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Transcript of Expanding STEM into a S.T.R.E.A.M. Model for Learning Kenneth Wesson Educational Consultant:...
Expanding STEM into aS.T.R.E.A.M. Model for Learning
Kenneth WessonEducational Consultant: Neuroscience
San Jose, CA [email protected]
Water is Hot at 110o
212o
By Adding Just One Degree
instead of
211o
Expanding STEM into a
S.T.R.E.A.M. Model for Learning
• What is “STEM”
• Why S.T.R.E.A.M. instead of just STEM? (S.T.R.E.A.M. schools: Merging science, technology, reading/LA, engineering, art/visualization and mathematics)
• What are some ways in which our schools can incorporate the S.T.R.E.A.M. model into our (a) thinking and (b) our teaching?
Making connections (neural, social, cognitive, multimodal, cross-curricular) to optimize student learning
• What STEM?
• Why is it important?
• How do we make it real?
The S.T.R.E.A.M. model for learning in
the classroom (pre-K to university)
What is STEM?
STEM
2009: Pres. Obama launched a nationwide campaign to "Educate and Innovate" over the next 10 years (had fallen behind countries like Latvia, Chinese Taipei, Estonia, Hungary, Lithuania, and the Netherlands.)
“Change the Equation”: Moving to the top in math and science education (CEOs)
RTT: STEM funding Common Core and the New Generation Science Standards
STEM became a key element of the new administration's strategy to transform K-12 education in the areas of science, technology, engineering and mathematics (economic growth and wealth prosperity are in
jeopardy.)
Gonzales, P., Williams, T., Jocelyn, L., Roey, S., Kastberg, D., and Brenwald, S. (2008). Highlights From TIMSS 2007: Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade Students in an International Context (NCES 2009–001 Revised). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.
Programme for International Student Assessment (PISA)
PISA rankings ignore poverty differences in the tested schools. When adjusted for poverty levels, the correlation between socio-economic status and tests scores are
Free and Reduced Meal Rate PISA Score
Schools with < 10% 551
Schools with 10-24.9% 527
Schools with 25-49.9% 502
Schools with 49.9-74.9% 471
Schools with >75% 446
U.S. average 500
OECD average 493
National Association of Secondary School Principals Executive Director, Dr. Gerald N. Tirozzi,
U.S. % Poverty Other Countries PISA Score
U.S. (<10%) 551 Korea 539 Finland 536
U.S. (10-24.9%) 527 Canada 524 New Zealand 521 Japan 520 Australia 515 Netherlands 508 Belgium 506 Norway 503
U.S. (25-49.9%) 502 Estonia 501 Switzerland 501 Poland 500 Iceland 500
National Association of Secondary School Principals Executive Director, Dr. Gerald N. Tirozzi,
Forecasting Independent Education to 2025-- NAIS
Each year, new findings in cognitive psychology and neuroscience will be infused into teacher preparation, curriculum, instruction, student assessment, and the classroom environment. The works of Howard Gardner (“Multiple Intelligences”), Daniel Goleman (“Emotional Intelligence”), Kenneth Wesson (“Brain-considerate Learning”), and others have already been influential in reshaping the independent school classroom, while programs like Mel Levine’s Schools Attuned are assisting educators in using neurodevelopmental content in their classrooms to create success at learning and to provide hope and satisfaction for all students.
STEM
Supporting K-12 STEM education is in our own best long-term self-interests.
Numerous countries provide ample evidence of the consequences of having no combined focus on S.T.R.E.A.M. education.
Those countries are competitively and economically marginal at best.
Getting into that STREAM-less hole is easier than exiting it. The world's poorest nations annually serve as "Exhibit A," which should prompt us to support K-university level science education at any cost.
STEM
The President: Three priorities for STEM education:
1. Increasing STEM literacy so all students can
think critically in science, math, engineering
and technology
2. Improving the quality of math and science
teaching (no longer will be outperformed by
those in other nations)
3. Expanding STEM education and career
opportunities for underrepresented groups
(women and people of color.)
STEM
Need to produce 400,000 STEM college graduates by 2015.
More than 40% of the doctoral students in U.S. colleges
and universities in 2009 were foreign nationals, and in
some fields of science that figure far exceeded the 50%
mark.
Problem: Lack of proficiency among American students in
science, as well as a lack of interest in the STEM
fields (difficult or uninviting.)
Why is STEM/ S.T.R.E.A.M. important to all of us?
S.T.2R.E.A.M. Schools
Science
Technology (and Thematic interdisciplinary
instruction for student learning)
Reading and Language Arts
Engineering
Art
Mathematics
(Maximizing connections and sensory experiences)
Creating SMART Schools and Becoming STREAM Schools http://sciencemaster77.blogspot.com/
The RAND Corporation has created this model of how a “home computer” will look in the year 2004; however the technology will not be economically feasible for the average home. Also the scientist readily admit that the technology to actually work has not been created yet but scientific progress Is expected to solve these problems. . . and the computer will be easy to use.
Predicting the Distant Future
The degree to which today's learners
understand STEM will determine global
leadership in the mid-21st Century.
Nothing will dominate our future more
than science.
Predicting the Near Future
• Human beings were and still are engaged in STEM
experiences and education all of the time (before we
called them STEM.)
• Our human advances have nearly always been
dependent on an improved understanding of
science (“knowing”)
• The “Science of Learning” is equally as important for
continued advancement.
The STEM Initiative is not NEW
Instead of being derided as geeks, scientists should be
seen as courageous realists and the last great
heroic explorers of the unknown.
They should get more money, more publicity, better
clothes, more sex and free rehab after all of that
fame goes to their heads. -- Matthew ChapmanCofounder, ScienceDebate2008
The Most Gifted Teachers: Science Teachers
East Asian Regional Council of Overseas Schools
…Annually Televised Teaching Awards?
What about new televised programs…
Monday Night
So You Think You Can
“Dancing with the
The of Orange County
“America’s Next
Science
Teach?
Astronomers”
Teachers
Inventor”
S.T.R.E.A.M. : The Foundation of Inquiry?
Relevant questions, imagination, predictions, inferences, patterns, hunches, experimenting (trial/error) skepticism, thinking, memory, curiosity, minimize errors, sense-making, a quest for knowledge →
Survival
“…students need to have experiences
rather than just read about them.”
--Robert Marzano
…with solids
…with liquid?
Unleashing
the power
of inquiry
Which of the boxes X, Y, or Z has the LEAST mass?
A) XB) YC) ZD) All three boxes have the same mass. TIMSS
Sample Elementary SchoolScience Test (Grades 3 and 4)
The near future portends dramatic changes for education. Who will win and who will lose? The losers are going to be those people who think everything is the same as it has always been.
Understanding Information Systems in Higher Education,
Carole Cotton Associates
Percentage of Twelfth Graders Proficient in Science
• The longer students stay in the current system the worse they do. According to the 1995 Third International Mathematics and Science Study, U.S. fourth graders ranked second. By twelfth grade, they fell to 16th, behind nearly every industrialized rival and ahead of only Cyprus and South Africa.
Source: www.ed.gov/nclb/methods/science/science.html
Memorization is what we resort to when what we are learning makes no sense.
-- Anonymous
Brain-considerate Learning: “PERC3S” There are five BC elements that the human brain seeks while
processing incoming stimuli for personal “meaning,” which makes the information “memorable” and worth remembering.
(1) Patterns
(2) Emotions
(3) Relevance
(4) Context, Content, and Cognitively-appropriate
(5) Sense-making
Patterns, emotions, relevance, context, content and sense-making are critical factors in driving (1) attention, (2) motivation, (3) learning, (4) memory formation, and (5) recall. Collectively, these 5 factors are the primary criteria for transfer into long-term memory storage.
By Kenneth Wesson
Learning and Memory
The advantage of a bad memory is that one enjoys several times the same good things for the very first time.
—Friedrich Nietzsche
■ Memory situation #1: Immediately after your assistant has given you the number of an important client, you hang up, but before you can dial, someone asks you for the time. After announcing the time, you ready your index finger to dial the client’s phone number, which has escaped from memory. After asking for the number a second time, you scowl at all oncoming strangers to ward off any mental interlopers prior to dialing.
■ Memory situation #2: After returning from a 15th wedding anniversary cruise with 12 Mediterranean ports of call, you effusively describe your vacation to a neighbor. However…
http://brainworldmagazine.com/2011/06/learning-and-memory/
30 Ways to Improve Your Memory
Whether we are studying for Friday’s spelling test, a doctoral dissertation or a company presentation, there are a number of reliable memory techniques and powerful memory aids that yield the best results:
Brain World magazine June 2011http://brainworldmagazine.com/2011/06/30-ways-to-improve-your-memory/
By Kenneth Wesson
The Knowledge Explosion
“The sum total of humankind’s knowledge doubled between 1750 and 1900. It doubled again between 1900 and 1950, again from 1950 to 1960, again from 1960 to 1965. It’s been estimated that the sum total of humankind’s knowledge has doubled at least every five years since then.
It’s been further projected that by the year 2020, knowledge or information will double every 73 days.”
Dr. James Appleberry - President, American Association of State Colleges and Universities
Memorization for assessment purposes rather than teaching thinking was frequently the educational goal.
5) This is a drawing of a bird’s foot..
Where would you be MOST likely to find such a bird? A) forestB) meadowC) cornfieldD) desert E) lake TIMSS
Sample Elementary SchoolScience Test (Grades 3 and 4)
(structure-function)
S.T.R.E.A.M.
supports
how the brain works
yellow
ball
Brown
Initial Learning
banana
School bus
Tennis
round
lemon
yellow
ball
Brown
Remembering = Re-collection/Re-call
banana
School bus
Tennis
Activating and re-assembling the same elements inside thebrain that were originally activated in producing the neuralnetwork necessary to represent the concept initially.
yellow
ball
Brown
Making Connections
banana
Taxi
Tennis
round
fruits
coconut
Baseball
School bus
Moon
School bus
basketball
Municipal bus
pineapple
persimmon
Orange
Apple
pearTrain
The Association Cortices Make up 37% of the Human Cerebral Cortex
Verbs →Nouns
↓
-algia (pain)
-centesis(puncture)
-ectomy(removal)
-tomy (incision)
-itis(inflamation)
-plasty (surgical repair)
-megaly (enlargement)
-sclerosis(hardening)
Angio-(vessel)
--angiocen-
tesisangiotomy angitis angioplasty angiomegaly angiosclerosis
Craino-(skull)
--craniocen-
tesis(hemispher-
rectomy)craniotomy
--cranioplasty
--craniosclerosis
Cardio-(heart) cardialgia cardiocen-
tesis
--cardiotomy carditis cardioplasty megalocardia cardiosclerosis
Derma-(skin)
--dermacen-
tesis
--(incision) dermatitis dermaplasty
--sclerderma
Gastro-(stomach) gastria gastrocen-
tesisgastrectomy
--gastritis gastroplasty gastromegaly
--
Neuro-(nerve) neuralgia
-- -- --neuritis
-- --multiplesclerosis
Osteo-(bone) ostealgia osteocen-
tesis
--osteotomy osteoarthriti
sostoplasty osteomegaly osteosclerosis
Patterns: Understanding/Remembering Medical Terms (All medical terms must make sense. ) Sciencemaster.com
Reflect and Connect
Your colleague has missed the last 20 minutes. Please summarize for him/her the following:
• What did you learn in the past 20 minutes?
• How might you apply that information?
• How will it make a difference for your students?
• As a classroom practitioner, how should my thinking and/or my teaching change to reflect this information?
Education:
Caught in a
Web of False Choices
Education: Caught in a Web of False Choices
Reading/Language arts
or
Math and Science?
Binary arguments that limit the scope and quality of our subsequent discussions.
Concepts Science Math Reading/ Lang. Arts
advances human knowledge
analyze strategies
apply concepts to new situations
classify
uses clues
collect, record and analyze data
communicate
compare
context
curiosity
describe and explain
S.T.R.E.A.M.
Concepts Science Math Reading/ Lang. Arts
divergent thinking
draw conclusions
engage in conjecture and argumentation
engaging in discourse
evaluate
experiment
explore
finding answers to problems
formulate hypotheses
habits of mind
generalize
identify variables
inferential thinking
S.T.R.E.A.M.
Concepts Science Math Reading/ Lang. Arts
give oral presentations
prepare oral summaries
find patterns
pose questions
predict behaviors
solve problems
use process skills
reason
record and interpret data
record observations
make references
S.T.R.E.A.M.
In Reading, Math and Science
• Make predictions
• Make inferences
• Construct, revise, and question meanings and strategies
as they develop (dynamically) minute-by-minute
• Determine the meaning of unfamiliar or unknown words and
concepts through interactions and contexts
• Monitor and modify our understanding of concepts
• Construct and revise written summaries
• Think about the concept in varying ways throughout (before,
during, and after) an investigation (reflection)
Move aroundas they
explore and investigate
Ask questions(permission to
not know)
Draw, think write and imagine
Engage indiscourse
and debate
Refine and revise one’s
thinking
S.A.I.L.
The environmental preconditions that should be experienced by students prior to initiating formal instruction include...
S afetyA cceptanceI nclusion, interactions and involvement (interpersonal/social aspect of memory formation)
After satisfying these prerequisite neurophysiological and hierarchical conditions, students are biologically ready for
L earning (students feel their immediate environment is secure enough for them to take risks, explore and discover).
Source: Kenneth Wesson (2011). Education for the Real World; Six great ideas for parents and educators. Brain World, Issue 2, Volume II Winter 2011.
Enhancing the Emotional Climate in the ClassroomHelping Hands Facilitate Growing Minds
Have each student write the name of a classmate who helpedhim/her along the path of learning a given concept in class
Source: Kenneth Wesson (2011). Education for the Real World; Six great ideas for parents and educators. Brain World, Issue 2, Volume II Winter 2011.
How the Brain-body Works
Using your Reflexes(Each takes 0.05 – 0.1 sec.)
(1)Eyes → sight (2) visual cortex – vision → (3) association cortex - meaning → (4) frontal lobes – plan of action → (5) PfC – prepares response → (6) motor cortex – takes an action
2
3
4
5
6
Reflexes: In the Mind(Each takes 0.05 – 0.1 sec.)
(1)PfC – prepares response (2) Ears → hearing → (3) motor cortex – takes an action
3
1
2
2
3
4
5
6
We “see” with our eyes?
We see with our brain. Blind individuals read, learn, recognize objects, etc. without their eyes.
Association fibers (neural busses)
Slide 14
Maintaining and Strengthening Memory
Bridge Build Extend
10% 80% 10%
Past content New information Preview
Content and skills are best developed through a 3-stage learning process
1. Bridge (known → new)
2. Build (on new experiences)
3. Extend (where might the learning take us next?)
One’s Existing knowledge
Making Neural Connections
New information gets integrated into existing networks, not “acquired”
The Mind +
Art+
Abstract Thinking +
Imagination
Human Advances(Innovations from Problem solving)
S.T.R.E.A.M.
The Amygdala
• The hippocampus: laying down new memories
• Brain-imaging studies: heightened activations not only
when recalling memories, but also when
daydreaming.
• For approximately 30% of our waking hours, we tend to
drift off and our brains turn on a "default network"
composed of a connected web of brain regions
that become activated when our mind shifts from
"concentrate" to “wander/wonder" → creativity
Inquiry: “Possibilities” and the Brain
• The unbridled mental excursions during daydreaming
have multiple purposes:
(1) We mentally rehearse future events -
(2) We tackle real or imagined challenges - “problem-
solving.”
(3) We tend to stretch the current boundaries of
reality into new dimensions → innovations and
inventions
Daydreaming, Wondering and Imagination
National Science Teachers AssociationGuest Editorial: K. Wesson
Sept. 2011
Leonardo da Vinci
Biology and zoology are considered by many to be rich sources of analogies from which significant inventions can be derived. Here is a list of animals and the inventions they exemplify.
Try matching the animal with the invention it inspired.
1. bat ( ) parachute
2. armadillo ( ) snowshoes
3. chameleon ( ) anesthetic
4. fish ( ) helicopter
5. flying squirrel ( ) suction cup
6. squid ( ) hypodermic
7. hummingbird ( ) radar
8. scorpion ( ) camouflage
9. snake ( ) electricity
10. abalone ( ) tank
11. caribou ( ) jet propulsion
Inquiry, Visualization and the Brain
1. bat (5) parachute
2. armadillo (11) snowshoes
3. chameleon (9) anesthetic
4. fish (7) helicopter
5. flying squirrel (10) suction cup
6. squid (8) hypodermic
7. hummingbird (1) radar
8. scorpion (3) camouflage
9. snake (4) electricity
10. abalone (2) tank
11. caribou (6) jet propulsion
Inquiry, Visualization and the Brain
• Engineering requires capacities both to understand and to
produce artistic renditions and models of objects,
scientific phenomena and concepts.
• When students cannot visualize the concepts (VST) , to a
corresponding degree, they will have difficulty
1. Describing them verbally
2. Grasping them conceptually
3. Demonstrating their understanding
4. Reproducing them during subsequent assessments
S.T.R.E.A.M. - Imagery and the Brain
Good thinking is a matter of making connections, and knowing what kinds of connections to make.
---David Perkins
We should not be interested in how fast students
learn. We should be most interested in
• How long the learning will last?
• How do we get student learning to last longer?
• How do we make learning permanent?
The Science of Learning
Our Priorities for Learners and Learning:
1. Observing (identifying/describing attributes, characteristics, systems and “big ideas”)
2. Predicting (hypothesizing)
3. Classifying/categorizing
4. Reasoning (inductive and deductive)
5. Organizing information
6. Comparing traits and systems
7. Relating (“The metaphor is probably the most fertile power possessed by man.” –Jose Ortega y Gasset.)
How does a scientist find out (inquiry via heuristics/”thinking tools”)?“A great deal of research in cognitive psychology shows that the more
actively you process information, the more you retain it.”-- David Perkins, Co-Director Project Zero, Harvard University
SCIENTIFIC THINKING PROCESSES
8. Testing hypotheses (experimentation)
9. Communicating information/interacting (Talking/interacting with “knowledge others” are essentials to learning; Open discourse; Accountable talk; Drawing)
10. Recording data information (“When found, make note of.” – Dickens)
11. Sharing and evaluating data (community of learners; examining/ analyzing for error)
12. Utilizing multi-sensory methods (and sensory extensions, e.g., telescopes)
13. Summarizing (and checking the quality of one’s own thinking)
14. Sharing information/conclusions orally (interpreting data; modifying original ideas leading to a cycle of inquiries).
15. Writing (preparing arguments that support one’s conclusions)
Contemporary
SCIENTIFIC THINKING PROCESSES
Writing a Two-Minute Paper: Reflect and Connect
Students assume a greater amount of control over their own learning by defining what they know and contrasting that with what they have yet to learn.
• What have I just learned?• Were any of my preconceptions or
misconceptions overturned?• What do I still want to/need to know in order to
understand this (scientific concept) better?• What is this connected to? • What do I think will come next?
• Students can listen without thinking.
• They can sit without listening or thinking.
• They can read without thinking, concentrating or remembering very much at all.
However,
• One cannot write without thinking.
• One cannot draw without thinking (doodling is not drawing).
• One cannot solve problems without thinking.
Drawing does for the brain during the day, what dreaming does for the brain at night.
Writing and Learning
(Reeves, D.B. (2003). High Performance in High Poverty Schools: 90/90/90 and Beyond. Center for Performance Assessment. Denver, Colorado)
“One characteristic of high-performing schools is an emphasis on teaching non-fiction writing.”
"If they don't learn the way you teach, then
why not teach the way they learn?"
Our Priorities for Learners and Learning:
• Science should be learner-centered
• “Hands-on, minds-on, heart’s-in” learning
• Actively engage students in scientific inquiry
• “Relevant” to what and how the student sees the broader
context of “the world” rather than by “discipline”
• Build new knowledge based on prior knowledge
• Opportunities to “reflect and connect” should be infused into
regular classroom S.T.R.E.A.M. learning (metacognition)
STREAM and The Science of Learning
If I Can… Then I am Able To…
1. Experience it first-hand Discuss it orally (“Hands-on, minds-on, heart’s-in” “Wow! experiences)
2. Discuss it orally Understand what others mean, when they talk about it
3. Understand when I discuss it Communicate it in written form and when and others discuss it
4. Communicate it in written form Read my own writing
5. Do it, see it, discuss it, hear Explain it to others coherently/intelligently about it and write about it
6. Explain it to others Ready to read other’s writing
7. Understand the writings of Begin reading (the writing of others) within
others on the subject general content area
The Neural Foundation for Concept Development
Excerpted from Memory and the Brain: How Teaching Leads to Learning. Wesson, K. The Independent School, Volume 63, Spring 2002
X- S.T.R.E.A.M. Plane
Physics of flight
The laws of motion
Force and motion
Aerodynamics
Aerodynamic system
Flight, Motion, and Aerodynamics
All aircraft concepts had to be consistent with aerodynamics and that can accommodate the laws of motion (Copernicus, Galileo, Einstein, etc.)
The principles of acceleration, gravity, inertia, mass, and the relative nature of motion, are all to be respected in all flight and aircraft designs.
Nazca Lines
Sacsayhuaman walls
Machu Picchu
How Learners Learn
• Learning requires context for understanding its meaning(s) – conceptual; experiential; connected to related content or what else we know.
• Stored knowledge is necessary for all new learning (serves as the scaffolding for higher-order
thinking.) When students lack this relevant knowledge base, growth in learning is reduced.
• Learning is seldom instantaneous. The neural processing of an experience and all subsequent learning (as well as memory storage) do not occur
simultaneously. They require consolidation time, periodic rehearsal and maintenance for storage.
Cognitive Rehearsals
When playing with objects, learners are simultaneously manipulating and playing with ideas (using internal dialogues to attach words and meaning to actions)
Exploring and experimenting involve examining relationships, interactions and systems, where learners formulate their own personal “theories” (mental constructs)
Thinking is a rehearsal for discourse
Discourse is a rehearsal for writing
Playing with objects and ideas, exploring and experimenting, thinking, talking, and writing become rehearsals (background knowledge) for reading.
Writing and reading clarify one’s thoughts, generate coherent thinking, and cultivate precision in expressing one’s inner thoughts
Discourse and writing become rehearsals for assessment
Source: Kenneth Wesson (2011). Education for the Real World; Six great ideas for parents and educators. Brain World, Issue 2, Volume II Winter 2011.
Propeller-powered Vehicles
Making a (popsicle stick or) X - S.T.R.E.A.M. Plane
FOSS Variables Module© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.
Leroy R. Grumman Cadet Squadron
Ask pre- and post-investigation questions
• What do you predict will occur when we...?• What might occur if we...instead? • What would you predict the outcome might be if we
changed the _______? (procedural change)• If we changed _________, how might that alter the
expected data? (by changing any of the materials/objects)
Use of visuals: Use any pictures, diagrams, charts, graphs, or illustrations available to you in order to orally support your claims and evidence.
Flight, Motion and Aerodynamics
“…for learning to take place, students
must actively engage in meaningful
problem solving.”-- John Dewey
Data Gathering: Making Predictions and Making Connections
How far will your X- S.T.R.E.A.M. plane fly on 25 winds?Make a guess: ______________ metersRecord your data: ____________winds
How far will your X- S.T.R.E.A.M. plane fly on 100 winds?Make a prediction: ______________ meters Record your data: ____________winds
How far will your X- S.T.R.E.A.M. plane fly on 50 winds?Make a prediction: ______________ metersRecord your data: ____________winds
Data Gathering: Making Predictions and Making Connections
Graph your results for both
(1) your predictions (2) your results
by using either a line graph or a bar graph.
Data Gathering: Making Predictions and Making Connections
Discrepant data in the predictions vs. the resulting data What variables impacted your results preventing your data from appearing to be a simple linear mathematical relationship between 25 winds, 100 winds, and 50 winds?
X- S.T.R.E.A.M. Plane
• If you made a flight line out of cotton string
(rather than a filament line) how would
the resistance change due to a change
in the level of friction?
• Would it take longer for your
X- S.T.R.E.A.M. plane to break inertia?
Students need “low stakes” writing to learn the
content.
“The goal isn't so much good writing as
coming to learn, understand, remember and
figure out what you don't yet know.”
Elbow, P. (1994). Writing for learning--not just for demonstrating learning. University of Massachusetts
Data Gathering: Predictions and Connections
Write down some of the variables that might
have an impact on the data you collect
from your flight system (the actual
distance flown by your X- S.T.R.E.A.M.
plane)?
Data Gathering: Predictions and Connections
• Changes in the slope (incline or decline) during takeoff and/or flight
• the direction of the wind• the weight of the load (cargo)• the number of rubber bands used (thrust)• the size of the rubber bands used• the number of propellers• the size of the propellers• changes in the tension of the flight line• the number of winds (fuel)• if wings were added to the plane, would that increase/ decrease the distance flown?
Data Gathering: Making Predictions and Making Connections
How many winds will it take for your X- S.T.R.E.A.M. plane to fly half of the distance on a 10 m flight line?
My prediction is: _________ meters Record your data (number of winds) ________.
How many winds will it take for your X- S.T.R.E.A.M. plane to fly the full distance of your 10 m flight line?
My prediction is: : _____________Record your data (number of winds) _________.
Data Gathering: Making Predictions and Making Connections
• How far would your X- S.T.R.E.A.M. plane fly with a True-Man (U.S. Truman dime) as its cargo?
Make a prediction: _____________Record your data ______ meters
• How about with two True-Men as its cargo? Make a prediction: _____________Record your data _______ meters What happened to the escape velocity?
• Why is it that a 2-True-Man load does not reduce the distance by exactly one half?
X- S.T.R.E.A.M. Plane
• What variables had an effect on the flight of your X-
S.T.R.E.A.M. plane? What was the effect of each?
• Why is it important to keep all but one of the
variables the same when conducting a controlled
experiment? (Integrating)
• How could you get your X- S.T.R.E.A.M. plane to fly
halfway down the flight line if you already
know the number of winds required to travel the
full distance? (Application)
Best Approach to Vocabulary Development
• Realistic context
• Practical vocabulary
• Cognitively appropriate content (comprehension)
• Personal meaning
• Multiple exposures
How Children Learn Vocabulary Word/Meaning
• Words are used to think. The more
words we know, the finer our
understanding of the world
(Stahl, 1999)
X- S.T.R.E.A.M. Plane: Vocabulary
controlled experiment experimental designsystem variablesindependent variable takeoffdependant variable (outcome) taxiInertia gravityescape velocity aerodynamics lift dragthrust momentum cargo loaddata flight logpower/fuel slopeincline declineresistance frictionTension scale
Reverse Direction Decoding
dak-tu-los'ku-pē
(-py) = pē (-copy) = ku-pē
(-loscopy) = los'ku-pē (-tyloscopy) = tu-los'ku-pē
dactyloscopy = dak-tu-los'ku-pē
Dactyloscopy:
The practice of using fingerprints for personal identification.
Source: Kenneth Wesson (2010). The magic of human language development. Brain World, Volume 3.
Reverse Direction Decoding
aer-o-dy-nam-ics
-ics = icks -namics = nam-icks -dynamics = die-nam-icks -odynamics = o-die-nam-icks aerodynamics = air-o-die-nam-icks
“aerodynamics”
X- S.T.R.E.A.M. Plane: Writing & Vocabulary
• How is your X- S.T.R.E.A.M. plane like a real
plane? (Integrating)
• What could you use an X- S.T.R.E.A.M. plane
on a filament line for? (Open-ended)
• Can you use two of our vocabulary words in
one sentence?
• Can you use three of them in one sentence?
X- S.T.R.E.A.M. Plane Experience
Science: the physics of flight, the laws of
motion, force and motion, and aerodynamic
systems
Technology: designing and building a new
plane based on what was learned from the
experiences with your X – STREAM plane
X- S.T.R.E.A.M. Plane Experience
Reading/Language Arts: Discourse, writing,
reading about flight and the history of flying
“We don’t learn from experience, we learn
by reflecting on it.” John Dewey
X- S.T.R.E.A.M. Plane Experience
Reading goes from what is currently stored in the neural networks of the learner to the page
(not page → learner)
What the learner already knows and the vocabulary he has determine text comprehension.
What did we investigate?
What were we looking for?What did we do/see? How did we measure it?
What did we learn? What conclusion(s) can we draw?
What was most memorable/surprising about this investigation?
What new questions came up during our investigations?
What other investigations could we conduct to discover more about this scientific phenomenon?
Create a short list of “what if” questions about the subject of your investigation (creativity).
Writing in Science
X- S.T.R.E.A.M. Plane Experience
Art: 1. Draw your X – STREAM plane
2. Create your own flight vehicle
utilizing what we learned
3. Design an airport – what are the “taxi
distance” requirements? Why are
they important?
The brain constantly makes images of the real world. We• create images• remember images• integrate parts of images with other images• manipulate images• color images • transform images• create symbols for images• produce our own unique personal images• mentally leap from image to image• build new images and forget old ones• use images to predict • invent newer images based on our old images• consistently changing our perception (image) of the
world around us
S.T.R.E.A.M. - Imagery and the Brain
• Without art, science would stagnate and communication of scientific
discoveries would be impossible.
• According to E.S. Ferguson (1977), many scientific and engineering problems simply cannot be described verbally.
S.T.R.E.A.M. - Imagery and the Brain
What is the purpose of each part on a plane?
Popsicle Stick Planes
skill
s/kn
ow
led
ge
Content
Learning on the Diagonal
Develop the fine motor skills that
will never be refined by moving a computer mouse
Proportionality: accuracy
• Children, who have received instruction on forming
mental images on their own and paying attention
to illustrations in text, significantly outperform
their counterparts on tests of comprehension
and recall.
S.T.R.E.A.M. - Imagery and the Brain
• Dr. Brian Swann – Harvard School of Medicine
(Dentistry)
• Overlooked and under-utilized in our math and
science curricula
• Female students benefit most
• Key to learning how to read and understanding
text
• Play major roles in creativity
• Play major roles in memory
S.T.R.E.A.M. - Imagery and VST
Fostering human potential using media, storytelling, and technology.
Fostering human potential using media, storytelling, and technology.
X- S.T.R.E.A.M. Plane Experience
Math: measurement, comparisons,
scale, making predictions,
thinking mathematically, data and
variables
2 83 12
Closest to
a)½
b) 2
c)10
d)15
2 83 12
Closest to
a)½
b) 2
c)10
d)15
131
Evaluation 6
Assimilation
C
Adaptation
D
Synthesis 5
Analysis 4
Application 3
Acquisition
A
Application
B
Comprehension 2
Knowledge/ 1 Awareness
Rigor
Rigor
1 Knowledge in
one discipline
2Apply
knowledge in one
discipline
3Apply
knowledge across
disciplines
4Apply
knowledge to real-world
predictable situations
5Apply
knowledge to real-world
unpredictable situationsRelevanceRelevance
From: the International Center for Leadership in Education
Rigor and Relevance Framework©
Kuzmich, ICLE, 2010
Project Manager/STREAM - 0.80 FTE(Temporary Position)Curriculum Assessment and InstructionDEADLINE: July 22, 2011
NATURE OF WORK:This position is grant-funded and will manage the BVSD Science Technology Reading Engineering Art and Mathematics (STREAM) Initiative.
RESPONSIBILITIES:
*Design and deliver professional development for teachers participating in the STREAM initiative*Coordinate logistics for the STREAM initiative including scheduling professional development and tracking project technology hardware used in schools
SALARY: $63,383 - $67,723
START DATE: August 1, 2011
Boulder Valley School District
I find that the great thing in this world
is not so much where we stand
as in what direction we are
headed. -- Oliver Wendell Holmes
Magnets:
1.Tie the magnet to the bottom of your
string.
2.Observe how your magnets interact.
3. Draw a picture of those interactions.
4.Where could these interactions be used?
Expanding Your Vision of STEM
Blind man: “What could be worse than loosing your eyesight?”
St. Anthony: “Losing sight of your vision.”
If you don’t know where you are going, then any path will lead you there. (You aren’t even on a path.)
Brain Break: Reflect and Connect
Your colleague has just joined you. Please summarize for him/her the following:
• What did you learn today?
• How did it change the way you think about teaching?
• Write down two “I will’s” from today.
1. “Write”
2. “Recite”
3. “Repeat every night”
Hope is not a Strategy: For Real Change
It’s time to turn up the heat just one degree!
212o
Now let’s take today’s ideas - Extra 1o
It is not enough to “do” your best,
but to know what to do, and
then do your best.
-- Demming
Contact Lindsay Kaufman(518) 723-2064 or [email protected]
Interested in this Keynote Speaker visiting your district/school?