This presentation shares an overview of the the purpose of the R&D workshop, an introduction to inquiry, an introduction to the STEM Student Research Handbook, and two activities that can be used with students to demonstrate the research method by example (rather than lecture).
Dr. Harland (STEM Mom) Speaks at South Dakota State University: Workshop Pres...Darci the STEM Mom
This presentation provides teachers with tips on how to set up a curriculum plan for implementing student research. Year-long planning, unit-planning, and tips for deadlines is included. Tips on using technology (Web 2.0 tools) to support the coordinating of group projects and grading.
STEM Mom facilitates discussion among teachers at Princeton University during their annual YSAP (Young Science Achievers Program) event. [April 20, 2013]
This event is for teachers who already implement student research and who are highly successful in encouraging students to DO science, integrated with TEM! This is the powerpoint used during our full-day workshop.
Adding the "TEM" to our Science Teaching: STEM mom gives tips for inquiry and...Darci the STEM Mom
Darci, the STEM Mom presented this powerpoint as part of a 3 hour workshop at the 2013 Minnesota Science Teachers State Conference. She challenges science teachers with six hands-on inquiry activities that engage students with not only science principles but also engineering, technology, and mathematics. STEM Mom also addresses the meaning of STEM, use and purpose of Lab Notebooks, how to create an environment friendly for inquiry, and how to modify lessons to be a higher level of inquiry. For each of the six challenges, STEM Mom provides a teacher lesson plan, tips for presenting the challenge at various levels, and two versions of student handouts.
Dr. Harland (STEM Mom) Keynote at REMAST Summer ConferenceDarci the STEM Mom
This is the presentation that STEM Mom gave at the summer 2013 summer REMAST summer conference in South Dakota State University. Topics range from "What is STEM?" Ways to teach in context to engage students, Importance of Inquiry, creating an environment that is friendly for inquiry, and how to balance natural curiosity with making sure student improve their scientific thinking and practice skills.
Publishing Innovations in the Age of Big DataSAGE Publishing
Ziyad Marar, President, Global Publishing at SAGE, gives the opening keynote at London Info International on how the rise of big data and new technology is transforming the nature of social research
Session geared specifically for teachers of math and science. In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
Dr. Harland (STEM Mom) Speaks at South Dakota State University: Workshop Pres...Darci the STEM Mom
This presentation provides teachers with tips on how to set up a curriculum plan for implementing student research. Year-long planning, unit-planning, and tips for deadlines is included. Tips on using technology (Web 2.0 tools) to support the coordinating of group projects and grading.
STEM Mom facilitates discussion among teachers at Princeton University during their annual YSAP (Young Science Achievers Program) event. [April 20, 2013]
This event is for teachers who already implement student research and who are highly successful in encouraging students to DO science, integrated with TEM! This is the powerpoint used during our full-day workshop.
Adding the "TEM" to our Science Teaching: STEM mom gives tips for inquiry and...Darci the STEM Mom
Darci, the STEM Mom presented this powerpoint as part of a 3 hour workshop at the 2013 Minnesota Science Teachers State Conference. She challenges science teachers with six hands-on inquiry activities that engage students with not only science principles but also engineering, technology, and mathematics. STEM Mom also addresses the meaning of STEM, use and purpose of Lab Notebooks, how to create an environment friendly for inquiry, and how to modify lessons to be a higher level of inquiry. For each of the six challenges, STEM Mom provides a teacher lesson plan, tips for presenting the challenge at various levels, and two versions of student handouts.
Dr. Harland (STEM Mom) Keynote at REMAST Summer ConferenceDarci the STEM Mom
This is the presentation that STEM Mom gave at the summer 2013 summer REMAST summer conference in South Dakota State University. Topics range from "What is STEM?" Ways to teach in context to engage students, Importance of Inquiry, creating an environment that is friendly for inquiry, and how to balance natural curiosity with making sure student improve their scientific thinking and practice skills.
Publishing Innovations in the Age of Big DataSAGE Publishing
Ziyad Marar, President, Global Publishing at SAGE, gives the opening keynote at London Info International on how the rise of big data and new technology is transforming the nature of social research
Session geared specifically for teachers of math and science. In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
Four principles for developing students as problem solvers in the STEM disciplines, a workshop presented at the King Fahd University of Petroleum and Minerals in Saudi Arabia, October 26, 2015
Designing Mobile Inquiry-based Learning Activities: Learners' Agency and Tech...Christian Glahn
Inquiry-based learning (IBL) puts the learners' curiosity into the center of educational experiences. Designing IBL requires to consider the learners' agency in their own learning. As if designing learning activities is not complex enough, learner agency adds an additional layer of design decisions. Based on prior research and projects with different audiences, this workshop structures the design space for creating inquiry learning experiences.
This slidedeck is part of a hands-on workshop for designing mobile IBL experiences. The workshop took place on 11 April 2019 at IADIS Mobile Learning conferences in Utrecht.
Paper presented at the 1st International Conference on Technology and Innovation in Learning, Teaching and Education (TECH-EDU 2018), June 20-22, 2018, Thessaloniki, Greece.
Read more at: http://bit.ly/techedu7
The following slide deck was presented at the Annual Visible Learning Conference in Washington D.C. July 2016. The slide deck provides specific strategies teachers and leaders can utilize to develop assessment capable learners.
Four principles for developing students as problem solvers in the STEM disciplines, a workshop presented at the King Fahd University of Petroleum and Minerals in Saudi Arabia, October 26, 2015
Designing Mobile Inquiry-based Learning Activities: Learners' Agency and Tech...Christian Glahn
Inquiry-based learning (IBL) puts the learners' curiosity into the center of educational experiences. Designing IBL requires to consider the learners' agency in their own learning. As if designing learning activities is not complex enough, learner agency adds an additional layer of design decisions. Based on prior research and projects with different audiences, this workshop structures the design space for creating inquiry learning experiences.
This slidedeck is part of a hands-on workshop for designing mobile IBL experiences. The workshop took place on 11 April 2019 at IADIS Mobile Learning conferences in Utrecht.
Paper presented at the 1st International Conference on Technology and Innovation in Learning, Teaching and Education (TECH-EDU 2018), June 20-22, 2018, Thessaloniki, Greece.
Read more at: http://bit.ly/techedu7
The following slide deck was presented at the Annual Visible Learning Conference in Washington D.C. July 2016. The slide deck provides specific strategies teachers and leaders can utilize to develop assessment capable learners.
Classroom Strategies for Work-Based Learning - The Work-Based Learning Toolki...NAFCareerAcads
Learn about the Work-Based Learning Toolkit and how it connects to the Enhancing College Careers Community Options (ECCCO) curriculum. The tools, assets and assignments in the ECCCO curriculum will be highlighted.
At Risk Students: Bridging the Gap from High School to CollegeVickie Sax
This slide deck provide an overview of some of the characteristics of underprepared college students, and the strategies colleges and universities can use to support such students.
Student Paths: Helping Students Transition from High School to their Futureccpc
Ana Eliason
High School Outreach Coordinator
Student Paths
Roseville, MN
Student Paths is a free program used in nearly 4,000 high schools across the country. The program promotes a meaningful dialogue between educators and students about the range of options available to students after high school and the thoughts and actions necessary to better ensure a successful future.
Social Media & Personal Branding Tips for High School StudentsLiz Jostes
Presentation for the Memphis PREP Program, designed to teach high school juniors and seniors how to use social media and blogging to establish a positive online presence, plus activities and topics to avoid.
High School Career Development ProgramsErica Swallow
During my final quarter at the MIT Sloan School of Management, I conducted an independent study about social entrepreneurship in the education sector, primarily focused on current players and existing opportunities in the space. I collaborated with education non-profit Noble Impact to determine how the high school education system might be transformed by greater involvement from communities and businesses.
My research entailed three stages: Internet research, phone and in-person interviews with key players at non-profits and businesses, and creation of a final report, which you’ll find attached to this email.
My research was focused on four questions:
- How are high school students currently engaged in career development?
- Which businesses are most engaged in K-12 education? How and why?
- What scalable opportunities exist to solve the skills gap between the classroom and workforce?
- What should I do after MIT Sloan to have the greatest impact in education?
The final report covers my key findings for the first two questions – insights were pulled from interviews with recruiters, students, non-profit leaders, and corporate giving professionals. The report also covers potential opportunities that Noble Impact or other organizations could implement to improve career-oriented programming offered to high school students. Lastly, the report gives a very brief insight into where my head’s at for post-Sloan plans.
INSPIRATION FOR THIS PROJECT
I was inspired to conduct this project for two key reasons: Education has been a life-changer for me, and Noble Impact’s work inspired me to think harder about how I could contribute to improving education in America.
As a first-generation college (and graduate) student, I’ve observed and relished in the difference furthering my education has made in my life, as compared with the trajectories of my siblings, cousins, and elders. Education not only pulled me out of poverty, but it also opened my mind to the many ways in which I could l contribute to the world.
Last year, I was invited to judge Noble Impact’s Arkansas High School Startup Weekend, and I was amazed by what the students were capable of producing: Full product prototypes, pitch presentations, and compelling arguments for why their business ideas were important. At the time, I didn’t consider how I might contribute to their experience beyond my duty as a judge, but as my second year of Sloan began to wrap up, I reflected upon my two years in business school and realized that my time in Little Rock with those motivated, talented students was the most inspiring time of my MBA. After starting a dialogue with Noble Impact CEO Eric Wilson, I decided I couldn’t end my semester without a deep dive into the education world. And thus, this project was born.
Personal Brand for High School Studentsloscorvette33
A project-based lesson for 11th/12th Grade high school students. Personal Development/Life Skills elective. Focus is to create a personal brand for career development/job search.
Using data visualization to increase engagement in learningKim Ducharme
5 Lessons Learned About Data Visualization from Middle-schoolers
— Using data visualization to increase engagement in learning
Presented at the Data Visualization Summit in Boston, September 12, 2013.
Abstract: Middle schoolers, a notoriously tough crowd to engage, actually have a lot to say. In this talk, we share lessons learned while creating online educational environments that put struggling readers in charge of their learning. Data visualizations were central to our process, affecting everything from how we operated as a group, to our research approach, student insights, and our design strategy. We played at the intersection of learning analytics, a rich network of reading content, and interactive dashboard visualizations. Our aim was to instill in middle schoolers the belief that they can grow their intellect and expertise in reading, to engage them in taking control of their own goals and progress, and support them in having a deep experience with text.
This is the presentation used to guide our discussions at a teacher professional development workshop for teachers who have spent the last year implementing student research into their curriculum. Teachers used the "STEM Student Research Handbook" as a student text and have been developing unit and lesson plans to guide their students through the process.
Darci, Author of the "STEM Student Research Handbook" facilitates a follow-up workshop with teachers who are implementing student research. Topics covered are scientific writing; teaching scientific writing, documentation, assessment, and presenting research.
This ppt was used as part of Dr. Darci Harland's WIP-5 grant workshop. Topics discussed this day were tips for developing a unit and lesson plan for R&D, difference between descriptive and inferential statistics, helping students interpret the data. The ADDIE model of curriculum design was described.
Presentation introduces how to research design and proposal process when implementing student research into the curriculum. The STEM Student Research Handbook chapters addressed are chapter 2 and chapter 5.
R & D for the High School Classroom: Day 2 (WIP-5 grant workshop)Darci the STEM Mom
In Darci Harland's R&D for the High School Classroom, we debriefed our field work observations, talked about how to jump start students into thinking bout ideas for research topics (Chapter 1 of the STEM Student Research Handbook) and determined the importance of lab notebooks and how to organize them (chapter 6 of the STEM Student Research Handbook).
Darci Harland, author of the STEM Student Research Handbook, and Allison Hennings, high school teacher who teaches a year-long research course, gave this presentation at NSTA 2012. Tips for organization and assessment are included. Darci talked about how to provide meaningful feedback, how to support students working in groups, and tips for using technology. Allison discussed benefits and challenges to facilitating student research, tips on teaching the literacy aspects of science research, ideas on how to how to organize students, and then how to teach the process and final communication.
This is a ppt I used for my presentation at NSTA Seattle area conference in December 2011. It is geared to teachers who are considering implementing my NSTA Press book, the STEM Student Research Handbook. We talked various ways to organize student-designed research projects; providing deadlines and meaningful feedback, how to support students working in groups, how web 2.0 tools can be used to organize and streamline the research process, and how to teach literacy aspects of research. Science teachers CAN do this! :)
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
R & D for the High School Classroom: Day 1 (WIP-5 grant workshop)
1. Implementing Research and Development
into the High School Classroom
Welcome…
As you come in, use the
cardstock to make a name plate
Your name and school
July 8, 2013
Illinois State University
WIP-5 Grant
2. Implementing Research and Development
into the High School Classroom
Dr. Darci J. Harland
djharland@ilstu.edu
Twitter: djSTEMmom (#HSresearch)
www.STEMmom.org
July 8, 2013
Illinois State University
WIP-5 Grant
3. Today
Introduction to each other & the workshop
Allison Hennings (Oak Park River Forest)
DTAM Assessment
Allison Hennings
Intro to the STEM Student Research Handbook
AlkaSeltzer Rocket Challenge
6. The Big Picture
Grant Requirements
Lesson
Design
Independent Research Project
Curriculum
Proposal
NGSS
7. To meet these Goals…
Pedagogy of Inquiry Teaching
Resources and time to develop lessons and units
Expert Teachers
Professional Expertise
8. Your Commitment
80 hours of face time during workshop
Efast formative assessment training
4 Follow-up days this school year
To implement lessons developed in workshop
Various Assessment and other state requriements
Summer 2014 2-week workshop
14. A message from a physicist to parents -
Neil DeGrasse Tyson
15. We’ve Got to Be That Light – A Gift to
America’s Teachers: Dr. Jeff Goldstein
(astrophysicist)
Harland, D.J. (April 2, 2012)
“Astrophysicist Challenges Science
Education.” www.STEMmom.org
16. Poke It & See
What Happens
Sound Scientific
Thinking and Practice
Balance
19. What’s our Goal…really?
Raise up the next generation of STEM
professionals.
To help students become scientifically
literate
To be sure that students know how to
define good questions, and how to go
about finding answers to those worthy
questions.
22. Take Away?
Our responses to kids, matter.
Mistakes are crucial to learning
Is my classroom a safe place to fail?
Am I more concerned about students
getting the “right” answer or in how they
think?
24. Written directly to the
student
Geared to high school &
undergraduate students
“Teacher Cues”
Chapter Questions &
Chapter Applications
Sample rubrics
About The
Handbook
Harland, Darci J. (2011). STEM Student
Research Handbook. Arlington: NSTA Press.
25. Poll
What is your experience in doing
research?
A. I did a science project in grade school
B. I did a science project in middle school
C. I did research in high school
D. I did research in college
E. I’ve done several projects through the years
F. I’ve never done a science project
31. Paper Airplane Activity
Make 2 identical paper airplanes
What do we want to test? How will
we measure success?
Modify ONE of your planes in ONE
way.
37. Things That Vary
Gregory, Jess L. (2012). Paper Airplanes, Flying Through Variables In B. P.
Skott & M. Ward (Eds.), Active Learning Exercises for Research Methods in
Social Sciences (pp. 30-36): SAGE Publications, Inc.
39. Alka-Seltzer Rocket Activity
Use any of the available materials to design a rocket that
will propel the greatest monetary value to an elevation of
at least 1 meter above its start location.
41. How might you have
students use the table on
pages 6-8?
Chapter 1
Getting research topics is
often difficult for students.
What can you do to aide
students in coming up
with good research ideas?
What are the most common
ethical issues (pg. 9-11)
your students may
encounter? How will you
ensure they understand the
importance of ethical and
safety issues?
Announcements
42. E-Journal
Our Wiki
What needs to happen in this workshop,
if you are to believe it was worth your
(summer) time and energy?
http://RandDforHS.wikispaces.com
So you have a feel for the topic this evening, here is an outline of what I’ll be talking about. While the topic is specifically implementing student research, I think you’ll find sound teaching philosophy that will help you in just about everything you do as a teacher.
So you have a feel for the topic this evening, here is an outline of what I’ll be talking about. While the topic is specifically implementing student research, I think you’ll find sound teaching philosophy that will help you in just about everything you do as a teacher.
Grant Requirements: Improve teacher content knowledge and student achievement; provide resources online for other teachers to access.Curriculum Proposal: You will design a curriculum plan for implementing student research in what ever context you find yourself.Lesson Design: Design a full-scale lesson (from the ground up) to support student researchers.IRP: Parklands, experiencing a bit of the scientific process.
Ok. At this point I’m going to assume you’re at least willing to entertain the idea that students should be allowed to do scientific inquiry at the highest levels. So let’s move onto the practical aspect of how you might implement student research. The first is to address the scientific method.
There are many ways to describe the spectrum of inquiry levels. One way is to determine the level of inquiry is: WHO poses the question, who plans the procedure, and who formulates the results? My goal in showing you this table is to help you think about curriculum planning. First of all, Look at the Non-inquiry column. Be critical of what labs you have students do. Students don’t come to you with the skills to perform a student-initiated project, you must model them, and teach them periodically throughout the school year.
We have an assumption that High-need Districts also have high #’s of low achievers. And the next assumption is that low achievers lack motivation. But I’d like to caution you, that high achievers also have motivational issues. I actually prefer lack of motivation, because I can light a fire under those kids! What really surprises me, is the misplaced over-eager grade-seeking motivation by the high achievers. To me, this type of motivation is just as problematic our society as The good news is inquiry works for ALL motivational issues!
Ok. At this point I’m going to assume you’re at least willing to entertain the idea that students should be allowed to do scientific inquiry at the highest levels. So let’s move onto the practical aspect of how you might implement student research. The first is to address the scientific method.
Was asked “How do we get more kids to go into STEM careers?” Let kids break stuff. Dr. Tyson says that kids are natural born scientists…its adults who get in the way! Let them play, let them discover. He sees adults as the problem, not kids. While the video is talking about parents, I believe it is true for science teachers as well.
In this photo, my son and I were out on a nature walk. He’s naturally inquisitive, asking great questions. Why is that fallen log all crumbly? Why don’t we see owls flying during the day? And these are great opportunities for us to talk. But as soon as I brought out the lab notebook, he didn’t see it as fun any more. There’s an important balance we must address regarding our attitude toward lab sciences. One one hand, we can do what Dr. Jeff Goldstien recommends, and poke stuff, and see what happens. But we also must be providing an environment in which students are improving their scientific thinking and practice skills.
The beginning of the school year, “Poke it, and see what happens” should outweigh our worries of whether students have sound scientific thinking and practice. If we try and make sure they REALLY understand “constants” they’ll never actually get to do science! We are often our worst enemy here! Our motives are good, but we execute poorly! We need to encourage students to find ways to test their ideas….and allow them to hone their skills and thinking throughout the year.
By the end of the year, we should have moved students closer to the right side of that inquiry table, where they are asking questions, developing sound research designs, analyzing their own data, and are their own worst critic when it comes to finding limitations in their own research.
Remember this chart? Even with all the tweaking of existing labs, leveling how/when we provide structure for students, providing inquisitive environments…all of this gets us to the second highest level, titled, teacher Initiated. And while this is a wonderful accomplishment, one most teacher never achieve, it still isn’t the highest level of inquiry. The Highest Level is Student-Initiated. This is the level where the student comes up with the topic and the question. But, because most courses have certain content that is “covered,” it just isn’t feasible to allow students to study what ever whim they have. Or is it?
Before we begin the dirty work in figuring out how to implement student research into our coursework, I want you to consider the following expert from the movie, “Meet the Robinsons.” In the first scene, Lewis’ enthusiasm for science and inventing is met with an unwelcome result. The second scene shows how in the right environment, kids can blossom and be free to make mistakes.
Ask audience for any comments regarding the video, then share these.
The STEM Student Research Handbook is written directly to the student.Although there is no teacher edition of this text, everything you need to facilitate research with students is found in this book. I have included what I call “teacher cues” throughout the text. These are phrases like, “Your teacher will either ask you to do this, or that.” That way you can take this as your cue to have this discussion with your students. After each chapter there are questions that align with the chapter objectives. You could use these as homework questions or as discussion starters. The Chapter Applications help students take what they just read and apply it to their own research topic. It reminds them what they should be working on. Sample rubrics are included for a research paper, oral presentations, and posters.
….I mean science research, not educational research.
Let’s play word association…when I say “science fair” what comes to mind? I’m here today to talk to you about implementing longer-term student research projects. Although “science fair” is sort of what I’m talking about, I’ll spend my time talking about how to organize students to do their own research. While some of you may have a positive association with science fair, others of you may have been turned off with some aspect of a science fair experience you had in school. I’m asking that you listen with an open mind tonight, and think about the best way to allow your students to experience science as a real scientist does.
Ok. At this point I’m going to assume you’re at least willing to entertain the idea that students should be allowed to do scientific inquiry at the highest levels. So let’s move onto the practical aspect of how you might implement student research. The first is to address the scientific method.
If your first inclination is to teach the scientific method by using a graphic such as this…I am going to ask you to refrain. Provide students with activities that help them see these phases in action. Students don’t need yet another lecture about the scientific method. They need a way to make it real! DO something!
It’s your turn.
Possible ideas to test: flight time, distance, height, aerodynamics, or loops.
Depending on your purposes, you can level this activity to meet your students where they are. In the beginning, you may want students to PLAY, first, and lead them to a conceptual understanding of the scientific design terms, and introduce them after the lab. Could we choose to measure success of the same thing, in more than one way? Qualitative and Quantitative.
I have found that this is the best way to get kids to understand extraneous variables. Its all that stuff that would make the test “not fair.”
Constants are how we address those “cheaters” or extraneous variables. In scientific terms it what we need to pay attention in order to know whether our IV is what is made the change to the DV.
I like to use this lab to introduce mean/median/mode and range, which is descriptive statistical data. Range in particular, leads into great discussion about the reliability of the data set. If a group of trial has a large range, You can find myversion of this lab on my blog, and a free download
This chapter excerpt has three handouts that walks students through the thinking very meticulously. Using this much guidance may be ok for some students, but I find that the more “stuff” they have to write down, the less fun it becomes. And worse the less conceptual understanding students have.
Here is another activity that will show you how you not TEACH the scientific process, but allow students to experience it. Again, depending on your goals, you may want to encourage students to track their progress, writing down observations, predictions, and questions. Maybe even mention a “data table.” This is another activity that allows for some RICH discussion afterward.
Depending on whether you want students to work together or compete against one another, you may want to use that community chart I showed you yesterday. If you want to encourage collaboration, I would set up a scenario where the students in your class are competing against another class. This way have students working in pairs, but also sharing what they’ve learned with other in the class.
….I mean science research, not educational research.
….I mean science research, not educational research.