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Helping Students Prepare for the Future Using the Enrichment Triad Model

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Gifted students in our classrooms today are the visionary writers, scientists, engineers, politicians, artists, and innovators who will make a better future possible. Using the Enrichment Triad Model and the student interest topic “Mars”, this session takes participants on a journey through the Enrichment Triad experience to demonstrate how to apply the model in a classroom setting. Technology tools and resources, debriefing activities, sample process lessons, and opportunities to plan your own activities for students are part of this strand. Join us as we prepare students to engage in joyful learning so that they may embark on humans’ next great adventure—the future!

By the year 2040, NASA intends to send humans to Mars.

Published in: Education
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Helping Students Prepare for the Future Using the Enrichment Triad Model

  1. 1. MARS
  2. 2. & AngelaHousand.com
  3. 3. NASA
  4. 4. http://planetary-science.org/planetary-science-3/exploration-2/an-introduction-to-space-exploration/
  5. 5. Why Mars?
  6. 6. (Image: NASA) (Public Domain Image)
  7. 7. NASA
  8. 8. NASA/Chris Gunn
  9. 9. Image: NASA/David C. Bowman
  10. 10. James Webb, Cosmos
  11. 11. Humans to Mars by 2040
  12. 12. Simulation of Orbital System
  13. 13. Stance or Suggestion for moving forward Worrisome Need to Know Excited
  14. 14. What excites you about the idea of going to Mars? What do you find worrisome about the idea of going to Mars? What else do you need to know about going to Mars? What is your current stance on the prospect of going to Mars?S N W E
  15. 15. TYPE I GENERAL EXPLORATORY ACTIVITIES (Renzulli, 1977)
  16. 16. TYPE III INDEPENDENT OR SMALL GROUP INVESTIGATIONS PRODUCTS AND/OR PERFORMANCES TYPE I GENERAL EXPLORATORY ACTIVITIES TYPE II METHODOLOGICAL TRAINING / HOW-TO ACTIVITIES (Renzulli, 1977)
  17. 17. TYPE I HEIGHTEN ANTICIPATION STIMULATE INTEREST CREATE CONNECTION (Renzulli, 1977)
  18. 18. Sol 2
  19. 19. www.distancetomars.com
  20. 20. ASTRONAUT 20m3 - 100m3
  21. 21. John Mathieu
  22. 22. V I S I B L E T H I N K I N G
  23. 23. Your Next Mission
  24. 24. scaleofuniverse.com
  25. 25. MARTIAN VR EXPERIENCE THE
  26. 26. http://www.cbc.ca/news/technology/mars-rover-concept-1.4153758?cmp=rss
  27. 27. WOMEN 89% 2% 0% 1% 8% IN SPACE
  28. 28. TYPE I CURIOSITY & CONNECTION (Renzulli, 1977)
  29. 29. Sol 3
  30. 30. Your Next Mission
  31. 31. ASTRONAUTS
  32. 32. “Anyone who sits on top of the largest hydrogen-oxygen fueled system in the world, knowing they’re going to light the bottom, and doesn’t get a little worried, does not fully understand the situation.” JohnYoung
  33. 33. TYPE III INDEPENDENT OR SMALL GROUP INVESTIGATIONS PRODUCTS AND/OR PERFORMANCES TYPE I GENERAL EXPLORATORY ACTIVITIES TYPE II METHODOLOGICAL TRAINING / HOW-TO ACTIVITIES (Renzulli, 1977)
  34. 34. TYPE II METHODOLOGICAL TRAINING / HOW-TO ACTIVITIES (Renzulli, 1977)
  35. 35. COGNITIVE SKILLS
  36. 36. COMMUNICATION SKILLS HOW-TO-LEARN SKILLS AFFECTIVE SKILLS
  37. 37. TYPE III INDEPENDENT OR SMALL GROUP INVESTIGATIONS PRODUCTS AND/OR PERFORMANCES TYPE I GENERAL EXPLORATORY ACTIVITIES TYPE II METHODOLOGICAL TRAINING / HOW-TO ACTIVITIES (Renzulli, 1977)
  38. 38. “THE” STANDARDS CURRICULUM INSTRUCTION
  39. 39. SkillsSkills CurriculumCurriculum
  40. 40. SKILLS SKILLS SKILLS SKILLS
  41. 41. ITERATE
  42. 42. 1. Design a Spacesuit 2. Research Space Law 3. Analyze Soil Samples 4. Build an RC Vehicle 5. Program a Microcontroller 6. Use an Orbital Mechanics Simulator 7. Share Your Opinions on Extra-Terrestrial Life diy.org
  43. 43. MARS TREKMARS TREK
  44. 44. Don’t you think if I were wrong, I’d KNOW it?
  45. 45. TYPE II (Renzulli, 1977)
  46. 46. Sol 4
  47. 47. TYPE III INDEPENDENT OR SMALL GROUP INVESTIGATIONS PRODUCTS AND/OR PERFORMANCES TYPE I GENERAL EXPLORATORY ACTIVITIES TYPE II METHODOLOGICAL TRAINING / HOW-TO ACTIVITIES (Renzulli, 1977)
  48. 48. TYPE III INDEPENDENT OR SMALL GROUP INVESTIGATIONS PRODUCTS AND/OR PERFORMANCES (Renzulli, 1977)
  49. 49. TEACHER
  50. 50. Type III Project Support Planning & Goal Setting Set Requirements & Prescribe Format Facilitate the Navigation of Real World Processes Observe Students’ Progress Help Define Authentic Audience Provide Rubric & Assess Outcomes
  51. 51. Type III Project Support Planning & Goal Setting Set Requirements & Prescribe Format Facilitate the Navigation of Real World Processes Observe Students’ Progress
  52. 52. Type III Project Support Planning & Goal Setting Set Requirements & Prescribe Format Facilitate the Navigation of Real World Processes Observe Students’ Progress Help Define Authentic Audience Provide Rubric & Assess Outcomes
  53. 53. Image Credit: 774 ABC Melbourne: Simon Leo Brown
  54. 54. STUDENT
  55. 55. Type III Project Think, Feel, & Do Like Practicing Professionals Fulfill Requirements of the Project Creatively Contribute to a Field Synthesize Existing Knowledge Product for an Appropriate Audience Be Assessed, Usually by the Teacher
  56. 56. Type III Project Think, Feel, & Do Like Practicing Professionals Fulfill Requirements of the Project Creatively Contribute to a Field Synthesize Existing Knowledge Product for an Appropriate Audience Be Assessed, Usually by the Teacher
  57. 57. Type III Project Think, Feel, & Do Like Practicing Professionals Fulfill Requirements of the Project Creatively Contribute to a Field Synthesize Existing Knowledge Product for an Appropriate Audience Be Assessed, Usually by the Teacher
  58. 58. TYPE IIITYPE I TYPE II
  59. 59. TYPE IIITYPE I TYPE II
  60. 60. TYPE IIITYPE I TYPE II RESEARCH ON SURVIVING ON THE SURFACE OF MARS… 1. Learning Skills •Understanding •Determining Relevance •Notetaking 2. Analyzing and Organizing Information •Identifying Sources •Drawing Conclusions 3. Advanced Research Skills
  61. 61. TYPE IIITYPE I TYPE II
  62. 62. TYPE IIITYPE I TYPE II
  63. 63. TYPE III Electrostatic Ion Thruster TYPE I TYPE II
  64. 64. TYPE IIITYPE I TYPE II
  65. 65. TYPE IIITYPE I TYPE II
  66. 66. TYPE IIITYPE I TYPE II DEVELOP A PROTOTYPE… 1. Creative Problem Solving & Decision Making 2. Critical Thinking 3. Analyzing and Organizing Information 4. Preparing for Independent Work 5. Advanced Research Skills 6. Communication
  67. 67. • Interesting • Integral to one’s vision of the future • Immediately useful • Tied to one’s identity Achievement Motivation
  68. 68. Interior View From the International Space Station (NASA)
  69. 69. Image: NASA/KSC
  70. 70. NASA
  71. 71. NASA/Chris Gunn
  72. 72. NASA/Bill Ingalls
  73. 73. James Webb, Cosmos
  74. 74. Thank you.
  75. 75. It’s not a matter of if, but when, we will deal with such a situation [asteroid impact]. Thomas Zurbuchen, Associate Administrator NASA’s Science Mission Directorate
  76. 76. Terraform Mars with Universe Sandbox 2
  77. 77. YOUR Mission…
  78. 78. http://btc.montana.edu/ceres/html/EdActivities.html
  79. 79. http://marsed.asu.edu/lesson_plans/marsbound
  80. 80. Interior View From the International Space Station (NASA
  81. 81. Humans to Mars 2030s
  82. 82. NASA
  83. 83. NASA/Chris Gunn
  84. 84. NASA/Bill Ingalls
  85. 85. James Webb, Cosmos
  86. 86. Thank you.

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