supported by evidence (MP3, SEP7,8, CCTC4, ELA-ST1)
Mathematical Practices
(MP)
• MP1. Make sense of
problems and
persevere in solving
them
• MP2. Reason abstractly
and quantitatively
• MP3. Construct viable
arguments and critique
the reasoning of others
• MP4. Model with
mathematics
• MP5. Use appropriate
tools strategically
• MP6. Attend to
precision
• MP7. Look for and
make use of structure
• MP8. Look for and
express regularity in
repeated reasoning
Science and Engineering
Practices (SEP)
(Framework for NGSS)
• SEP1. Asking questions
and defining problems
• SEP2. Developing and
using models
• SEP3. Planning and
carrying out
investigations
• SEP4. Analyzing and
interpreting data
• SEP5. Using
mathematics and
computational thinking
• SEP6. Constructing
explanations and
designing solutions
• SEP7. Engaging in
argument from evidence
• SEP8. Obtaining,
evaluating, and
communicating
information
Common Career Technical
Core Practices (CCTC)
• CCTC1. Act as a responsible
and contributing citizen and
employee
• CCTC2. Apply appropriate
academic and technical skills
• CCTC3. Attend to personal
health and financial wellbeing
• CCTC4. Communicate
clearly, effective and with
reason
• CCTC5. Consider the
environmental, social and
economic impacts of
decisions
• CCTC6. Demonstrate
creativity and innovation
• CCTC7. Employ valid and
reliable research strategies
• CCTC8. Utilize critical
thinking to make sense of
problems and persevere in
solving them
• CCTC9. Model integrity,
ethical leadership and
effective management
• CCCTC10. Plan education
and career path aligned to
personal goals.
• CCTC11. Use technology to
enhance productivity
• CCTC12. Work productively
in teams while using
cultural/global competence
AVID Center, 2015 National Conference, AVID and STEM
CCSS ELA-Literacy, Gr11-12
Science & Technical
Subjects (ELA-ST)
• ELA-ST1.Cite specific text
evidence; analysis of
science and technical texts
• ELA-ST2.Determine the
central ideas or
conclusions of a text;
explain; summarize
• ELA-ST3.Follow precisely
complex multistep
procedures
• ELA-ST4. Determine
meaning of symbols, key
terms and domain-specific
words
• ELA-ST5. Analyze text
structures
• ELA-ST6. Analyze author’s
purpose in describing
explanations, procedures,
experiments
• ELA-ST7. Integrate and
evaluate multiple sources
of information
• ELA-ST8. Evaluate
hypotheses, data, analysis,
and conclusions
• ELA-ST9. Synthesize
information from a range
of sources
• ELA-ST10. Read and
comprehend science and
technical texts
Example WICOR Strategies for STEM Content Areas
W
I
C
O
R
Reflections and summaries
Error analysis
Justification or explanation of work
Focused note-taking
One-pager reports
Interactive notebooks
Sentence frames
Focused observations and wonderings
Levels of thinking (Costa or Bloom)
Philosophical chairs
Socratic seminars
Content tutorials
Question stems (teachers and students)
Total physical response (TPR)
Think-pair-share
Content tutorials
Laboratory work and reports
Focused note-taking (and 10-2-2 process)
Interactive notebooks
LENSES (graph analysis)
Attack the prompt (scaffolding for free-response)
Graphic organizers
Marking the text
Pausing to connect
Writing in the margins
Sentence frames
Think-aloud (reading text, article, problem)
National Data
2015 College Board Program Results: Advanced Placement
Participation and Performance
Overall, students continue to see gains in both participation and success in AP.
A look at the May 2015 AP Exam administration shows:
•
•
•
•
2.5 million students took an AP exam in 2015, an increase of 8.7% from last
year.
26.2% were underrepresented minority students, an increase from last
year.
22.1% were low-income students, an increase from last year.
The percentage of the nation’s high school students succeeding on at
least one AP Exam increased by over 7% from last year.
College Board. (2015). "Access & Participation." Retrieved October 27, 2015 from
https://www.collegeboard.org/program-results/participation
2014-2015 AVID Seniors
AVID Center. (2015). 2014-15 College Readiness Graphic Summary. Retrieved Oct. 28, 2015 from
https://data.avidcenter.org/Default.aspx
Pause to Connect Reading Strategy
Readers pause to connect ideas within different types of texts for different
reasons. Readers pause to connect ideas within non-fiction to:
- clarify information.
- explore how words or terms are being used.
- investigate relationships between language and meaning.
- analyze how one paragraph is related to another.
- read images, charts, graphs and other visual aids begin offered.
- synthesize an author’s claims.
- investigate the types of evidence being used to advance the argument.
- make various other connections while reading.
Questions to ask while making connections:
1.
2.
3.
4.
5.
6.
What do I understand so far? What don’t I understand?
What information does the author need to clarify?
Why has the author repeated this word?
How does what I just read connect to the above paragraph or section?
What is the author trying to get me to think about here?
How has this section helped my understanding of the text as a whole?
Writing in the Margins: Interacting with Text
This table provides six strategies that help readers understand texts. While making connections, clarifying
information or doing other work defined on this page, write down your thoughts in the margins of the text,
on sticky notes or in your Cornell notes.
Visualize
Summarize
Visualize what the author is saying and draw
an illustration I the margin. Visualizing what
authors say will help you clarify complex
concepts and ideas.
Briefly summarize paragraphs or sections of a
text. Summarizing is a good way to keep track
of essential information while gaining control
of lengthier passages.
When visualizing, ask:
• What does this look like?
• How can I draw this concept/idea?
What visual and/or symbol best
represents this idea?
Summaries will:
• State what the paragraph is about
• Describe what the author is doing
• Account for key terms and/or ideas
Clarify
Connect
Clarify complex ideas presented in the text.
Readers clarify ideas through a process of
analysis, synthesis, and evaluation. Pausing to
clarify ideas will increase your understanding
of the ideas in the text.
Make connections within the reading to your
own life and to the world. Making connections
will improve your comprehension of the text.
In order to clarify information, you might:
• Define key terms
• Reread sections of the text
• Analyze or connect ideas in the text
• Paraphrase or summarize ideas
While reading, you might ask:
• How does this relate to me?
• How does this idea relate to other ideas
in the text?
• How does this relate to the world?
Respond
Question
Respond to ideas in the text as you read. Your
responses can be personal or analytical in
nature. Thoughtful responses will increase
engagement and comprehension.
Question both the ideas in the text and your
own understanding of the text. Asking good
questions while reading will help you become
a more critical reader.
Readers will often respond to:
• Interesting ideas
• Emotional arguments
• Provocative statements
• Author’s claims
• Facts, data and other support
While reading, you might ask:
• What is the author saying here?
• What is the author doing?
• What do I understand so far?
• What is the purpose of this section?
• What do I agree/disagree with?
FOCUSED OBSERVATIONS AND “WONDERINGS”
Essential Question: How can focused observations and “wonderings” lead to authentic
inquiry?
QUIZ
Name __________________________________
Identify the Easiest (E), Medium (M), and Hardest (H) problem to solve and write
the designation next to the corresponding problem. You must be ready to solve
the problems and/or write why you chose each as easy, medium, or hard.
____
____
____
1. Find the original price of a pair of shoes if the sales price is $78
after a 25% discount.
2. John got a 11% raise in his salary from last year. This year he is
earning $62,160. How much did he make last year?
3. Lettuce is grown and shipped to stores for 40 cents a head, and
consumers purchase it for 86 cents a head. Find the percent
increase.
Socratic Seminar in 5 minutes
Determine the easiest to hardest problem to solve.
1. You will be given 3 problems to discuss how to solve.
2. You cannot use any writing utensil or paper to help you solve the
problems.
3. You must discuss only how you would solve them.
Once your group has determined the easiest to hardest, your quiz will be the 3
problems.
Version 1:
• The easiest will count 50% of your quiz grade,
• The 2nd easiest (medium) will count 35% of your quiz grade,
• The hardest will count 15% of your quiz grade.
Version 2:
• Solve the easy (70%) and medium (30%) problems.
Version 3:
• Explain the difference between the easiest and hardest problems.
Version 4:
• Explain why you picked the hardest problem and describe what other
information you need to solve it.
Math 8/Algebra 1 Socratic Seminar
A. Consider the equation and the three solutions below. Compare and contrast the
solution methods and evaluate the efficiency of each method. Some methods of
solving equations, while correct, are less efficient (time consuming) than others.
Method A
Method B
Method C
3 x − 8 = 8 x + 12
3 x − 8 = 8 x + 12
3 x − 8 = 8 x + 12
3=
x 8 x + 20
3 x − 8 − 8 x − 12 =
0
−5 x − 8 =
12
−5 x =
20
−5 x − 20 =
0
−5 x =
20
x = −4
−5 x =
20
x = −4
x = −4
B. Identify the method you find to be the most efficient from the Methods A, B, and C
shown above. ______________________________________
C. Explain your reasoning for selecting this method using the space below. Be sure to
compare and contrast your method with the other two. A word bank is provided
below for use in your explanation.
balance
coefficient
combine
constant
equation
equivalent
WORD BANK
inverse
isolate
operation
simplify
solution
variable
LENSES Graph Analysis Template
Label & List
Title of the graph:
Independent Variable with units:
Dependent Variable with units:
High and Low data points
What does the x-axis represent?
What does the y-axis represent?
Examine
What is the relationship between the variables (direct, inverse,
linear, exponential)?
As the IV ____________________, the DV __________________.
The equation for the graph is…
Notice
What do you notice happening?
Identify the properties of the graph?
Calculate the slope at certain points. What does the slope at these
particular points represent?
Speculate
What predictions or speculations can you make using the graph?
Hypothesize what will happen to the dependent variable if the
independent variable increases?
Extrapolate the next data point and record it on the graph.
What inferences can be made about the graph?
Explain/Evaluate Explain your predictions in the Speculate section and how they
relate to your observations.
What question is not addressed by the graph that would allow for a
better understanding of the topic?
Summary
What content have you learned? Write a summary of the
information found in the graph.
Attacking the Prompt – Charlie’s Walk
Frank was walking his dog Charlie one morning. Starting at his house, Frank decided to
record his velocity v(t) during the 26 minute walk. The graph v(t) shown above consists of
eight line segments.
(a) Determine their acceleration at t = 7? Explain your answer.
(b) Was their speed increasing or decreasing at t = 24? Explain your answer.
(c) How far did Frank walk Charlie during the first 7 minutes? Justify your answer.
(d) Find the maximum distance that Frank and Charlie are from their house?
A
T
P
Verbs or ‘to do’s’
What’s – to do what?
Solution
One-Pager
A One-pager is a creative response to your learning experience. It allows you to respond
imaginatively while being brief and concise in making connections between words and images.
We think about what we see and read differently when we are asked to do something with
what we have seen or read. We learn best when we create our own ideas. Your personal
thinking about what you have experience should be understood by the audience that views the
One-Pager.
Follow this format for your One-Pager.
•
Title the One-Pager appropriately to reflect the content.
•
Use colored pens, pencils, or markers. The more visually appealing it is, the more you
and your peers will learn.
•
Fill the entire page.
•
Write two quotations or statements from the reading or activity. Use the proper
grammatical format.
•
Write the main idea of the reading, lesson or activity.
•
Use three visual images, either drawn or copied, to create a central focus to your page.
If you use a computer image, personalize it to make it your own.
•
Place five essential vocabulary words/phrases around the images. These words/phrases
should express the main ideas, your impressions, feelings, or thoughts about the
reading, lesson or activity.
•
Write two Costa’s Level 2 or 3 questions and answer them.
•
Put a symbolic colored border around the edges of the page.
TOPIC:
ESSENTIAL QUESTION:
QUESTIONS:
SUMMARY:
NOTES: