Post on 12-Feb-2017
EDUCATORS CONNECTING RESEARCHto the K-16 CLASSROOM
& MOTIVATION EDUCATION
I . BACKGROUND
II. WHERE WE’VE BEEN?
III. WHERE WE ARE GOING
BENCHMARKS FOR SCIENTIFIC LITERACY
Blueprints for Reform
-TEACHERS
-CURRICULUM
-ASSESSMENT
TEACHER QUOTATIONS
There must be a commitment to reflective literacy that requires learners and teachers to have frequent opportunities to structure the learning and teaching process.
Teachers must engage in a flexible sort of pedagogy that cannot be choreographed from on high.
CURRICULUM QUOTATIONS Curriculum should be linked to something worth
knowing.
Educators must encourage students not only to know the scientific facts, but also to view the world scientifically
Linking science education to the real world offers another approach to curriculum connections.
Curriculum connections need a focus.
CURRICULUM QUOTATIONS
Teachers can make science education more relevant nurturing children’s natural curiosity, posing questions, asking children to create hypotheses, and helping the children recognize the importance of science.
Once students understand the importance of science,it becomes easier for them to see connections between science education and the world of science work.
NAMETHAT
SCIENTISTMOTIVATOR MAP“BEING BATTY”
Dr. Elizabeth Kalko
NAMETHAT
SCIENTISTMOTIVATOR MAP“FISH CAPTURE”
Dr. Eldredge Bermingham
NAMETHAT
SCIENTISTMOTIVATOR MAP“ON THE BEACH”
Dr. John Christy
NAMETHAT
SCIENTISTMOTIVATOR MAP
“LOOK WHAT I FOUND”
Dr. Richard Cooke
THE RUNON DEFINITION
Through the MOTIVATION EDUCATION format, experts
in their field become the embodiment of current research
that propels scientists into classroom role models and the
catalyst for teachers to create up-to-date content driven
simulations around ongoing research so that students can
emulate the science, and imagine authentic scientific actions leading to the personalization of the way
students themselves may one day become the scientists who impact their world.
EDUCATORS CONNECTING RESEARCH
& MOTIVATION EDUCATIONWHERE WE ARE HEADING
ACCELERATED LEARNING TRIANGLE
ECRCMOTIVATOR MAPS FOR EDUCATORS
Accelerate . . . Student learning by looking at skills, process & content from a K-12 perspective
Through . . .Respectful tasks, flexible grouping & the principles of differentiated instruction
ECRC MOTIVATOR MAPS FOR EDUCATORS
Are . . . Teachers’ responses to learners’ needs for
rich experiences through guided actions
Because of . . . Today’s great variance in student skills
experiences and learner profiles
ECRCMOTIVATOR MAPS FOR EDUCATORS
Utilize the . . .Theory of Multiple Intelligences, Real World Connections, & Nat’l Standards Strand Maps
To . . . Offer educators open-ended plans to stretch student learning in today’s diverse classrooms
Action 2: Escape Simulation
Explanation: The caterpillars of two species of pyralids live in silk webbing underneath leaves and suspend strings of fecal pellets from the leaf. These “fecal stalactites” appear to serve as landmarks for the rapid location of holes in the leaf, through which the caterpillar escapes when threatened. Use the “Escape Simulation” Resource explanation page to challenge participants to design a simulation showing this great adaptation.
DESIGNED FOR
THE SMITHSONIAN TROPICAL RESEARCH INSTITUTE
Theme: Tropical DiversityAction Pack: Rainforest Researchers
Motivator Map: Annette Aiello – Butterfly Researcher
Action 2: Acclimatization
Explanation: Acclimatization can be a complex process matching not only your ability to climb the mountain, but also test the ability of your body to meet the challenge of living at ever higher altitudes. Too rapid an ascent at high altitudes more often is the cause of turning back than the weather or the difficulty of the mountain terrain. Challenge participants by having blow into an asthma inhaler and adding another bit of cotton to represent new heights.
DESIGNED FOR
EARTH TREKS CLIMBING CENTERS, INC.
Theme: EXPLORING EXTREMESAction Pack: SHARED SUMMITS
Motivator Map: A’s of Mountaineering Expert: Chris Warner
Action 2: Dead Cold
Explanation: The Chesapeake Bay can have seas like a mirror or conditions with high waves and white seas. Working the water in Earl’s words “Don’t let anybody tell you that it can’t get bad on the Bay…I’ve been out there in storms where the lightning hit and ran right up the rigging POW!” Fierce weather was always a factor for watermen. Create hypothermic conditions by pretending Create hypothermic conditions by simulating cold conditions with fingers that no longer function well…taped thumbs or heavy gloves will make knot tying or pyramid building quite challenging.
DESIGNED FOR THE BLACKS OF THE CHESAPEAKE FOUNDATION
Theme: Chesapeake Bay Through Ebony EyesAction Pack: Working the Water
Motivator Map: Earl White - Admiral of the Chesapeake
ASSESSMENT QUOTATIONSProject 2061 Benchmarks
Science assessments should blur the boundaries between classroom learning and real world learning.
Students should be measured on the understanding of the nature of science and the world.
Science education reformers should emphasize thathigher order thinking skills cannot be measuredby machine scored Multiple Choice tests.
CURRENT PARADIGM IN EDUCATION
Curriculum Written In Summer Workshops or Afar
Curriculum Is Delivered Teachers Teach It To The Test Content Objectives are Continuously
Added Curriculum Overload Occurs No time for Teacher and Student Creative
Input Curriculum Outlets From Informal
Education Organizations Look Much Alike
CHANGING THE PARADIGM
ENTER THE MOTIVATION EDUCATION /STRI PANAMA CONNECTIONSSCIENTIST/TEACHER/STUDENT NETWORK - - - STSN NETWORK
Construct within a bounded online and classroom framework a public or semi-private theme specific repository of expert profiles and digitally recorded teacher/student created simulated actions embodying the current research projects of STRI Scientists and activities of experts in their field.
Global PortalENTER THE MOTIVATION EDUCATION
SCIENTIST/TEACHER/STUDENT NETWORK - - - STSN NETWORK
Construct within a bounded online and classroom framework a public or semi-private theme specific repository of expert profiles and digitally recorded teacher/student created simulated actions embodying the current research projects of STRI Scientists and activities of experts in their field.
STSN NETWORK GOAL
The goal of this online and classroom network is to allow MOTIVATION EDUCATION instructors to view and search this theme based warehouse of creative teaching recordings made by others within the organization in order to generate discussion and continuous ingenuity by all members.
SCIENTIST/TEACHER/STUDENT NETWORK
CURRENT ACCOUNTABILITYPARADIGM
EVALUATION EQUALS - -
Provide vocabulary review sheets
Give the students a multiple choice factoid test every 10 weeks
Provide one constructed response essay
Average Grades from other activities
CHANGING THE PARADIGM
ENTER THE MOTIVATION EDUCATION HABITS OF MIND EVALUATION
1. HABITS OF MIND online self assessment engine-Persistence; -Communication; - Teamwork; -Skills
2. BCAAN Quiz Fundamental Content Acquisition Engine
3. PRODUCT RUBRIC
4. FOUR-QUESTION INTERVIEW
Managing User Records› The user will login and access their control panel to
manage the entire user profile Managing, Completing and Evaluating
Assessments› An Administrator or Instructor will login to create,
modify or review assessments. The Participant will login to complete assessments.
Communicating through Collaborative Suite› The administrator, instructor, parent or
participant will communicate through the collaborative suite to provide feedback and ask or answer questions.
Main Use ScenariosUsing the System
Context Data Flow DiagramProcesses
HABITS OF MINDDATA REPORTING
1. Percentage of Change Data
2. Product Rubric Cumulative Scoring
3. Student statements and testimonials
4. Final Assessment-Expert; -Practitioner; - Apprentice; -Novice
ACTION RESEARCH DESIGN
HABITS OF MIND SUBCATEGORY #1 Internalized Values
HABITS OF MIND SUBCATEGORY #2 Science Inquiry
Science Thinking# of Embedded
Parallel Questions Attitudes Toward Science
Clarity in Thinking 2 Flexibility in ThinkingProblem Solving 2 Creativity in Solution Finding
Applying Past Knowledge 2 Using new knowledge
Desire to Learn More 2 Learning From Experience
Rate Your Ability to . . . # of EmbeddedParallel Questions
Rate Your Skills In . . .
Use science tools 2 Use mathematics in scienceAnalyze Observations 2 Use Evidence
Talk about relationships 2 Explain the role of variablesRecognize your expected
outcomes2 Communicate the full action &
results of a simulation/experiment
INTERNALIZED VALUES SAMPLER
My Science
Thinking
CareerWritten Response
My Science Attitudes
Ability to be a clear thinker in Science
54321
Ability to be flexible, collaborate and try
“other” ways
54321
Analyze observations to determine results
Talk about the relationships between
evidence & explanations
54321
Explaining the role of variables during a
simulation or experiment
Using evidence to develop explanations
5
54321
4321
What did you learn about your skills & abilities during this MOTIVATION EDUCATION PROGRAM?
__________________________________________________________________________________________________________________________________________________________________________________________________________________
My Likelihood to Attend a Four Year College for Science
54321
54321
SCIENCE INQUIRY SAMPLER
My Science Thinking
Ability to be a clear thinker in Science
1 2 3 4 5
Ability to Pose Questions and Be
Curious
54321
CareerWritten Response
My Likelihood to Attend a Four Year College for Science
My Science Attitudes
54321
Ability to be flexible, collaborate and try
“other” ways
Ability to be innovative & Create Solutions
54321
54321
Is Science Fun? Explain.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________Ability to Pose
Questions and Be Curious
54321
Ability to be innovative & Create Solutions
54321
Revealing A Future in Science to Today’s Youth
STRI & ECRC
A small group of thoughtful people could change the world. Indeed, it's the only thing that ever has. Margaret Mead
STRI & ECRC
Questions & Answers