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Candice Beattie, Erica Colbert, Alison Geigerman, Helena Wallace, Valerie Morris
Abstract
Project-Based Learning and 3D Printing Professional Learning Grant Proposal 2
Several parents are employed by Gulfstream Aerospace, local farms, and Georgia Southern
University. Our school has 452 students, with 56% receiving free and reduced lunch.
Demonstrated need
Based on the 2014 CCRPI report for Electronics Elementary, it was determined that the
two greatest areas of need were math and science. Only 56% of the students met “typical or
high” growth in math and 59% in science. (Appendix A) According to the Z-scores for
achievement gap, Electronics students had the largest gap in math and science compared to the
state average in those areas. This data shows that planning, innovation, and more effective
By effectively utilizing this grant, we will better develop our students’ 21st century skills
in order to support our coworkers at the middle and high school levels in making our students
college and career ready. This includes enhancing their use of problem solving skills through
skills, and a strong work ethic are a must, we must provide a learning environment focused on
developing and refining these skills. Without this skill development, our students will not be
workforce ready or have the focus to continue learning at a technical college or university.
Students deserve to have the opportunity to use their imagination to achieve their goals and
We have already exposed many of our students to coding, game design on Kodu,
photography skills, and to various K’NEX and snap circuit kits. We have seen tremendous
growth in their ability to solve a problem from start to finish. We want to push them even further
and integrate the scientific method as a standard tool to solving math, science, language arts, and
1. Our goal is to have in-depth, cross-curricular problems that students will solve
tools and exciting resources for students to use to help boost our problem solving
scores.
S.M.A.R.T. goal 1: Students will demonstrate the ability to use problem solving skills with
results created on a 3D printer and will create a final project that will be scored for
evaluation results.
1.1: By May of 2016, 50% of 5th and 4th grade students will have a personal
1.2: By December of 2016, 100% of 5th grade and 50% of 4th grade students will
2. Teachers at Electronics Elementary will design and develop curricula targeting important
thinking skills underlying STEM fields (i.e., computational thinking and problem
solving) across all subject matters and grades. The curricula will help teachers create
instruction focusing on identifying and solving problems present in the real world,
Project-Based Learning and 3D Printing Professional Learning Grant Proposal 4
S.M.A.R.T. goal 2: By Feb. 2016, 100% of 5th and 4th grade teachers have attended a
curricular projects using 3D technology.” This will be a self-paced module that will give
3. EES will provide teachers with professional development activities in the creation,
implementation, evaluation and revision of STEM curriculum through release time for
Studio.
S.M.A.R.T. goal 3: By December 2016, all 4th and 5th grade Math/ Science teachers will
have implemented changes to their curriculum according the Georgia Southern professors
Plan of Operations
January 2016
Teachers will meet on January 5th, for a mandatory professional development day. This
date will be used to introduce all teachers to the potential uses and implementations of 3D
technology. Teachers will have a chance to work with the 3D Cube Trio printer. They also will
Project-Based Learning and 3D Printing Professional Learning Grant Proposal 5
be exposed to great strategies to help them create project-based lessons for students to design and
submit.
● All 4th and 5th grade Math/Science teachers will begin training on 3D technology as part
of the implementation of the STEM curriculum. They will also complete a mandatory
technology.”
● At the end of Q3 (end of March, date to be announced) this group will meet for a follow
up professional development day, to share student’s artifacts, successful lesson plans and
● Georgia Southern professors will review the Math and Science standards and will
formulate a plan to deliver meaningful content to Math and Science teachers at EES.
● During pre planning time (first week before schools starts for students) 4th and 5th grade
teachers will meet with the professors from Georgia Southern to implement changes on
their curriculum and develop a school plan based on their recommendations. This plan
will have a specific list of goals or performance indicators that students must show
growth.
● 4th and 5th grade teachers will meet every 9 weeks period on a professional development
days to discuss, compare and analyze the efficiency of their lesson plan and student
● 2 professional days will be scheduled for the 4th and 5th grade teachers to visit other
STEM curriculum schools. These visits will provide teachers with opportunities to see
the technology that they have been using, applied in other schools and possibly in other
grade levels.
Budget
● $500 Problem-based solving training on Jan. 5th in the morning, includes 2 copies of the
book Thinking Through Project Based Learning: Guiding Deeper Inquiry by Krauss and
Boss
● $1,200 for tables to house the 3D printer and student groups in the Media Center
● $600 3D Cube Trio printer training for entire school on Jan. 5th in the afternoon
● $3,000 Pay for subs for 4th and 5th grade teachers planning days (once every 9 weeks) to
● $1,500 This money will cover traveling days and expenses for teachers to visit other
STEM schools.
● $6,000 to pay for GSU professors time for coordinating and strengthening the Math and
Science curriculum, and for collaborating with 4th and 5th grade teachers.
● $3,960 for 10 each of black, blue, clear, and red PLA cartridges for the 3D printer
Evaluation Plan
It has been exciting to begin talking about the future of our school’s technology growth,
and to see teachers collaborate together to write this grant. We have many tech savvy teachers
that can help troubleshoot and foster innovative thinking among the whole school. We know that
the sky's the limit, and that our students are very capable of taking these tools and producing
Project-Based Learning and 3D Printing Professional Learning Grant Proposal 7
amazing results. We have a wonderful partnership with Georgia Southern University and their
Innovation Studio, located only 15 minutes down the road. Several dedicated professors take the
time to visit our campus and develop skills with our young learners, and we really owe all of the
thanks to them and our administrators for planting the seeds of growth here at our school. They
have been the true farmer's in this agricultural region, and with their support we know that this is
only the starting point for continued growth in our teachers and students.
S.M.A.R.T. goal 1: Students will demonstrate the ● student survey on technology skills (pre and
ability to use problem solving skills with results post implementation, only given to 5th and
created on a 3D printer and will create a final 4th grade students) Appendix C
project that will be scored for evaluation results. ● 3D final project rubric - Appendix D
technology.
Project-Based Learning and 3D Printing Professional Learning Grant Proposal 8
S.M.A.R.T. goal 2: By Feb. 2016, 100% of 5th and ● Pre and post technology survey for teachers
4th grade teachers have attended a mandatory on what they know and how they feel about
professional training on 3D technology and have the technology that they will be
the technology department on “How to plan ● Sign off sheet for mandatory training
problem-based cross-curricular projects using 3D ● Sign off sheet for mandatory technology
technology.” module
Smart Goal 3: By December 2016, all 4th and 5th ● Collection of 2-3 lesson plans (per age group,
grade Math/ Science teachers will have 4 and 5) with 3D activities as well as
the Georgia Southern professors recommendations. ● TEKS teacher evaluation for implementation
lessons with 3D technology in their classrooms. classroom. (Objectives only valid for 5th and
References
Boss, S. (2015, October 19). Reinventing Project-Based Learning. Retrieved 19 Mar. 2016,
from http://reinventingpbl.blogspot.com/
Finley, Todd. "Jaw-Dropping Classroom 3D Printer Creations." Edutopia. The George Lucas
http://www.edutopia.org/blog/jaw-dropping-classroom-3d-printer-todd-finley
Project-Based Learning and 3D Printing Professional Learning Grant Proposal 9
Rockwell, Johnny T. "3D printers in the classroom: 7 reasons why every school should have a
http://airwolf3d.com/2013/02/27/school-3d-printers-in-the-classroom/
Schrock, Kathy. "3D Printing in the Classroom." Kathy Schrock's Guide to Everything.
https://globaldigitalcitizen.org/4-keys-to-designing-a-project-based-learning-classroom
Appendices
CRCT:Mathematics 56 103
❏ K
❏ 1st
❏ 2nd
❏ 3rd
❏ 4th
❏ Other _________________
2. How often do the students in your classroom engage in projects that require the use of
technology?
❏ Daily
❏ 1-2 times per week
❏ Once a month
❏ Other __________________
3. What technologies do you use currently in your classroom? (check all applied)
❏ Teacher computer
❏ Smartboard
❏ Ipads
❏ Chromebooks
❏ Students personal devices
❏ Other ___________________________________________
5. How confident do you feel that the use of 3D printers will fit with the standards?
❏ No confidence
❏ Little confidence
❏ Do not know
❏ Some confidence
❏ Very confidence
6. In what age group do you think 3D printers will work the best?
❏ K
❏ 1st
❏ 2nd
❏ 3rd
❏ 4th
Project-Based Learning and 3D Printing Professional Learning Grant Proposal 11
❏ 5th
7. What subject area do you think 3D printers will work the best?
❏ Science
❏ Math
❏ Art
❏ Language arts
❏ Other _______________
8. How much training do you think you need to implement and use a 3D printer in your
classroom?
❏ None
❏ 1 day
❏ 2 to 3 days
❏ 1 week
❏ Other ____________________
9. Other than budget, what do you feel could be an impediment in using a 3D printer in your
classroom?
_______________________________________________________
2. What technology do you use at home? (mark all the one you use)
❏ Cell phone
❏ Computer/laptop
❏ Ipad/ tablet/ Ipod or music device
❏ Game device (DS, PS1/2/3/4,Wii, WiiU)
❏ Television
❏ Other _______________________
❏ Once a month
❏ Other _______________
6. If you had to complete a project in classroom using a 3D printer, how confident would you
feel?
❏ Not confident at all
❏ Somewhat confident
❏ Very confident
Composition Instructions were not All instructions were Project meets all
Does the project followed and project followed but some necessary
meet the does not meet the project outcome is not guidelines and
guidelines as per final outcome. clearly defined. additional
the instructions to elements were
meet a final added.
outcome? Project outcome
very well defined
Execution Student did a very Student did a good job The student did a
Did the project in poor job executing the at executing the project very good job at
all of its project. Very few but not all executing the
components component/ components/guidelines project; all
/guidelines guidelines were were present. components/guid
achieve the followed. Student completed the elines were met.
intended result? Student did not project to achieve the Student went
complete the project intended result above and
or it did not fully beyond to make
display the intended sure the project
result. achieved its
Project-Based Learning and 3D Printing Professional Learning Grant Proposal 14
intended result.
Total /20