Transcript BEST Bridging Engineering, Science and Technology for

Bridging Engineering,
Science and Technology
(BEST) for Elementary
Educators
A grant funded by the National Science Foundation
Bridging Engineering, Science and Technology (BEST)
for Elementary Educators:
Addressing Program Approval and Teacher Licensure
Agenda
1)
Welcome, Introductions and Setting the Stage – Martha Hass.
2)
A Dual Perspective – Community College Education Faculty and Classroom
Teacher – Kim Valcourt.
3)
Integration of Engineering in Life Science Courses – Did the Trap Work?
– Marc Simmons.
4)
Policymakers – Jumping on Board or Jumping Ship – Maureen Lee-Locke
Presenters
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Martha Hass – Senior Consultant – BEST
Kim Valcourt – Education Faculty – Northern Essex Community College and
Kindergarten Teacher – Lawrence Public Schools
Marc Simmons – Chair, Biology Department, Massasoit Community College
Maureen Lee-Locke – State Coordinator of Educator Preparation – MA
Department of Elementary and Secondary Education – Office of Educator Policy,
Preparation and Leadership
Museum of Science, Boston
Partners
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Berkshire C.C.
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Massasoit C.C.
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Middlesex C.C.
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North Shore C.C.
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Bridgewater State U.
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Fitchburg State U.
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MA College of Liberal
Arts
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Salem State U.
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MA Department of
Elementary &
Secondary Education
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MA Department of
Higher Education
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MA Biotechnology
Council
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MA Engineering
Center
Building Blocks
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MA Curriculum Frameworks: Science, Engineering and
Technology (http://www.doe.mass.edu/frameworks)
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Engineering is Elementary® (http://www.mos.org/eie)
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ATLAS – Advancing Technological Literacy and Skills of
Elementary Educators (http://www.mos.org/eie/atlas)
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BEST – Bridging Engineering, Science, and Technology
(http://www.mos.org/eie/best)
Why Engineering?
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Our society increasingly depends on
engineering and technology.
Supports the integration of inquiry-based, openended STEM content and pedagogies.
Can help make mathematics and science
content relevant to students by illustrating these
subjects’ application in real-world projects.
MA Curriculum Frameworks and MCAS.
Elementary Education Preparation
Program Delivery in MA
Community Colleges
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Focus on completing general studies transfer courses.
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Limited education course offerings.
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Requirement for completing two science courses (one
lab science) – 7 credits – one life science, one physical
science.
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Education students not cohorted in science courses.
BEST Rationale
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Need for elementary educators to understand what technological
literacy is and why it is important.
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Need for elementary educators’ engagement in open-ended, realworld, problem-solving activities.
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Need for curricular models that infuse technology and engineering
concepts and skills into science coursework for preservice
educators.
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Need for collaboration between community college and four-year
college faculty.
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Need for a cadre of leaders.
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Need to increase awareness among college faculty advisors,
administrators, and other stakeholders about the importance of
technological literacy.
BEST
Implementation Strategies
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Outreach to college administrators and faculty.
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Recruitment of faculty.
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Delivery of intensive professional development.
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Development of faculty workplans addressing BEST goals.
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Provision of curriculum and resource materials.
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Ongoing assessment of faculty and student gains.
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Site visits to each of the colleges. Meetings with both administrators and
faculty.
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Constant communication – www.mos.org/eie/best, emails, calls and site
visits
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Ongoing professional development. June 7th & 8th 2011.
Engineering is Elementary (EiE)
Lessons that integrate engineering and
technology concepts into elementary
science.
Goal 1. Increase children’s technological literacy
Goal 2. Increase elementary educators ability to teach
engineering and technology.
Goal 3. Increase the number of schools in the U.S. that
include engineering at the elementary level.
Goal 4. Conduct research and assessment to further the
first three goals and contribute knowledge about
engineering teaching and learning at the elementary
level.
EiE Teacher Guide Structure
• Lesson 1: Engineering Story
• Lesson 2: A Broader View of an
Engineering Field
• Lesson 3: Scientific Data
Inform Engineering Design
• Lesson 4: Engineering
Design Challenge
Getting Started in the Classroom
Understanding The Students
background, future
Goals and Objectives
Beyond theory, best practices and alignment with DOE
frameworks there is a bigger goal. I want my students to
learn and be able to use and apply the information they
have been taught.
Generating a Classroom Climate of Beliefs
teaching and learning
engagement
motivation
modeling
critical thinking
flexibility
advocacy and responsibility
Listening To The Students
First Class…Group Discussion
Think about your learning experiences with
science. Were these positive or negative
experiences? Why? What made your positive
experiences pleasurable and your negative
experiences terrible?
What The Students Are Saying
Positive
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hands on
active, actually doing
things
real problems, site based
teachers who made
learning fun
cared, took time to help
us understand
were fair, listened
related to real life
liked what they taught
Negative
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boring, reading, notes
copying and not doing
anything
teachers who didn’t seem
to care, who just taught
but not invested in us, not
engaging
topics or content too hard
to understand
didn’t know how to help
us understand, kept
teaching it the same way
Engineering Assignments
Group Work – In Class (Math/Science)
Now that you have used the Best of Bugs unit, please
choose one EiE binder, storybook and kit to review with
your group.
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Discuss with your group how you can integrate the
engineering topic, challenge and activities into at least
four different curriculum areas. One must be Language
Arts, the other Engineering and Technology. The final
two curriculum areas are your choice.
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You must include the curriculum frameworks that are met
through your integration activities.
Engineering Assignments
Homework Assignment (Math/Science for ECE)
Students have learned about the Engineering
Design Process while engaged in Tower Power.
Their assignment is to plan an activity where
children are solving a problem and using the
Engineering Design Process. The children would
be in teams designing and creating in order to
solve a problem. They can model their activity
using Tower Power. The grading rubric includes
application of the MA DOE Frameworks.
Why Engineering In
Elementary Prep. Programs?
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Aligns with science/eng./tech. frameworks.
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Introduces a curriculum model for engineering/technology.
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Reinforces and models appropriate and effective methodology with
inquiry based learning, problem solving and hands-on exploration.
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Helps students apply critical thinking skills.
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Provides an interdisciplinary approach.
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Demonstrates the need for and use of motivation techniques.
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Strengthens student understanding of topics.
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Empowers positive, successful thinking.
Integrating Engineering Principles
into a Non-majors Biology Class
Marc Simmons
Massasoit Community College
The Course
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BIOL141: Introduction to Marine Biology
Defining the Problem
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The Bristleworm Problem
– What are Bristleworms?
– History of the Problem
– Previous Solutions
Design Challenge
• Student teams
• Design kits and parameters
Testing the Design
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Implementation of the traps over a two
week period
Conclusions
Student presentations
 Impact on students
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Next Steps
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Course redesign of BIOL140/142:
Introductory Biology and Lab
– Emphasis on content related to K-6
frameworks
– Inclusion of multiple design challenges in lab
– Modification of one or two EIE modules for lab
State Perspective and Policy
• Emphasis on content knowledge for
Elementary education candidates
– Subject Matter Knowledge Standards
• ELA, math, social studies, science and engineering
– Pedagogy and content-related pedagogy
• Innovative and K-6 relevant curriculum models
• Inform policy and ed prep programs
– MA Transfer Compact Agreement (2 & 4 yr institutions)
– Increasing educator effectiveness & student
achievement