NAGC 1 Support mastery of accelerated core content incorporating depth and complexity 2 Develop an understanding of the interrelationships among the disciplines 3 Develop inquiry.
Download ReportTranscript NAGC 1 Support mastery of accelerated core content incorporating depth and complexity 2 Develop an understanding of the interrelationships among the disciplines 3 Develop inquiry.
NAGC 1 Support mastery of accelerated core content incorporating depth and complexity 2 Develop an understanding of the interrelationships among the disciplines 3 Develop inquiry skills 4 Develop critical and creative thinking, problem solving, and decision making skills 5 Develop proficiency in communicating abstract and complex ideas, relationships, and issues 0 Problem/Project Based Learning A dynamic approach to teaching in which students explore realworld problems and challenges. 0 Design Thinking A methodology for practical, creative resolution of problems with an emphasis of multiple viewpoints. 0 Creative Thinking A process to stimulate curiosity and promote divergence. 0 Acceleration of Core Content State Standards Introduced at increasingly challenging levels based on student achievement. All include Engineering Design Standards Third, Fourth and Fifth Grades: Engineering Design 3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. 3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. 3-5-ETS1-3 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. All include Engineering Design Standards Sixth, Seventh and Eighth Grades MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. MS-ETS1-3 Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. MS-ETS1-4 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Gates and Mirkin (2012) 0If the United States is to maintain its historic pre-eminence in the STEM fields, then we must produce approximately one million more workers in those fields over the next decade than we are on track now to turn out. President’s Council of Advisors on Science and Technology (2012) REPORT TO THE PRESIDENT 0Success in advanced manufacturing and entrepreneurship will require a workforce with fundamental(STEM) skills and broad problem‐solving skills, decision making skills, and people skills that do not emerge from a conventional K–12 education. We encourage adoption of Project‐Based Learning (PBL) methods in K–12 and in community college programs… First Turn/Last Turn 0 Form groups of three or four. 0 Silently and simultaneously, members read an article and underline or highlight three or four items that have particular meaning for them. 0 The facilitator names a person to start in each group. 0 In turn, members share one of their items but do not comment on it. They simply read it (tell the group where it is located). 0 In round-robin fashion, group members comment about the identified item with NO CROSS-TALK. 0 The initial person who named the item now shares his or her thinking about the item and therefore gets the last turn. 0 Repeat the pattern around the table. PBLements 1. 2. 3. 4. 5. 6. 7. 8. N– D– S– V– T– I– F– P– Project Ideas “Slide or Fried” After receiving a Letter and watching a news clip about the dangers of playground equipment on hot summer days, students will work collaboratively to research, design, and conduct experiments, draw conclusions and present their recommendations to the Parks and Recreation Commission. This real world scenario will help students master the scientific concepts of absorption and reflection of light with regards to temperature and will sharpen scientific inquiry skills. Project Ideas “Are You Freezing?” Students will prepare a presentation demonstrating the transfer of energy from ice cream mix to ice. Students will employ the kinetic theory to relate molecular motion, kinetic energy, and temperature; understand the law of conservation of energy as it applies to thermal energy; and experimentally demonstrate the relationship between heat and temperature. 1 Need to Know (now Authenticity) Why do students “need to know” content related to the project? Unmotivated by future use of knowledge School work needs to be relevant Compelling project provides relevance to content (Authenticity) Question: How can we activate the students’ need to know content? Answer: Entry Event Key to a good Event: Start with a BANG! Need to Know Video or scene from a film (fictional, documentary) Discussion Guest speaker Field Trip Demonstration or Activity Provocative Reading Present puzzling problem or startling statistics Display photos/works of art or play a song Brainstorming Need to Know Real or Mock Correspondence to set up scenario sounds authentic looks authentic clear situation clear task sounds important and urgent keep it short (leave room for student questions) Slide or Fried CBS News Am I Freezing? You work for an old fashioned ice cream factory. The new supervisor for your team has decided that since ice cream does not stay frozen at 0o C, ice is useless in ice cream making and he plans to cancel the purchase order for ice. How will you convince him he should reconsider as your company only makes ice cream the old fashioned way with crank freezers? Or, should your factory reconsider its method of making ice cream? Perhaps there is a more efficient method. Your team will present to the Board of Directors of your company your approach to ice cream making. 2 What is a Driving Question? (now Challenging Question or Problem) Open-ended question that captures the task. Gives focus to all tasks. Promotes inquiry and interest. Answers the question, “Why are we doing this?” The answer is at the heart of the culminating products. Our driving question: How can using PBL help gifted and talented students become more interested in and better learn the content of STEM subjects? Challenging Question or Problem Characteristics: Open-ended and/ or complex. No single “right answer.” Requires in-depth inquiry and higher level thinking. Provocative or challenging to students. Relevant, important, urgent, or interesting. Linked to core of what students should learn. Need targeted knowledge to answer the driving question. Slide or Fried Abstract/ conceptual Is playground equipment safe for children in the summer? Concrete How can we explain the temperature of playground equipment using the properties of waves? Slide or Fried Problem-solving How can the properties of waves be utilized to make the temperature of a playground slide safer? Design challenge How can we design a playground to prevent injuries due to increased heat of equipment on a hot summer day? Am I Freezing? How cold is cold? 3 Significant Content (now Key Knowledge and Understanding) First step in designing a project: choosing standards First project: smaller scope (1-3) content standards for assessment Standards – choose the most important for school, state tests (2) 21st century skills: Collaboration Presentation Teacher's personal goals for students - seeing into/beyond community, passion for topic Doesn’t need to be every unit or every standard Key Knowledge and Understanding) Project Example - Science standards to assess: SC.O.PS.2.4 Relate molecular motion and the amount of kinetic energy to the temperature of a system SC.O.PS.2.9 qualitatively and quantitatively describe the law of conservation of mass/energy mechanical thermal chemical electrical nuclear. (Items with strike-throughs are not addressed during this PBL.) SC.O.PS.2.11 experimentally demonstrate the relationship between heat and temperature: specific heat melting point latent heat. 21st century skills: Collaboration Presentation 30 second speech Plan a 30 second speech… Share your thoughts about the first 3 elements of PBL. Voice & Choice Studies and Conclusions: Imtiaz and Imtiaz (2012) PBL was an effective instructional model, BUT it also made them autonomous learners. Voice & Choice Students to make some choices about the products they create, how they work, and how they use their time, guided by the teacher and depending on their age and PBL experience. st 21 Century Skills (now Success Skills) Seven C’s of 21st Century Learning Critical Thinking and Problem Solving Creativity and Innovation Collaboration, Teamwork, and Leadership Cross-cultural Understanding Communication and Media Fluency Computing and ICT Fluency Career and Learning Self-reliance Success Skills Alignment to US Department of Labor’s SCANS Competencies Resources: Identifies, organizes, plans, and allocates resources Interpersonal: Works with others Information: Acquires and uses information Systems: Understands complex inter-relationships Technology: Works with a variety of technologies http://wdr.doleta.gov/SCANS/whatwork/whatwork.pdf http://www.bie.org/research/21st_century_skills Inquiry and Innovation (now Sustained Inquiry) While researching the challenging question, students discover new, detailed questions Seeking answers more questions Brainstorm ideas Discover resources Can feel hectic, but this is where learning occurs! Slide or Fried As students investigate the driving question: “How can the properties of waves be utilized to make the temperature of a playground slide safer?” They formulate deeper questions such as: What are the properties of the slide materials? What alternative materials are available to manufacture playground equipment? What causes burning in living tissues? Am I Freezing? As students investigate the driving question: “How cold is cold?” They formulate deeper questions such as: Why is the warming curve for water flat as water changes states from a solid to a liquid? What is happening to the energy being added? What two phase changes are occurring as we make ice cream? And to what substances? What are colligative properties? Why does ice melt when we add salt? Name three places the energy (heat) to melt the salty ice is coming from when you made ice cream. (Salt IS NOT one of them!!) Ice Cream Lab – materials in English units Ingredients .5 liters milk = .53 quarts ~ 2 cups 110 ml sugar = 3.63 ounces ~ ½ cup 2.5 ml vanilla = .5 teaspoon 1.5 liters ice = 1.6 quarts ~ 6 cups 180 ml salt = 5.94 ounces ~ ¾ cup toppings Ice Cream Lab – more materials 1 gallon size Ziplock bag 1 quart size Ziplock bag measuring cups measuring spoons spoons bowls Procedure 1. 2. 3. 4. 5. 6. Put milk, sugar, and vanilla into quart bag. Squeeze out as much air as possible and close bag securely. Place quart bag in gallon bag. Add ice and salt. Seal large bag. Knead the small bag inside the large bag to expose the mixture to the cold temperatures. You can also roll the bag back and forth on the lab table. Knead for about 10 minutes. Check to see if the mixture is frozen. If not knead longer. When frozen remove smaller bag. Carefully open it, being sure to wipe seal of salt water first. Place in cups, top, enjoy. Answer and turn in analysis questions. Sustained Inquiry Our driving question: How could using PBL help gifted and talented students become more interested in and better learn the content of STEM subjects? Questions we should ask ourselves: What is the best way to present the knowledge/skills needed? How difficult is PBL? How do teachers help students meet the standards? Is student learning as significant and measurable as in traditional instruction? Are students as engaged and responsible for their learning in PBL? What does the research say? Feedback & Revision (now Critique & Revision) Responsibility “Moving forward” input During project work Periodic check-ins and feedback Daily or weekly Whole group or individual Verbal or written Use rubrics or checklists Critique Presentation Audience Instructor Peers Self Critique Presentation Audience Survey or feedback forms Questions? Instructor Peers Self Critique Presentation Audience Instructor Post-presentation questions Graded rubric Peers Self Critique Presentation Audience Instructor Peers Post presentation questions Created by you or students Small group discussions “Fish-bowl” discussions “What did we learn?” “What is the answer to the driving question?? How did we use 21st Century Skills? Self Critique Presentation Audience Instructor Peers Self Journal entry or survey Publicly Presented (now Public Product) Communication skills Incentive Probe understanding Challenge Question 0“How do we develop Project Based Learning units/lessons to help gifted/talented students become more interested in and better learn the content of STEM subjects?”