research the Shawneetown–Kaskaskia
and Shawneetown–St. Louis Trails as
well as Silkwood Inn, the only original
structure remaining on the trails.
They used Microsoft Photosynth 3D
Imagery and GPS technology to locate
and plot points on the trail on Google
Maps, which helped them see the
historic trail in its modern-day context.
They evaluated variations of the story of
Priscilla, a freed slave who lived at Silkwood Inn and brought hollyhock seeds
from her native Georgia to the inn. To
share the information they had gathered
and to attract tourists to the historic
sites, students created brochures, radio
ads, and TV commercials, using the
green screen technology of Visual
Communicator.
Four Steps to Connecting the Classroom
and the Business Community
1. Choose the Partners.
The Illinois Department of Commerce and Economic Opportunity and the Illinois
State Board of Education selected 29 schools to participate in the project. The
Department of Commerce and Economic Opportunity and the Illinois Biotechnology Industry Organization identified the business, community, and
government partners.
Schools were invited to apply through an open competitive process promoted
through the Illinois state superintendent’s newsletter and through existing
STEM-based networks, such as Project Lead the Way. Schools were allowed to
apply with a predetermined external partner. Schools that needed assistance
connecting to an external partner got help from members of the advisory board,
including business associations, in locating a partner that fit the content area
they were interested in. Other schools that wish to implement a similar program
can find partners through local business associations.
Standard 4: Critical Thinking,
Problem Solving, and Decision Making
In several of the projects, students gathered information from multiple sources,
evaluated the information, and made
informed decisions. Maine East students
in suburban Chicago learned about
antibiotic resistance; classification of
bacteria; disease-causing microbes; lab
techniques; differences between viruses
and bacteria; and prevention, symptoms,
and treatment of diseases as they
explored whether Astellas Pharmaceuticals should develop drugs to combat
Methicillin-resistant Staphylococcus
aureus (MRSA). In addition, they learned
how to conduct research, cite sources
properly, work within a cooperative
group, and use Google Docs, Google
Earth, and Google Presentation.
In Decatur, students at MacArthur
High School researched and evaluated
differing attitudes in Europe and in the
United States about genetically modified
food products in order to advise Tate
and Lyle, a large corn refiner, on which
market to pursue. The young entrepreneurs recommended pursuing both
markets, using different processing sites
2. Create the Problems.
The Illinois Mathematics and
Science Academy’s Problem-Based Learning Network
worked with each school and
partner team to develop the
partner’s problem into a
workable problem-based unit
that met the teacher’s curricular goals.
In developing effective
problems, designers should
consider their learners’ physical, social, emotional, and
intellectual characteristics;
their curricular goals and
state or local standards; and
contextual issues that are
authentic, relevant, and of
high interest. Work with your
partners to establish problems that are authentic but
that also complement the
existing curriculum.
3. Develop a Format.
The participating schools determined the best
way to meet the needs of their learners. Problems were created for different groups: within a
single classroom; across several classes (for
example, all honors freshman science students
at Niles West); or across departments (O’Fallon
High School’s collaboration of art, environmental
science, geometry, and industrial technology
classes). You can adopt whatever format best fits
your goals.
4. Provide Professional Development
Both face-to-face and online professional development helped teachers learn how to support
learners, establish an inquiry-based environment, and facilitate project management.
Teachers used a facilitated online professional
learning community to collaborate and communicate. Webinars connected the teachers as
they developed their units, practiced coaching
skills, and implemented their units. Project
staff from the Illinois Mathematics and Science
Academy provided mentoring in design,
coaching, assessment, and collaboration.
They suggested digital strategies, tools, and
resources. When developing your own
program, embed ample opportunities for
teachers to share ideas and strategies.
