Transcript Who’s Here? - Education Development Center Inc

Professional Development, Curriculum and Support for
Hands-on Science and Engineering in AfterSchool
2009 - 2012
A project of the Science and Math Programs Unit at EDC Inc,
Funded by the National Science Foundation NSF # 0917576
Copyright © 2008 Education Development Center, Inc.
http://cse.edc.org/
EDC 1958 - 2011
NEWTON
New York
Washington, DC
The Netherlands (EDC Europe)
Around the Globe . . .
Newport, RI
Thailand
Guinea
Haiti
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Egypt
Mali
Tanzania
Ghana
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EDC has been a leader in
developing hands-on,
minds-on science
(constructivist) science
projects for 50 years
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http://cse.edc.org/
Early Childhood
1966
1964
2004
1964
2003
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2003
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Elementary
1995
1970
1969
1967
1990/1994/2003
1970
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Out of School
2005
2005
2001
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NPASS(1) 2005 – 2008
Trainers (11)
Worthington, MN
Bemidji, MN
St. Paul, MN
Durham, NH
Duluth, MN
Boston, MA
Rochester, NY
Santa Cruz, CA
Providence, RI
Berkeley, CA
Toledo, OH
Albuquerque, NM
Arlington, TX
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NPASS1: Training and Mentoring
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NPASS2 Trainers
2009 – 2011 [70]
New Hampshire
Minnesota
12
Ohio
11
California
10
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6
Missouri
Maryland
10
9
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New Jersey
12
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Essential Features of the
NPASS PD Model
• Train-the-Trainer Institutes: (Semiannual, @ 2-3 days)
• Afterschool [OST] Science Workshops:
(~Monthly, ~3 hrs)
• “Science Clubs” at OST sites: (Oncetwice/week)
• …….
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Essential Features of the
NPASS PD Model
• ……
• Research-based Curriculum: Design-It!,
Explore-It!
• Materials (kits provided with training)
• Supervision, Assessment
• Communities of Practice for Trainers,
Afterschool staff and students
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Goals: OST Science
• Familiarity and Fun with science
materials, ideas and explorations
• Support formal learning through
Foundational Experiences in science
• Introduction to science Process Skills
• Identification with science studies and
careers (Equity)
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Best Practices for Leading
Afterschool Science
• Preparation and Materials
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Introducing the Activity
Pacing the Session
Working with Teams
Engaging, Questioning, Troubleshooting
Leading Discussions
Closure
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Afterschool Site Training
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Regular (monthly) F2F Workshops
New hands-on project each time
Program Leaders as Learners
Trainer Models Best Practices
Focus on a Few Teaching Skills
Invite Administrators
Site Visits
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Afterschool Site Readiness
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Administrator buy-in
Long term commitment
Paid time for staff training
Regular attendance by children
(“clubs” vs. drop-in)
• Dedicated activity space
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NPASS Trainer Preparation
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Semi-Annual Institutes (~2-3 days)
Trainers as Learners
Focus on Best Practices
Informal Science Learning Theory
Regional Community of Learners
Ongoing support (e.g ~monthly
Conference Calls )
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Trainer Qualifications
• Professional educator, trainer,
scientist
• Understands youth development
and/or afterschool science.
• Willing to learn new skills and
approaches
• Understands the community and is
committed to capacity building.
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Process Skills for
Afterschool Science
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Observing
Investigating
Questioning
Explaining
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Selecting Curriculum
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Direct Experiences with Phenomenon
Simple (transparent) Materials
Engaging, Accessible Topics
Extended Explorations, Design
Challenges, Problem solving
• Time and Suggestions for Reflection
and Meaning-making
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NPASS projects consist of
“challenges” and
exploration with simple
materials
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Ski Jump Challenge
 Make your marble JUMP/FLY into the
can/cup
 What is the farthest (horizontally) your
marble can jump/fly (first bounce?)
MATERIALS
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1 x 6’ Foam tube
Marbles
Can/Cup
Tape (not too much)
Tape measure
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Roller Coaster Challenge
 Design an EXCITING Roller
Coaster ride with as many hills and
loops as you can make.
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MATERIALS
2 x 6’ Foam tubes
Marbles
Tape (not too much)
Tape measure
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Glider Challenge
Make a GLIDER that
FLIES STRAIGHT and FAR.
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MATERIALS
• 2 x Index Cards (3 x 5)
• 2 Binder clips, 2 Paper clips
• Tape (just a little)
Do not FOLD, BEND, ROLL,
CREASE or TEAR the cards!!!!
BALANCING TOYS:
BALACING THE BODY
 How does changing the position of the arms
and legs of the model person change how it
balances
MATERIALS
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Pool Noodle
~20 inches
Legs and Arms
2 each
Head
1
Dowel
10 inches
Velcro, nails, tooth picks
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TOPS # 1: Make a Top
 Make a TOP that can spin for at least 20
seconds
MATERIALS
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2 Heavy Paper Plates
I dowel (or pencil)
2 Rubber Bumpers (or Binder clips)
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Rubber Band Powered Car
Challenge #1
 Make a CAR out of the available materials.
 How far will your car travel when placed on a
ramp?
MATERIALS
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cardboard (16 inches x 8 inches)
2 dowels (@ 12 inches)
8 plastic/chinette plates
8 rubber bumpers
Plastic tubing (5/16-inch inner diameter,)
masking tape, scissors
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Wiring a House:
Light the Bulbs
 How many ways can you light up
one or two light bulbs with one or two
batteries
MATERIALS
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2 D (or C) Batteries
2 Holiday Lights
2 Alligator cables
Explorer Sheet
Supporting Formal
Science Learning
• Immersion in concepts, phenomena
[e.g. Physical Science Standards]
• Direct experience with materials and
tools [ITEA Standards]
• Critical thinking, problem solving
[NSES, ITEA]
• Process skills [NSES Standards]
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http://cse.edc.org/
Links to Formal
Science Standards
NPASS curriculum projects
address many national and
state learning standards for
science and engineering…
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Gr. 2, Students will…
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Make predictions based on observed
patterns…
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Measure….
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Compare and sort …
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Write or draw descriptions…
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Construct bar graphs…
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… observe … features of objects.
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Follow oral instructions…
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Gr. 3, Students will…
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Repeat observations…
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Differentiate evidence from opinion …
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Use numerical data …
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Collect data … and analyze …
develop a logical conclusion.
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Gr. 4, Students will…
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Differentiate observation from inference…
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Measure and estimate ….
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Formulate and justify predictions …
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Conduct multiple trials ….
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Construct and interpret graphs ….
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Follow a set of written instructions …
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Gr. 5, Students will…
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Classify objects …
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Develop a testable question…
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Plan and conduct a simple investigation …
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Identify the dependent/controlled and single
independent variables …
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Select appropriate tools…
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Record data…
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Draw conclusions from scientific evidence…
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Write a report…
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