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Mission Possible

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In the year 2030, NASA intends to send humans to Mars (the red planet). Gifted students in our classrooms today are the scientists, engineers, pioneers, and innovators who will make that plan a reality, but they cannot accomplish this without motivation, determination and perseverance. These students must learn the skills that will enable them to take initiative, work autonomously, make decisions, and persevere in the face of obstacles to become the creative and independent producers that the future needs. Join us as we explore activities that support students in developing the strategies for awesomeness.

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Mission Possible

  1. 1. Mission Possible
  2. 2. STEM
  3. 3. STEM
  4. 4. &angelahousand.com
  5. 5. YOUR Mission…
  6. 6. NASA
  7. 7. Mission Possible 306 Human Spaceflights 7757 Spacecraft Launched 1941 Launched by U.S.A.
  8. 8. Why Mars?
  9. 9. (NASA)
  10. 10. YOUR Mission…
  11. 11. Amersfoort, 16th February 2015 From the initial 202,586 applicants, only 100 hopefuls have been selected to proceed to the next round of the Mars One Astronaut Selection Process. These candidates are one step closer to becoming the first humans on Mars.
  12. 12. Stance or Suggestion for moving forward Worrisome Need to Know Excited
  13. 13. 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
  14. 14. 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)
  15. 15. TYPE I GENERAL EXPLORATORY ACTIVITIES (Renzulli, 1977)
  16. 16. TYPE I OBSERVE THINK GO DEEPER DO
  17. 17. newsela.com
  18. 18. newsela.com
  19. 19. Poetry
  20. 20. Culture
  21. 21. History Advanced Option
  22. 22. Leveled Activities
  23. 23. Math Advanced Option
  24. 24. scaleofuniverse.com Advanced Option
  25. 25. Activities Advanced Option
  26. 26. Like Luke Skywalker's planet "Tatooine" in Star Wars, Kepler-16b orbits a pair of stars. Prospects for life on this unusual world aren't good, as it has a temperature similar to that of dry ice. Courtesy NASA/JPL-Caltech.
  27. 27. Twice as big in volume as the Earth, HD 40307g straddles the line between "Super-Earth" and "mini- Neptune" and scientists aren't sure if it has a rocky surface or one that's buried beneath thick layers of gas and ice. One thing is certain though: at eight time the Earth's mass, its gravitational pull is much, much stronger. Courtesy NASA/JPL-Caltech.
  28. 28. Courtesy NASA/JPL-Caltech. Live on Kepler-186f… Where the grass is always redder on the other side.
  29. 29. YOUR Mission…
  30. 30. TYPE I DEVELOP A TYPE I: OBSERVE THINK GO DEEPER DO (Renzulli, 1977)
  31. 31. 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)
  32. 32. TYPE II METHODOLOGICAL TRAINING / HOW-TO ACTIVITIES (Renzulli, 1977)
  33. 33. TYPE II (Renzulli, 1977)
  34. 34. COGNITIVE
  35. 35. COGNITIVE AFFECTIVE
  36. 36. COGNITIVE AFFECTIVE HOW-TO-LEARN
  37. 37. COGNITIVE AFFECTIVE HOW-TO-LEARN ADVANCED RESEARCH
  38. 38. COGNITIVE AFFECTIVE HOW-TO-LEARN ADVANCED RESEARCH COMMUNICATION
  39. 39. Curiosity…
  40. 40. Episodic Curiosity
  41. 41. Episodic Curiosity
  42. 42. Episodic Curiosity
  43. 43. Episodic Curiosity
  44. 44. A Pedagogical Road Map Connecting Interests & Passions to Academic Content FutureCasting® © Angela Housand, 2013
  45. 45. • Interesting • Integral to one’s vision of the future • Immediately useful • Tied to one’s identity Achievement Motivation
  46. 46. Motivated All members must be motivated to engage without knowing the outcome value.
  47. 47. (Otta & Tavella, 2010) Autonomyw/Competence
  48. 48. (Otta & Tavella, 2010) Autonomyw/Competence IntrinsicMotivation
  49. 49. (Otta & Tavella, 2010) TooEasyorTooHard IntrinsicMotivation
  50. 50. High achieving students demonstrated greater autonomy and competence than low achieving students in computer-based learning tasks. (Otta & Tavella, 2010)
  51. 51. 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)
  52. 52. Creative
  53. 53. ITERATE
  54. 54.
  55. 55. YOUR Mission…
  56. 56. THE MARSHMALLOW CHALLENGE
  57. 57. 1. Build the Tallest Freestanding Structure 2. The Entire Marshmallow Must be on Top 3. Use as Much or as Little of the Kit 4. You may break up the Spaghetti, String or Tape 5. The Challenge Lasts 18 minutes: • Those touching or supporting the structure at the end of the exercise will be disqualified.
  58. 58. What did we learn? • Collaboration • Process • Problem Solving
  59. 59. Height in Inches
  60. 60. ITERATE
  61. 61. Resilient
  62. 62. I have not failed 1000 times… -Thomas Edison
  63. 63. I have not failed 1000 times… I have successfully discovered 1000 ways to NOT make a light bulb. -Thomas Edison
  64. 64. Persevere Pivot
  65. 65. Overcome adversity.
  66. 66. Learn Contingency Planning
  67. 67. Stay in the Struggle
  68. 68. Resourceful
  69. 69. The probability of success is difficult to estimate; but if we never search the chance of success is zero.
  70. 70. Systematic Risk Taking Intellectual Social Emotional Physical Spiritual
  71. 71. “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
  72. 72. Trust
  73. 73. False praise can be as harmful as no praise!
  74. 74. Don’t you think if I were wrong, I’d KNOW it?
  75. 75. Lack of Honest Self-Appraisal Skills
  76. 76. S TO W Helpful to achieving the objective Harmful to achieving the objective Internal Origin Attributes of the Individual Strengths Weaknesses External Origin Attributes of the Environment Opportunities Threats SWOT Analysis
  77. 77. Logic Mathematics Science History & Humanities Philosophy Preservation of Knowledge
  78. 78. Adaptability
  79. 79. 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
  80. 80. Let’s Make
  81. 81. TYPE II (Renzulli, 1977)
  82. 82. 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)
  83. 83. TYPE III INDEPENDENT OR SMALL GROUP INVESTIGATIONS PRODUCTS AND/OR PERFORMANCES (Renzulli, 1977)
  84. 84. TYPE II 1/2 INDEPENDENT OR SMALL GROUP INVESTIGATIONS PRODUCTS AND/OR PERFORMANCES (Renzulli, 1977)
  85. 85. http://btc.montana.edu/ceres/html/EdActivities.html
  86. 86. http://marsed.asu.edu/lesson_plans/marsbound
  87. 87. Terraforming Mars What Da Math -Anton Petrov
  88. 88. pioneeringmars.org
  89. 89. Interior View From the International Space Station (NASA
  90. 90. Humans to Mars 2030s
  91. 91. NASA
  92. 92. NASA/Chris Gunn
  93. 93. NASA/Bill Ingalls
  94. 94. James Webb, Cosmos
  95. 95. Thank you.

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