OUR WORK | Science
Science4All™ - A NH Math and Science Partnership Project (2007 – 2010)
In the fall of 2007, EdTech Associates® of Amherst, NH was awarded a Math
and Science Partnership (MSP) grant from the New Hampshire Department of Education. Kathleen
McClaskey, President of EdTech Associates proposed a research-based science model named
“Science4All”™ that was created to develop the first New Hampshire science
“Science4All”™ is designed for grades K-12 and is intended to be a sustainable
instructional model (inquiry-based teaching with technology) that includes three-years
of professional development. With a combination of face-to-face, online and onsite
training and support, the goals are:
- to increase content knowledge and reading comprehension instruction in
science for teachers;
- to train and support science teacher leaders to implement and integrate
technology into inquiry-based instruction;
- to create student-centered, interdisciplinary, collaborative teaching
practices using the UDL (Universal Design for Learning) principles; and
- to establish an online New Hampshire Science Learning Community to
support, sustain and expand the “Science4All”™ model.
The Science4All professional development is designed to the standards of
No Child Left Behind (NCLB) for high quality professional development. With
alignment to the goals of NCLB, the anticipated outcomes of the Science4All
project are twofold:
1. Science teacher leaders and mentees will be skilled to design and present
UDL standards-based science lessons that meet the needs of every learner in the classroom.
2. There will be measurable improvement in student academic achievement in
science for all learners.
- Joyce LaTulippe, E-learning Agents
- Joan Sedita, Keys to Literacy
- Joyce Tugel, Maine Mathematics and Science Alliance
- Dr. Lisa Spradley, Plymouth State University
- Maple Ave. Elementary School, Claremont
- Unity Elementary School, Unity
- Strong Foundations Charter School, Pembroke
- Windham Center School
- Ellis School, Fremont
- Raymond High School
- Windham High School
Evidence in Support of Change after Year 1:
Students appear to be retaining information over longer periods of time (in
comparison to classes I have had in the past) and I believe it is the Science4All
implemented strategies that have created this difference. –Science4All teacher
As a result of participating in the Science4All initiative I have incorporated several
of the techniques from the U.D.L. tool kit. These include creating teacher generated
graphic organizers (Using Inspiration), Two Column Notes, and increased use of
formative assessments. Recently, I was introduced to the Moodle Open Source
software. –Science4All teacher
From RMC Research Final Report on the Science4All Project, September 2010
As shown in the following quotes, teachers took away valuable
instructional practice ideas from the professional development experience.
I have learned to not just think in my lesson plans; I have learned how to pull
different technologies and strategies for use in all subjects. The focus has been
on science, but the uses are across all courses.
I’ve learn how to uncover students ideas before I teach a lesson. I have been able
to enhance questioning techniques; students I work with have a deeper understanding
of concepts and skills. Using formative assessment probes and the Gizmo’s have
I have been given permission to think outside the box. With SPED [special education],
it is about diversity of learners, the wide use of tools in the SPED setting, to
incorporate new strategies into classroom instruction with SPED students.
The instructors modeled what they wanted the learners to do, and had high
expectations and a strong support system in place. It can best be summed up
with a comment from one of the respondents.
This hits all the elements, covers you as a learner,
and expanded on how you like to learn.
21st Century Science Classroom Project (Jan 2010 – June 2011)
A New Hampshire ARRA Funded (Title IID) Project to
Create 21st Century Classrooms
Timberlane Middle School, Plaistow, NH
The Professional Development design for the 21st Century
Science Classroom Project is based upon the proven model of Science4All™. This
model resulted in developing science teacher leaders who mentored other teachers
in integrating technology into inquiry-based science lessons that aligned with the
principles of Universal Design for Learning. Science4All™ used a hybrid professional
development model; face-to-face instruction, online instruction and support in Moodle,
onsite observations, feedback, training in combination with meetings with the building
administrator to track progress in implementation.
The professional development goals in the 21st Century Science Classroom Project are
thus fourfold. These goals will be addressed throughout each professional development
- Pedagogy: To improve teachers’ pedagogical practice in technology
within the 21st Century science classrooms by applying principles of
Universal Design of Learning in inquiry-based science lessons.
- Technology Integration: To develop and apply universally designed
strategies that support the integration of technology for the teaching,
learning, and assessment of science.
- Content: To deepen teachers’ science content knowledge and to
promote science inquiry to support the Grade Level Expectations of the
New Hampshire’s Science Curriculum Framework.
- Professional Learning Community: To engage teachers in meaningful
interaction and dialogue about science, inquiry and technology
integration through face-to-face and online environments.
The 21st Century Science Classroom Toolkit includes 1:1 netbook at
each grade level (6th, 7th and 8th) with a 5:1 netbook in 3 other
classes at the same grade level. Additional items of the toolkit
include a Mobi, digital cameras, flip videos, document cameras and
a license for ExploreLearning Gizmos for each project teacher.
The local evaluation is being conducted by Joyce LaTulippe of The
EdValuate Group and the state evaluation is being performed by