Planning a successful science camp w integrating content cultural standards jones

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PPT for webinar on June 12, 2013. Register at http://www.uas.alaska.edu/education/webinar/planning-camp.html

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Planning a successful science camp w integrating content cultural standards jones

  1. 1. Planning a Successful Science Camp:Integrating Culture and ContentStandardsWebinar series #1June 12, 2013, 12:00-1:00 PMSchool of Education, U. of Alaska SoutheastAlberta Jones, Assistant Professoralberta.jones@uas.alaska.edu
  2. 2. Presentation Layout Purpose Staffing Curriculum Essential Questions, Big Ideas, Inquiry Cycle, 5 E’s,12 Most Powerful Words, Standards, and Culminating Task Partners and Collaboration Student Recruitment Budget/Materials/Supplies/Equipment Rentals Camp Meetings-Pre/During/Post Assessments Student/Parent/Staff Follow-up Data Sharing and Thank you’s
  3. 3. Purpose Your intent. Your passion. Your Goal. Why? Who cares? What for? Why would students want to go to it? What is in it for them? Credit? Careers? Stewardship of the Environment and Cultural Values
  4. 4. Recruitment of Staff Your program is as strong as your weakest link Hire qualified, motivated, enthusiastic, collaborative staff (If not collaborative yet, groom them.) Testimony-Secondary Honors/AP science teacher changed,from working in his class/lab comfort zone to ‘teaming’ andutilizing local resources and people
  5. 5. Curriculum Scientist & Teacher Input and Ownership creates ‘buy-in’ As coordinator and grant recipient, you may have the goalsand objectives, but let them help create or edit Honor teacher/scientist/elder/cultural expert experience ofworking with students and effective pedagogy
  6. 6. Essential Question The overarching question of camp/The big question of studentinquiry ---The theme Students Essential Questions can relate to: “‘How does this affect me?” or “What does this have to dowith me?” Examples of Essential questions: Why does research of our marine ecosystem affect ourrelationship with the way we will live? Why do traditional methods of putting up fish work? How do plants impact the quality of our lives?
  7. 7. Big ideasBig Ideas are unifying themes that connect lessons to eachother, so that students do not feel they are learning facts inisolation.ExampleLife cycles-Several lessons about cycles of different organisms,each time following the steps of the Inquiry Cycle to encouragestudents:to ask questionscreate hypotheses and experiments to test their hypothesescollect and analyze datapresent their results to their peers, parents, etc.
  8. 8. The Inquiry CycleA method of teaching science by which teachers actively modeltheir lessons on the scientific method. In other words, teacherscreate a scientific environment in which their students act asscientists, following the steps of the scientific method at levelsappropriate to their age/grade level.
  9. 9. Learning Cycle Model and Inquiry Cycle
  10. 10. 5 E’s in ScienceEngage~ Explore~ Explain~ Elaborate~ EvaluateAbell & Volkmann, 2006
  11. 11. From ANSWER Camp, SERRC-2007-200912 Powerful WordsTrace List in StepsAnalyze Break apartInfer Read between the linesEvaluate JudgeFormulate CreateDescribe Tell all aboutSupport Back up with detailsExplain Tell howSummarize Give me the short versionCompare All the ways they are alikeContrast All the ways they are differentPredict What will happen next
  12. 12. *Used at ANSWER Camp, 2007-2009, SERRCWhat To Do with Powerful Words Tell students why they need these words Reward students who use words Use the words in science lessons Talk a Mile a Minute Vocabulary Teachers use the words often Highlight science words Act out words Rap Require words in final presentation Post in dorm rooms Teachers role model words-skits Flip book (Picture/terms)-Glossary Words of the day-Pass to counselors
  13. 13. Standards AddressedContent areas: Science, Cultural, Technology, Math, andLanguage Arts (reading, writing, speaking, and listening)standards-Department of Education and Early Development(DEED) websiteWestern science & Indigenous KnowledgeOther terms for Native ways of knowing: traditional ecologicalknowledge (TEK), traditional local knowledge (TLK), culturallyresponsive curriculum, or indigenous knowledge )Alaska Cultural Standards website (DEED)new Guidelines for cultural standards available May 2012*Alaska’s new evaluation system will include using the cultural standards*A great deal of emphasis is now placed on the Common Core in districts
  14. 14. Culminating Task The big event of sharing what students have learned.Publishing in various formats, inviting all involved-parents, community, science partners, staff, school boardmembers. Challenge: Giving them enough notice and them fitting itin to their busy schedules. Set date upfront and inviteearly! What to share: Document with artifacts: report, pre/post test data,pictures, posters, video, and slideshow. Slideshows areeasy to put together. (you can even have students submitphotos that you monitor and share/post—have permissionto share)
  15. 15. Partners/Collaboration and Networking Players: Who is involved? Community Partnerships-key!!!Science/Cultural grants? Everyone has something to offer-Giving everyone a turn to talk,as you will have different types of thinkers and personality traits Use a talking stick, drum stick, ball, object for round robin Create Meeting Norms-Respect, listening skills, timeliness, allvoices heard Elders and culture bearers-time, tempo, respect and appreciation****Introductions take MUCH longer than you’ll expect!****
  16. 16. Recruitment of Students Population you are recruiting: Heterogeneous? Particularpopulation? Networking: Email parents and parents who are networked. Native community in southeast Alaska: Legislative, SealaskaHerigate Institure (SHI), Central Council Tlingit and HaidaTribes of Alaska (CTHITA), Goldbelt Heritage Institute, andAlaska Native Sisterhood (ANS) More aggressive and other recruiting modes are important—notjust email. Some populations listen to radio rather than emailand newspapers Start recruitment early as families and staff make plans forsummer early-year before, and fall at the latest for a summercamp
  17. 17. Budget Materials, supplies, equipment Hardware.-Hoodie sweatshirts, t-shirts, camp posters, mousepads, coffee mugs, H2O bottles MOA (Memorandum of Agreement) set up prior to camp-Beclear with staff on their pay—Interns too!! Elders need things in writing, be clear with them on pay Personnel-Teachers, interns, logistics coordinator, elders,culture bearers, scientists
  18. 18. Budget (cont’d.)Staffing examples from 2005-09 camp$25/hour-Elders and cultural specialists$250 for 24-7 (overnight) -teachers$30/hour for teachers$11.80/hr-College interns$7-$10/hr for grades 9-12Pay for CPR/AED/1stAid training ($42-?)*Find out salaries from human resources in your program if youhave that
  19. 19. Budget (cont’d.) Food-students, staff, gathering/celebration/presentation day,healthy and local foods snacks-modeling wellness! Supplies and equipment ordered early-What can you borrowfrom schools and scientists and what do you need?Reduce~Reuse~Recycle! Check with local caterers or organizations that may cater as afundraiser for their programs-ANS/ANB, Lions, Moose, Elk’s
  20. 20.  Book materials-Quality, age-appropriate material Borrowed--Partners, Ordered early, Labeled Camp binders & Write-in-the-Rain Notebooks inserted,Dividers, set up prior to camp (great job for intern) Copies Local printer--posters. fliers, brochures, and prints Local video producers-DVD or CD copies (approx. $3/DVDcopy Custom embroidery or silkscreen print-shirts/vests,sweatshirts, hatsMaterials/Supplies/Equipment
  21. 21. Rentals Reserve in the early fall for the following summer Boats or research vessels-guides or research Bus transportation-Laidlaw, Princess, or Goldbelt HeritageInstitute in Juneau, Sitka Tribe of Alaska in Sitka, and touristcompanies Scheduling buses in advance, especially during touristseason, Chaperones on buses and students aware of rules Bus tokens and carpooling for students with notransportation**Some students may be too proud to accept free tokens, so itmay have to be low-key, one-on-one
  22. 22. Rentals (Cont’d.) Buildings/Facilities Research in the fall for following summer Example camp locations: Lodges/camps Church or boy scout camps Schools/gyms/auditoriums Vocational Training & Resource Center-CCTHITA Juneau Arts & Humanities Council
  23. 23. Camp Meetings/Supporting StaffPre Camp: Administrators, teachers, science agencies, Native organizations Partner meetings: 1-1.5 hrs-SEVERAL-keep to agenda! Somemay ask off topic which eats time, so set that time aside at theend. May have some specific subgroup curriculum or logisticmeetings Give plenty of time and reminder agenda notice as partners arevery busy Have a note taker and distribute-some partners may be absent5-7 months prior to camp If you can afford a camp logistics coordinator, they are VERYhelpful and takes pressure off of camp coordinator when thingsarise. * A ‘detail person’ on the logistics coordinator!
  24. 24. Camp Meetings/Supporting Staffcont’d.During Camp: If not there the whole time, take time to SIT with and LISTENto each staff person. Support each of them. Take time to visit with and observe students and the dynamicsof students and staff Talk to students too Give student/parent evaluations to fill out and have themLEAVE them on tables or box before they depart
  25. 25. Camp Meetings/Supporting Staffcont’d.Post camp: Brief meeting-staff is exhausted Give staff post camp evaluations early (can give before endcamp) Deadline for evaluations-follow up! Survey-SCAT Successes~Challenges~Attributes~Threats Strengths & ways to improve for next year Hi-Lows with staff, talking stick (small gift for staff is verynice for their hard work in their busy summer)
  26. 26. Assessment Diagnostic (pretest) Formatives-Quizzes and check for understanding/adapt alongthe way Summative (posttest-same test as pre) Survey-Staff/Students/Parents Quantitative-Lichert scale 1-2-3-4-5-6 Qualitative-Narrative, open ended Result on data table/graph-’Learning Gain Scores’ formulaonline (a simple formula to measure academic improvement in aunit by using pre and post test scores)
  27. 27. Assessmentcont’d. Non-fiction Essay Research shows essay writing demonstrates what studentsknow and enhances rigor Students/Staff use scoring guide Get input from school literacy specialists or science/Englishteachers when developing rubric(scoring guide) if you need thatsupport
  28. 28. Assessments: The Best Tool forAdvocating and Sustainability Share data-school boards, science or business agencieswho sponsored likely want to see quantitative measures asproof of success They are often not at the camp so they do not know if therewere academic gains Testimony from all involved is important too How do you know camp was effective? Be proactive, focus on positives Longitudinal data is hard to track, but may pay off forsustainability and funding opportunities. Keep good data! Share with local newspaper agencies
  29. 29. Student Follow-up*the hard part in camps--longitudinal data… Track students following camp if possible Continue relationship with students Be a support network, and an advocate for the student The ‘Power of Five’ caring adults makes a positivedifference for them! Careers piece-Keep that in mind
  30. 30. Follow-up for Camp Reflection: What worked and share it, what can you improve onfor next time Complete Your Post camp report narrative before you forget keypieces! Honor and thank staff, partner, and community for their effortsand contribution to the success of your camp Thank you letters, letter to local paper or Native agencycommunity monthly letter, gifts from camp products
  31. 31. Credit and KudosMy fondest memories as an educator for 25 years has beenworking with Alaskan camps involving science, technology, arts, andIndigenous knowledge with AN students from around the state. Theteachers and energetic staff also greatly enjoyed camps.I appreciate the federal funding from Alaska Native EducationProgram (ANEP) grants, Alaska Native community partnerships, andlocal, state, and federal science agencies with the 15 summer and wintercamps I’ve been able to coordinate or have coordinated with teachingteams.I appreciate the cultural knowledge I have learned from variousAlaska Native elders at camps and from Alaska Native Student WisdomEnrichment Retreat (ANSWER Camp) in Sitka, sponsored By SoutheastAlaska Regional Resource Center (SERRC).The staff, students, school district administrative support andcommunity members involved have made each camp unique andsuccessful.
  32. 32. Resources Abell, Sandra K. & Volkmann, Mark J. 2006. SeamlessAssessment in Science: A Guide for Elementary and MiddleSchool Teachers. Heinemann, NH & National Science TeachersAssoc., VA, ISBN-13: 0-325-00769-1 UAS ED 428 Science in the K-8 Curriculum syllabus/Resources State standards: http://www.eed.state.ak.us/standards Cultural standards:http://www.ankn.uaf.edu/publications/standards.html12 Most Powerful Words handout, SERRC ANSWER Camp, 2009,www.serrc.org

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