EDUCATORS CONNECTING RESEARCHto the K-16 CLASSROOM

& MOTIVATION EDUCATION

I . BACKGROUND

II. WHERE WE’VE BEEN?

III. WHERE WE ARE GOING

BENCHMARKS FOR SCIENTIFIC LITERACY

Blueprints for Reform

-TEACHERS

-CURRICULUM

-ASSESSMENT

TEACHER QUOTATIONS

There must be a commitment to reflective literacy that requires learners and teachers to have frequent opportunities to structure the learning and teaching process.

Teachers must engage in a flexible sort of pedagogy that cannot be choreographed from on high.

CURRICULUM QUOTATIONS Curriculum should be linked to something worth

knowing.

Educators must encourage students not only to know the scientific facts, but also to view the world scientifically

Linking science education to the real world offers another approach to curriculum connections.

Curriculum connections need a focus.

CURRICULUM QUOTATIONS

Teachers can make science education more relevant nurturing children’s natural curiosity, posing questions, asking children to create hypotheses, and helping the children recognize the importance of science.

Once students understand the importance of science,it becomes easier for them to see connections between science education and the world of science work.

NAMETHAT

SCIENTISTMOTIVATOR MAP“BEING BATTY”

Dr. Elizabeth Kalko

NAMETHAT

SCIENTISTMOTIVATOR MAP“FISH CAPTURE”

Dr. Eldredge Bermingham

NAMETHAT

SCIENTISTMOTIVATOR MAP“ON THE BEACH”

Dr. John Christy

NAMETHAT

SCIENTISTMOTIVATOR MAP

“LOOK WHAT I FOUND”

Dr. Richard Cooke

THE RUNON DEFINITION

Through the MOTIVATION EDUCATION format, experts

in their field become the embodiment of current research

that propels scientists into classroom role models and the

catalyst for teachers to create up-to-date content driven

simulations around ongoing research so that students can

emulate the science, and imagine authentic scientific actions leading to the personalization of the way

students themselves may one day become the scientists who impact their world.

EDUCATORS CONNECTING RESEARCH

& MOTIVATION EDUCATIONWHERE WE ARE HEADING

ACCELERATED LEARNING TRIANGLE

ECRCMOTIVATOR MAPS FOR EDUCATORS

Accelerate . . . Student learning by looking at skills, process & content from a K-12 perspective

Through . . .Respectful tasks, flexible grouping & the principles of differentiated instruction

ECRC MOTIVATOR MAPS FOR EDUCATORS

Are . . . Teachers’ responses to learners’ needs for

rich experiences through guided actions

Because of . . . Today’s great variance in student skills

experiences and learner profiles

ECRCMOTIVATOR MAPS FOR EDUCATORS

Utilize the . . .Theory of Multiple Intelligences, Real World Connections, & Nat’l Standards Strand Maps

To . . . Offer educators open-ended plans to stretch student learning in today’s diverse classrooms

Action 2: Escape Simulation

Explanation: The caterpillars of two species of pyralids live in silk webbing underneath leaves and suspend strings of fecal pellets from the leaf. These “fecal stalactites” appear to serve as landmarks for the rapid location of holes in the leaf, through which the caterpillar escapes when threatened. Use the “Escape Simulation” Resource explanation page to challenge participants to design a simulation showing this great adaptation.

DESIGNED FOR

THE SMITHSONIAN TROPICAL RESEARCH INSTITUTE

Theme: Tropical DiversityAction Pack: Rainforest Researchers

Motivator Map: Annette Aiello – Butterfly Researcher

Action 2: Acclimatization

Explanation: Acclimatization can be a complex process matching not only your ability to climb the mountain, but also test the ability of your body to meet the challenge of living at ever higher altitudes. Too rapid an ascent at high altitudes more often is the cause of turning back than the weather or the difficulty of the mountain terrain. Challenge participants by having blow into an asthma inhaler and adding another bit of cotton to represent new heights.

DESIGNED FOR

EARTH TREKS CLIMBING CENTERS, INC.

Theme: EXPLORING EXTREMESAction Pack: SHARED SUMMITS

Motivator Map: A’s of Mountaineering Expert: Chris Warner

Action 2: Dead Cold

Explanation: The Chesapeake Bay can have seas like a mirror or conditions with high waves and white seas. Working the water in Earl’s words “Don’t let anybody tell you that it can’t get bad on the Bay…I’ve been out there in storms where the lightning hit and ran right up the rigging POW!” Fierce weather was always a factor for watermen. Create hypothermic conditions by pretending Create hypothermic conditions by simulating cold conditions with fingers that no longer function well…taped thumbs or heavy gloves will make knot tying or pyramid building quite challenging.

DESIGNED FOR THE BLACKS OF THE CHESAPEAKE FOUNDATION

Theme: Chesapeake Bay Through Ebony EyesAction Pack: Working the Water

Motivator Map: Earl White - Admiral of the Chesapeake

ASSESSMENT QUOTATIONSProject 2061 Benchmarks

Science assessments should blur the boundaries between classroom learning and real world learning.

Students should be measured on the understanding of the nature of science and the world.

Science education reformers should emphasize thathigher order thinking skills cannot be measuredby machine scored Multiple Choice tests.

CURRENT PARADIGM IN EDUCATION

Curriculum Written In Summer Workshops or Afar

Curriculum Is Delivered Teachers Teach It To The Test Content Objectives are Continuously

Added Curriculum Overload Occurs No time for Teacher and Student Creative

Input Curriculum Outlets From Informal

Education Organizations Look Much Alike

CHANGING THE PARADIGM

ENTER THE MOTIVATION EDUCATION /STRI PANAMA CONNECTIONSSCIENTIST/TEACHER/STUDENT NETWORK - - - STSN NETWORK

Construct within a bounded online and classroom framework a public or semi-private theme specific repository of expert profiles and digitally recorded teacher/student created simulated actions embodying the current research projects of STRI Scientists and activities of experts in their field.

Global PortalENTER THE MOTIVATION EDUCATION

SCIENTIST/TEACHER/STUDENT NETWORK - - - STSN NETWORK

Construct within a bounded online and classroom framework a public or semi-private theme specific repository of expert profiles and digitally recorded teacher/student created simulated actions embodying the current research projects of STRI Scientists and activities of experts in their field.

STSN NETWORK GOAL

The goal of this online and classroom network is to allow MOTIVATION EDUCATION instructors to view and search this theme based warehouse of creative teaching recordings made by others within the organization in order to generate discussion and continuous ingenuity by all members.

SCIENTIST/TEACHER/STUDENT NETWORK

CURRENT ACCOUNTABILITYPARADIGM

EVALUATION EQUALS - -

Provide vocabulary review sheets

Give the students a multiple choice factoid test every 10 weeks

Provide one constructed response essay

Average Grades from other activities

CHANGING THE PARADIGM

ENTER THE MOTIVATION EDUCATION HABITS OF MIND EVALUATION

1. HABITS OF MIND online self assessment engine-Persistence; -Communication; - Teamwork; -Skills

2. BCAAN Quiz Fundamental Content Acquisition Engine

3. PRODUCT RUBRIC

4. FOUR-QUESTION INTERVIEW

Managing User Records› The user will login and access their control panel to

manage the entire user profile Managing, Completing and Evaluating

Assessments› An Administrator or Instructor will login to create,

modify or review assessments. The Participant will login to complete assessments.

Communicating through Collaborative Suite› The administrator, instructor, parent or

participant will communicate through the collaborative suite to provide feedback and ask or answer questions.

Main Use ScenariosUsing the System

Context Data Flow DiagramProcesses

HABITS OF MINDDATA REPORTING

1. Percentage of Change Data

2. Product Rubric Cumulative Scoring

3. Student statements and testimonials

4. Final Assessment-Expert; -Practitioner; - Apprentice; -Novice

ACTION RESEARCH DESIGN

HABITS OF MIND SUBCATEGORY #1 Internalized Values

HABITS OF MIND SUBCATEGORY #2 Science Inquiry

Science Thinking# of Embedded

Parallel Questions Attitudes Toward Science

Clarity in Thinking 2 Flexibility in ThinkingProblem Solving 2 Creativity in Solution Finding

Applying Past Knowledge 2 Using new knowledge

Desire to Learn More 2 Learning From Experience

Rate Your Ability to . . . # of EmbeddedParallel Questions

Rate Your Skills In . . .

Use science tools 2 Use mathematics in scienceAnalyze Observations 2 Use Evidence

Talk about relationships 2 Explain the role of variablesRecognize your expected

outcomes2 Communicate the full action &

results of a simulation/experiment

INTERNALIZED VALUES SAMPLER

My Science

Thinking

CareerWritten Response

My Science Attitudes

Ability to be a clear thinker in Science

54321

Ability to be flexible, collaborate and try

“other” ways

54321

Analyze observations to determine results

Talk about the relationships between

evidence & explanations

54321

Explaining the role of variables during a

simulation or experiment

Using evidence to develop explanations

5

54321

4321

What did you learn about your skills & abilities during this MOTIVATION EDUCATION PROGRAM?

__________________________________________________________________________________________________________________________________________________________________________________________________________________

My Likelihood to Attend a Four Year College for Science

54321

54321

SCIENCE INQUIRY SAMPLER

My Science Thinking

Ability to be a clear thinker in Science

1 2 3 4 5

Ability to Pose Questions and Be

Curious

54321

CareerWritten Response

My Likelihood to Attend a Four Year College for Science

My Science Attitudes

54321

Ability to be flexible, collaborate and try

“other” ways

Ability to be innovative & Create Solutions

54321

54321

Is Science Fun? Explain.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________Ability to Pose

Questions and Be Curious

54321

Ability to be innovative & Create Solutions

54321

Revealing A Future in Science to Today’s Youth

STRI & ECRC

A small group of thoughtful people could change the world. Indeed, it's the only thing that ever has. Margaret Mead

STRI & ECRC

Questions & Answers