Vision Matters:

Sustaining an 18-year EdTech Journey

Please respond to these prompts now:

https://tinyurl.com/DesignEdTech2

Clute Conference Orlando, 2018

Catherine Saldutti, President & Founder

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Catherine@educhange.com

@EduChange

Catherine Saldutti

President & Founder,

EduChange

18 Years of Successful Collaboration

• 350+ schools in NYC

• USA: Expeditionary Learning Schools

Network of 150+ schools

• Fairfax County & Richmond (VA)

• Perris, Orinda & San Bernardino (CA)

• El Paso, Ysleta, Wills Point, Canton (TX)

• Commonwealth of the Bahamas

www.educhange.com

We transform educational research and

current technologies…

Research & Tech

Teaching &

Learning

…into systems, tools and experiences that

transform teaching & learning

Overview

Design• Instructional Design as EdTech

Evolve• Celebrate the Only Certainty

Spiral• Eliminate Unnecessary Structures

Assess• Trade Exams for Ongoing Growth

Design

•Instructional Design as EdTech

Next Gen Instructional Design

is #EssentialEdTech

• Multivariate

• 4D Architecture (Iterative for All)

• UX = Fidelity to the User

• Coherence Standardization

• Collaborative Systems Silos

The Integrated Science Program is a

Comprehensive, Multi-year,

Interdisciplinary

Secondary STE(A)M Program

that replaces only

Science Class Time

Ages 13-20

www.educhange.com/intsciwhat

This is not a thought experiment.

This is not a futuristic ideal.

We designed, iterated, tested, refined and delivered the program over the past 18 years.

Four different models, spanning 2-4 years each, are ready for digital implementation,

right now for interested schools around the world.

Speaking From Experience

Grades 9-12 (2 years of science required)

Honors Program

Biology I Honors

Chemistry IHonors

Physics I HonorsChemistry II

AP Program

Biology II AP, Physics IIAPFig. 1 -- AHS

Science Course Schema

1995-1996

Environmental Earth

Science

Biology I

Chemistry I

Physics I

Human Anatomy &

Physiology

Integrated Science

Content + Competencies

2 Key Learnings:

• Coherence is built through a balance of competencies and content.

• One-and-done is a bad structure for conceptual comprehension

STEAM Competencies Require

Ongoing Practice

MathArtsEngineeringTechnologyScientific

Inquiry/ Practices

Design &

Innovation

Problem solving

Arguing from

evidenceLab Techniques

Modeling

With Digital

Tools

Close

Observation

Pattern-finding

Measurement

Concepts

Computational

Thinking

Experimental &

Engineering

Design

Entry:

Skill Level ISkill Level I

Nature’s Reactions, Our Working World

Unified Science II

Unified Science II Honors

Physics I

Honors

Skill Level III

Chemistry II, Human Anat./Physio., Physics I

AP Program

Biology II Honors, Physics II Honors

Fig. 2 -- AHS Science

Course Schema

2000-2001

Unified Science I

Unified Science I Honors

Summer Remediation

Programs

Advanced Chemistry I,

Ecology, Environmental

Earth Science

Skill Level II

TBA Life Science

Honors

Advanced

Chemistry I

Honors

Level III Honors

STATE TEST

(1st administration in 10th grade)

2001 Results: HS Science

Enrollment

Full-Year

Science

Courses

Class of

1995

Class of

2001

4 9% 38%

5 1% 12%

6 0% 6%

7 0% 1.6%

2001 Additional Results

✓Higher Average Grades, compared to

same course in old org. structure

✓Student Lab-tech program

✓Informal Student Tutoring program

✓Positive—and surprised—parent

feedback

2001 Additional Results

✓ Integrated Science + Upper-level elective

Faculty Assignments

• Positive impact on recruitment (for admin &

faculty)

• More equity across department

✓ Increased faculty collaboration (PLC)

most cohesive department in the school

✓ Increased Faculty Desire for PD

Observations of Authentic

STEM Research

Graduate School and Research Institute

New York City

No Departments

Self-organize around “The

Question””

Pure Inquiry

International Community

Learning

Organization

24 Nobel Laureates

If neither nature, nor science, nor

technology is constrained by single

disciplines, why is science education

still compartmentalized?

---Dr. Sandy SimonHead, Cellular Biophysics Lab

The Rockefeller University, NYC

Our Head Scientific Advisor Asked…

Authentic STEM Research REQUIRES

Integration & Collaboration

STEM is a Human Endeavor

Personal

Local

Global

Our Rockefeller University

Collaborators

• Cared about Students

• Cared about Teachers

• Cared about Science

Education

• Cared about Education

Innovation

Teaching and Learning are

Human Endeavors

Design to help

teachers & students

succeed

in a time of

enormous change &

uncertainty

Program Design “Specs” Include

• Teach students how to learn

• Incorporate more critical reading & writing

• Develop hands-on laboratory skills

• Give rich assessment tasks

• Do real inquiry with applied math

• Personalize the learning experience

• Tap relevant, current STEM issues

• Integrate technology in meaningful ways

• Go global

• Cover the content & Align with government regs.

• Make it student-centered

• Prepare students for IB/AP/Advanced Courses – University!

• Let teachers customize

• Build a sustainable program for schools

And Here Are Some Constraints…

• Set number of class periods per year

• Teacher attrition & arrivals

• Limited supplies/equipment budgets, access

• Varying degrees of teacher know-what and know-how

• Diverse student learners

• Need for BYOD accessibility

• Varying school sizes

• Shifting student schedules

• Limited teacher training time, access

• Local, national, international program req.

• Student reading & math levels

• Student developmental levels (skill & conceptual)

Four Connected Areas of R&D

Authentic STE(A)M

Technology Integration

How People Learn

Teacher

Professional Development

Comprehensive

Anticipatory

Design Science

(à la Buckminster

Fuller)

Phase/

Timeframe

SOER Delivery Student

Experience

#Students #Schools/

Teachers

Phase One:

2002-2008

Teachers

Microsoft

Word®

documents

Print,

personalized

~2000 10 Schools

30 Teachers

Phase Two:

2012-2016

Teachers

Google

Classroom,

Hapara,

Microsoft Office

Digital,

personalized

~500 3 Schools

25 Teachers

10 Years of Small-Scale Implementation

Data Collection Across 10 Implementing Schools

Phase One: Six Years

Data Collected Frequency of Collection

Documented classroom observations & meetings Weekly

Student work and formative assessments Monthly

Written student reflections Every 6 weeks

Written teacher reflections Every 6 weeks

Teacher, Student, Scientist Inquiry Group Meetings Quarterly

Administrator Interviews Annually

Publicly accessible school profiling data Annually

Standardized test scores, each exam Annually

Student attitudinal profiling questionnaires Biannually

Teacher action plan portfolios Biannually

Teacher one-on-one interviews Biennially

Parent surveys Biennially

In 2000 we started designing with ~250 variables.

Since 2011 we have been designing with 500+ variables.

These variables are organized strategically, spatially and temporally to achieve a variety

of emphases and learning goals.

Neural Net Architecture

Evolve

•Celebrate the Only Certainty

Change is Certain

Technology will change. Be careful what you build on.

Smart Phones (2007) HTML5 (2014) Google Drive (2012) Twitter (2007)

PhET (2002) Various incarnations of

BlackBoard, Moodle,

Instructure/Canvas LMS

Google Classroom

(2014)

MySpace (2003 -

come and gone!)

IARC Cancer Today Data

Visualizations (2016)

Doctopus, LucidChart &

other Google Doc

integrations

BioDigital Human

(2013)

DropBox (2008)

Google+ Hangouts (2011) Instagram (2010) FlyLab/Drosophila

(2005)

Periscope (2015)

iPads (2010 – fizzling out

for secondary STEM

students!)

SoundCloud (2008) Virtual Urchin (2004) Google Earth

(2001)

NCBI BLAST Database

(2008)

NZ Science Learning Hub

(2007)

EWG Sunscreen &

Cosmetic Databases

(2006)

PLOS One (2007)

Build to Benefit from Uncertainty

Ensconce your designs in the evolving landscape.

This forces your organization to change alongside both

STEM and pedagogy.

Designs That Get Better with Increasing Volatility are

Antifragile (Nassim Taleb)

Research & Tech

Teaching &

Learning

Let’s See Some Free, Quality EdTech!

We will be using some of the sheets in your

packet.

Please also participate on your laptops if you

wish (phones won’t work as well).

Shared Google Folder:

https://tinyurl.com/Clute18Saldutti

BioDigital Human

BioDigital Human (2013)

See the Reference Sheet in Your Packet

Evolved 4 different interfaces (UX/UI),

which means revising all activities and assignments using this program.

These revisions constitute an important type of maintenance that EduChange completes

for teachers.

PhET

https://phet.colorado.edu/

We PhET Interactive Simulations!

We also that they maintain them!

PhET recently raised lots of $$$ to translate all of their Sims to HTML5.

Luckily they were able to secure all necessary funding—most others were not as lucky.

PhET

Click “Play With Simulations”

Students Practice with BioDigital & PhET

Excerpt from our Technology Tracker

These two programs are merely 2 of the

500+ variables we track.

STEM Texts and Resources Also Change

Spiral

•Eliminate Unnecessary Structures

“I very frequently get the question: 'What's going to change in the next 10 years?' And that is a very interesting question; it's a very common one.

I almost never get the question: 'What's not going to change in the next 10 years?' And I submit to you that that second question is actually the more important of the two --because you can build a business strategy around the things that are stable in time.”

--Jeff Bezos, CEO of Amazon.com

10 Years of Stable Structures

✓Overall Macro-level Sequence

✓Student-centered learning

✓Advanced teaching techniques

✓Desirable Student Competencies

✓Major Concepts

Stable Design Principles

✓Trust that nature will deliver the content

✓Trust that students will be interested in the questions and problems that interest STEM professionals

✓Trust teachers to make classroom decisions

✓Trust that schools will remain dynamic (even chaotic)

Globally Relevant Uber-Contexts Drive The Program

Th

e Q

ues

t fo

r E

ne

rgy

I Society’s Quest

An Organism’s Quest

A Cell’s Quest

A Molecule’s Quest

An Atom’s Quest

Air Quality

Sport at

Depth or

Elevation

Global Land Use

Childhood Asthma

Added Sugar and

Global Diabetes

Adolescent Health

& Safe Driving

Behaviours

Antimicrobial

Resistance

Ocean

Acidification

Environmental

Resilience &

Conservation

Satellite Pollution

The Evolution of

Flight: Birds &

Planes

Big Data and

Genomics

MicrobiomesPhotovoltaics

Biofuels

The Promise &

Peril of Palm Oil

Fukushima Then

and Now

The Promise &

Peril of

Hydropower

Medical

Diagnostics

Eco-friendly

sunscreens &

cosmetics

Electrolytes &

Sports Drinks

Building a Bike-

Friendly CityPuberty & Aging

Biomagnification &

Bioaccumulation

Coral Bleaching

Cardiovascular

Fitness

Global STEM Stories = #10XTech

http://tinyurl.com/avesclad

http://tinyurl.com/albatrosssoar

http://tinyurl.com/flightint

(Click to launch Press play After the intro, drag and double-click map to explore)

http://aroundtheworld.solarimpulse.com/

Global STEM Stories at the Center

View the Node Worksheet at your tables

Authentic STEM

Research

• Interdisciplinary

• Multi-faceted

• Longitudinal

• International

Diverse Perspectives

• Personal, Local, Global

• Multicultural

• Economic

• Ethical

• Empathetic

• Aesthetic/Artistic

Diverse “Texts”

• Anchor text

• Videos

• Diagrams, Graphs & Tables

• Animations & Simulations

• Scientific Databases

• Blogs & News Articles

• Twitter Feed

• Problem Sets

Global Land

Use & Soil

Degradation

Multiple Learning Modes

• Visual

• Written & Rendered

• Discussion & Feedback

• Hands-on: physical and digital

Varied Grouping Structures

• Individual

• Pair

• Group

• Class

Global Land

Use & Soil

Degradation

Global STEM Stories 10x EdTech

https://soilgrids.org/

http://tinyurl.com/soilhands

http://globalsoilweek.org/

http://weirdbeard.nl/demo/highlandfarmer/

1. Prepare to compile data according to teacher

instructions. Share findings across the class to

compare:

a. The qualitative soil texture data you collected by

“feel”

b. The quantitative soil texture data you collected in

the lab

c. The LaMotte Kit® quantitative chemical test data

you collected in the lab

d. The predicted soil data from the SoilInfo page (from

your sampling site)

e. The predicted soil data from your selected global

location. Which global location selected by any

team in the class is the closest match to your local

soil sample?

2. Divide the class into flower, fruit, herb and vegetable

groups. Based on your category, spend 10-15 minutes

researching what grows in the type of soil you collected

(your local sample). Generate a class table by category,

and log your results below:

Up to 38 Hands-on Labs: 4 Years

BacteriologyExtractions &

FiltrationMicroscope Work Electrochemical Cell

Gas Evolution Modeling/Simulation Design Challenges

Acid-Base & Redox Titrations

Biotechnology Flame TestsIndicators & Reagents

Gas Laws

Soil Profiling Molar Solutions Genetics Databases

Stream Tables

What Did We Eliminate?

▪ Lectures Student-led Q&A

▪ Taking Notes Critical Reading +

Writing/Drawing to Learn

▪ Lesson Plans Our tested sequence is

shared with students & teachers and

the classroom owns/modifies

Back-End Content Creation & Curation

Teacher Refinement

Student Personalisation

Sustainable Open Educational

Resources (SOER)

Curriculum Available on

ANY Platform

The Evolution of 1 Page: Student Text

www.educhange.com/intscifeatures

Scroll to the middle of this page and

click through the interactive graphic.

Students write/illustrate over 1/3 of

their digital text.

http://educhange.com/international-student-artists/

Illustrations Submitted by Students Become

Part of the Digital Text

Our Goal:

Only Student-

rendered art &

graphics by

2020

Results: Why We Use SOER

Students:

• Overwhelming support for personalization

• Cite SOER as one reason they learn how to

learn

• Acclimate quickly

Results: Why We Use SOER

Teachers:

• Unanimously appreciate ability to modify AND

that EduChange did the heavy lifting—

curation done well takes TONS of TIME

• Benefit from professional conversations

prompted by SOER

• Desire ongoing maintenance and updates

from EduChange

What Else Did We Eliminate?

✓Large Summative Projects and

End-of-Unit Tests

Increased Instructional Time +

Decreased Anxiety

Assess

•Trade Exams for Ongoing Growth

Traditional Curricular

Architecture

One-and-Done Models Cue “Finish”

--Even Projects!

Integrated Science & PBL

Integrated Science is the Heart of PBL

Without the Heart Burn!

View the PBL chart in your packet

View the colorful flow chart (Strand Map)

in your packet

Shift: From Closed to Open Architecture—

A Design for Lifelong Learning

Conceptual Physics

Environmental

Earth Science

Biological Sciences

Materials Sciences

Disciplines, Concepts & Competencies

Integrate and Spiral Through Levels I-II

Showeet img.

Four Competency Areas: 64+ Indicators

Master Rubric TrackerTop Level: Name of Large Category – For example: “Inquiry & Design”

Second Level: Criteria – These many be used for reporting purposes

Third Level: Rubric Items – These are the LEGO pieces

EduChange/teachers/students use to craft task-based rubrics

Second L

evel: S

ingle

Crite

rion

Third Level: Single Rubric Item

Assessment Strategies

Focus on Smaller, Performance-based Assessments

(No end-of-unit tests, No MC)

Build to Proficiency Over Longer Periods (More than 1 Project/Unit)

Balance Revision Work with Novel Tasks

Balance Tasks, Rubrics and Instruction in the Proper Roles

Sample Performance Task

View the Google Folder

Air Quality & Data Analysis

Students use a completed 20-country AQ

standards analysis in this assessment

Parallel But Connected Streams

Core Science Curriculum

Student Independent & Group Projects

20% Play/Project Time

Second Year (Grade 9/Age 14 earliest)

Integrated Science IB

Third Year - Integrated Science IIA (Customized for school)

Traditional Core

Science Course

Equivalencies

First Year (Grade 8/Age 13 earliest)

Integrated Science IA

Biology I

Equivalence

Chemistry I

Equivalence

1.5 Semester

Conc. Physics

Equivalence

1.5 Semester

Enviro. Sci.

Equivalence

Foundation

Year

Fourth Year - Integrated Science IIB

(Independent Student Projects – Streams Converge)

Next Gen Instructional Design

is #EssentialEdTech

• Multivariate

• 4D Architecture (Iterative for All)

• UX = Fidelity to the User

• Coherence Standardization

• Collaborative Systems Silos

Teacher Professional Development

Integrated Science immerses teachers in modern pedagogies:

• Growth mindset

• Collaboration with EduChange, your colleagues, local partners

• Onboarding Institute + Regular Virtual Meetings

This is not a textbook package—

teachers are on a supported journey with

an expectation of collaboration

Thank you for your participation

Catherine@educhange.com

www.educhange.com

@EduChange

We welcome you to book an informational

meeting according to your schedule:

https://meetme.so/educhange