SAInS Program: Getting Ready for Next Steps

1. SAInS Program: Getting Ready for Next Steps May 2, 2013

2. Evaluating Options to Improve STEM Education in Indonesia • What would we like to improve? • What are the most current pedagogical theories and methods? • How would those be implemented? What sorts of activities? • What have we seen that we might want to adopt or use as a model? • How will we train our Teachers? SAInS: School Action for Innovation in Science

3. Why Change? Areas for Improvement in STEM Education

4. How Can Indonesian STEM Education Improve?What our Principals had to Say Areas of Excellence However they’d like to: Improve the achievement of ALL students, many who struggle in STEM subjects Increase student interest in STEM subjects, and engagement overall Improve depth of knowledge. Encourage innovation and creativity Help students apply knowledge independently Promote Critical thinking and meta-cognition Build Character, Integrity • International Science Olympiad Medals • Strong performance of students who are very interested and engaged (the “star students”) • More comprehensive content coverage than the U.S.

5. Current Theories and Approaches In STEM Pedagogy

6. Several ideas dominate education theory: • Constructivism • Differentiated Learning • Inquiry Learning • Experiential Learning • Project-Based Learning • Outdoor Education/Expeditionary Learning Footer text here

7. Constructivism Students are not “empty vessels” They have knowledge and experience They actively “construct” new knowledge by integrating new information with what they already know. This means that: Students can contribute to instruction Learning requires active participation and exploration of information No two students will learn exactly the same thing because they will come to the classroom with different existing knowledge and experiences Footer text here

8. Differentiated Learning People have different learning styles and different “Intelligences”. Effective Instruction is “differentiated”: it allows students to learn and to demonstrate learning in many ways Linguistic Auditory Kinesthetic Visual/spatial Naturalist Interpersonal Logical/Mathematical Footer text here

9. Inquiry-Based Learning (student-centered) Inquiry is Natural…. We instinctively explore, wonder, ask questions, and seek answers to those questions. Traditional teaching squelches this; students simply repeat back information that his been given already Inquiry Learning…. Invites students to ask/answer questions Offers students choice in activities or methods Doesn’t give the answer in advance but allows students to discover it through investigation. Focuses on open-ended questions with multiple answers SAInS: School Action for Innovation in Science

10. Experiential Learning Learning by Doing STEM is particularly difficult to understand in the abstract; need to see it in action or even better, to DO it. The more ways that students are exposed to content, the more likely they are to retain it. Students are able to visualize themselves in STEM careers when they get practice carrying out authentic methods and procedures Students understand the real-world value of what they learn because they are literally using it to solve a problem Footer text here

11. Project-Based Learning Presents real-world issues Students use content and skills to address an problem or question. Students see the relevance of what they are learning, because they are applying it. The end result is the culmination of a longer, multi-step process Students gain skills throughout the project Students see how each step builds on the prior steps, and how different types of skills and knowledge are combined for a solution Students see their own improvement and realize they don’t have to start out perfect. Integrates different subjects and skills Lends itself to interdisciplinary collaboration Student-created radio program. Required research, live interviews, mapping, writing the script, using technology, understanding island ecology etc. SAInS: School Action for Innovation in Science

12. Outdoor Education and Field Study A subset of experiential learning Experiential learning, outside Studying the natural environment directly Authentic objects and examples. Not “models”; not metaphors. Enhances students’ sense of place and local belonging. Students feel stronger responsibility toward the natural world—it is their place and community Authentic methods in real-life settings. Exciting to be out of the classroom! Footer text here

13. Applications: What the approaches look like in Practice

14. Differentiated Learning • Various learning modes • Can be as simple or complex as you like by altering criteria and activities • Can take 1 day or weeks depending on breadth and depth of exploration Any lesson or activity that presents information in multiple ways and/or which allows different modes of assessment for students to show mastery Example: “Design Your Own Fish” • Create a fictional fish that meet scientific and logical criteria • Describe behavior and adaptations to environment (pelagic, reef, etc). • Draw, label, explain. • Present creation to class • Find surface area and pressure Footer text here

15. Inquiry Learning Example: Environmental Justice • Students conduct a survey of environmental burdens and amenities along a transect that goes from a wealthy neighborhood to a poorer neighborhood • Collect data about burdens/amenities • Look for patterns or interesting facts • Develop questions about observations • Choose a particular question to explore • Effect of truck traffic on local health • Access to green spaces • Differences in garbage collection Footer text here

16. Inquiry Learning can be embedded in many ways • Simply by asking different sorts of questions. Open ended instead of seeking specific “right answer”, and asking students to try to figure it out on their own • “Subtle Shifts” Activity • Students given choice of unknown chemicals to combine. • They are not told what to expect (= they pay closer attention to results and don’t have preconceived ideas of what they will see) • They must infer from the result the identity of the chemicals (=applying criteria) • Blank page for data collection (= choice: some wrote verbal descriptions; some charts/numbers; some pictures. Pros and Cons but no method is “correct”) • Instead of competing to obtain a single right outcome, students are collaborating and comparing, and sharing data to come to conclusions Footer text here

17. Experiential Learning Anything that allows students to DO rather passively listen or read about a concept or skill • Handling authentic objects. Leaves, skulls, insects, rocks • Authentic tools and methods: designing a study plot, using statistics, creating a survey, collecting samples, measuring and recording, using an identification key, etc. • Authentic questions and measures: Biodiversity survey, water quality, social attitudes, etc. Footer text here

18. Project-Based and Outdoor Learning Leading students through steps toward a culminating outcome • Create your own NGO. Students research a problem, design a solution, target their audience for fundraising and support, and create a website with • How loud is Too Loud: measured ambient noise around city and presented results and recommendations. Photos with captions, and audio recordings. • Theater piece or iMovie: select the topic, research, develop a storyboard, write the narrative, film/stage it, edit and present • Comparative Ecosystem study: Rural forest vs. City park leaf litter organisms • Community Garden: design and plant your garden and promote it • Redesign of School courtyard: students created proposals for better use of the school’s outdoor space. Winning proposal was sent to the community board • Engineering: Bridge building, robotics, boats, planes. Footer text here

19. What have we seen that we like?

20. Each school, expert, and institution had a vision or approach that we could emulate The Tour participants evaluated which ones they most wanted to pursue Footer text here

21. School Visits Columbia Secondary School Baruch College High School Award-winning math instruction Goal: no memorization. All math is taught and tested conceptually as well as procedurally. Students derive all formulas and justify all solutions Read 25 books a semester Applied Math projects each semester Nice touch: each day a student summarizes the lesson for those who miss class. It’s a reference and a way to reinforce learning • Blends traditional and progressive; basic skills and experiential projects • All students take philosophy and engineering for four years • Access to college courses at Columbia University Footer text here

22. School Visits, continued Ossining High School Marymount School for Girls Exceptional use of technology Fab Lab! Media Lab and high quality science labs “Technology” class for all students, uses Fab Lab and Media lab Science Research Program • 3 years, mentored by scientists • Culminates in Intel competition • School #1 in US in Intel competition • Nationally ranked for many years • All students encouraged to participate, if not compete Footer text here

23. School Visits, continued Harbor School of NY Historically one of the top schools in the city and country Conventional instruction but at a very high level. Students routinely take college level coursework (taught at the school) High quality input = high quality output Bronx High School of Science • Located on Governors Island • EXPERIENTIAL and completely embedded in place • Fully inclusive: anyone can attend • Combines college prep curriculum with a vocational program: all students must do BOTH • Specializations: Vessel operations, Marine biology, Aquaculture, Ocean Engineering, Marine Systems Technology, professional diving • Certification and placement upon graduation Footer text here

24. EXPERT SPEAKERS INSTITUTIONAL VISITS • Using cultural institutions for learning: collections and experts. • Teacher training from institutions: Urban advantage, lesson plans and guided educational tours • Special opportunities for students: hands-on workshops, as well opportunities to become student educators for younger children • Literacy for STEM • Building STEM Mindsets • Instruments we can use • Activities we can implement • Teaching unmotivated learners • Ideas and tips to engage all students in the class Footer text here

25. How Will We Implement This?

26. Curriculum Development Teacher Training • Columbia CEES has many lessons, units and activities for adaptation • The schools we visited may help advise us on the best process • Teachers College has access to curriculum and resources. • Curriculum from networks and organizations that serve teachers • Ex. Fablab@schools • Zoos, gardens, museums, etc. • Teachers College workshop • Internal workshops and meetings • Printed guides • The STEM Instruction Resource Center • Potential assistance from TTI faculty • Potential assistance from NGOs with a similar mission Footer text here

27. HOW WILL TEACHERS LEARN? BY DOING. Footer text here

28. TRAINING TEACHERS INNOVATIVE STEM METHODS • TEACHERS MUST PRACTICE THE ACTIVITIES THEY WILL TEACH • Give them Structured activities with clear steps and objectives, that can be easily inserted into or adapted forthe existing curriculum • Example: how to respond to and encourage student questions(Chrissy Colon) • Example: how to carry out a leaf litter investigation • Example: how to create a inquiry-oriented worksheet • Example: A Fab Lab engineering activity • Example: Long-term Research Project • Example: how to adapt the lessons they already use • Have them go through a structured lesson-planning process • Apply their understanding by creating their own activity Footer text here

29. TRAINING TEACHERS INNOVATIVE STEM METHODS • “Remind students when they are practicing scientific skills or habits of mind. — i.e. formulating a “scientific definition” or “forming inferences” “Students are asked to make educated guesses based on prior knowledge, before being given “the answer”. Footer text here

30. TRAINING TEACHERS INNOVATIVE STEM METHODS • Explain, Show, Do, Think, Do again • Explain: Principals and lead teachers will provide a rationale for choosing selected methods, and they will explain where and how they will fit into the existing curriculum • Show: SAInS/TC staff and participants will use examples to demonstrate. The best examples are “live” but videos and other methods are also ok. • Do: Teachers should be led through the activities, so that they understand how to implement and teach them to their students. It also helps them troubleshoot. • Think: How did it go? What can be improved? What worked best? • Do Again: Teachers should repeat activities and skills until they are comfortable Footer text here

31. TRAINING TEACHERS INNOVATIVE STEM METHODS • When and How will Training Occur? • During Action Plan development meetings, Principals will start to understand and practice the methods they’ve selected • Teachers College Workshop will provide demonstrations and practice • During Curriculum development and adaptation phase, lead teachers will learn and practice the methods, content and approaches. • AND……………… Footer text here

32. TRAINING TEACHERS INNOVATIVE STEM METHODS • “Training” will especially occur… • In the classroom! • Teachers will practice, refine, reiterate • We recommend regular meetings among teachers to discuss ideas and problem-solve • The STEM resource center will be a source of support • We hope to find local partners to be a presence in the school for observation or guidance (TTI faculty, NGOs) Footer text here

33. The Work Ahead Today: Looking at the mandatory curriculum and how we can adapt our innovations within it. Curriculum 2013 Potential ideas from Next Generation Science Standards Footer text here