expanding stem into a s.t.r.e.a.m. model for learning kenneth wesson educational consultant:...

Expanding STEM into aS.T.R.E.A.M. Model for Learning

Kenneth WessonEducational Consultant: Neuroscience

San Jose, CA [email protected]

Water is Hot at 110o

212o

By Adding Just One Degree

instead of

211o

Expanding STEM into a

S.T.R.E.A.M. Model for Learning

• What is “STEM”

• Why S.T.R.E.A.M. instead of just STEM? (S.T.R.E.A.M. schools: Merging science, technology, reading/LA, engineering, art/visualization and mathematics)

• What are some ways in which our schools can incorporate the S.T.R.E.A.M. model into our (a) thinking and (b) our teaching?

Making connections (neural, social, cognitive, multimodal, cross-curricular) to optimize student learning

• What STEM?

• Why is it important?

• How do we make it real?

The S.T.R.E.A.M. model for learning in

the classroom (pre-K to university)

What is STEM?

STEM

2009: Pres. Obama launched a nationwide campaign to "Educate and Innovate" over the next 10 years (had fallen behind countries like Latvia, Chinese Taipei, Estonia, Hungary, Lithuania, and the Netherlands.)

“Change the Equation”: Moving to the top in math and science education (CEOs)

RTT: STEM funding Common Core and the New Generation Science Standards

STEM became a key element of the new administration's strategy to transform K-12 education in the areas of science, technology, engineering and mathematics (economic growth and wealth prosperity are in

jeopardy.)

Gonzales, P., Williams, T., Jocelyn, L., Roey, S., Kastberg, D., and Brenwald, S. (2008). Highlights From TIMSS 2007: Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade Students in an International Context (NCES 2009–001 Revised). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.

Programme for International Student Assessment (PISA)

PISA rankings ignore poverty differences in the tested schools. When adjusted for poverty levels, the correlation between socio-economic status and tests scores are

Free and Reduced Meal Rate PISA Score

Schools with < 10% 551

Schools with 10-24.9% 527

Schools with 25-49.9% 502

Schools with 49.9-74.9% 471

Schools with >75% 446

U.S. average 500

OECD average 493

National Association of Secondary School Principals Executive Director, Dr. Gerald N. Tirozzi,

U.S. % Poverty Other Countries PISA Score

U.S. (<10%) 551 Korea 539 Finland 536

U.S. (10-24.9%) 527 Canada 524 New Zealand 521 Japan 520 Australia 515 Netherlands 508 Belgium 506 Norway 503

U.S. (25-49.9%) 502 Estonia 501 Switzerland 501 Poland 500 Iceland 500

National Association of Secondary School Principals Executive Director, Dr. Gerald N. Tirozzi,

Forecasting Independent Education to 2025-- NAIS

Each year, new findings in cognitive psychology and neuroscience will be infused into teacher preparation, curriculum, instruction, student assessment, and the classroom environment. The works of Howard Gardner (“Multiple Intelligences”), Daniel Goleman (“Emotional Intelligence”), Kenneth Wesson (“Brain-considerate Learning”), and others have already been influential in reshaping the independent school classroom, while programs like Mel Levine’s Schools Attuned are assisting educators in using neurodevelopmental content in their classrooms to create success at learning and to provide hope and satisfaction for all students.

STEM

Supporting K-12 STEM education is in our own best long-term self-interests.

Numerous countries provide ample evidence of the consequences of having no combined focus on S.T.R.E.A.M. education.

Those countries are competitively and economically marginal at best.

Getting into that STREAM-less hole is easier than exiting it. The world's poorest nations annually serve as "Exhibit A," which should prompt us to support K-university level science education at any cost.

STEM

The President: Three priorities for STEM education:

1. Increasing STEM literacy so all students can

think critically in science, math, engineering

and technology

2. Improving the quality of math and science

teaching (no longer will be outperformed by

those in other nations)

3. Expanding STEM education and career

opportunities for underrepresented groups

(women and people of color.)

STEM

Need to produce 400,000 STEM college graduates by 2015.

More than 40% of the doctoral students in U.S. colleges

and universities in 2009 were foreign nationals, and in

some fields of science that figure far exceeded the 50%

mark.

Problem: Lack of proficiency among American students in

science, as well as a lack of interest in the STEM

fields (difficult or uninviting.)

Why is STEM/ S.T.R.E.A.M. important to all of us?

S.T.2R.E.A.M. Schools

Science

Technology (and Thematic interdisciplinary

instruction for student learning)

Reading and Language Arts

Engineering

Art

Mathematics

(Maximizing connections and sensory experiences)

Creating SMART Schools and Becoming STREAM Schools http://sciencemaster77.blogspot.com/

The RAND Corporation has created this model of how a “home computer” will look in the year 2004; however the technology will not be economically feasible for the average home. Also the scientist readily admit that the technology to actually work has not been created yet but scientific progress Is expected to solve these problems. . . and the computer will be easy to use.

Predicting the Distant Future

The degree to which today's learners

understand STEM will determine global

leadership in the mid-21st Century.

Nothing will dominate our future more

than science.

Predicting the Near Future

• Human beings were and still are engaged in STEM

experiences and education all of the time (before we

called them STEM.)

• Our human advances have nearly always been

dependent on an improved understanding of

science (“knowing”)

• The “Science of Learning” is equally as important for

continued advancement.

The STEM Initiative is not NEW

Instead of being derided as geeks, scientists should be

seen as courageous realists and the last great

heroic explorers of the unknown.

They should get more money, more publicity, better

clothes, more sex and free rehab after all of that

fame goes to their heads. -- Matthew ChapmanCofounder, ScienceDebate2008

The Most Gifted Teachers: Science Teachers

East Asian Regional Council of Overseas Schools

…Annually Televised Teaching Awards?

What about new televised programs…

Monday Night

So You Think You Can

“Dancing with the

The of Orange County

“America’s Next

Science

Teach?

Astronomers”

Teachers

Inventor”

S.T.R.E.A.M. : The Foundation of Inquiry?

Relevant questions, imagination, predictions, inferences, patterns, hunches, experimenting (trial/error) skepticism, thinking, memory, curiosity, minimize errors, sense-making, a quest for knowledge →

Survival

“…students need to have experiences

rather than just read about them.”

--Robert Marzano

…with solids

…with liquid?

Unleashing

the power

of inquiry

Which of the boxes X, Y, or Z has the LEAST mass?

A) XB) YC) ZD) All three boxes have the same mass. TIMSS

Sample Elementary SchoolScience Test (Grades 3 and 4)

The near future portends dramatic changes for education. Who will win and who will lose? The losers are going to be those people who think everything is the same as it has always been.

Understanding Information Systems in Higher Education,

Carole Cotton Associates

Percentage of Twelfth Graders Proficient in Science

• The longer students stay in the current system the worse they do. According to the 1995 Third International Mathematics and Science Study, U.S. fourth graders ranked second. By twelfth grade, they fell to 16th, behind nearly every industrialized rival and ahead of only Cyprus and South Africa.

Source: www.ed.gov/nclb/methods/science/science.html

Memorization is what we resort to when what we are learning makes no sense.

-- Anonymous

Brain-considerate Learning: “PERC3S” There are five BC elements that the human brain seeks while

processing incoming stimuli for personal “meaning,” which makes the information “memorable” and worth remembering.

(1) Patterns

(2) Emotions

(3) Relevance

(4) Context, Content, and Cognitively-appropriate

(5) Sense-making

Patterns, emotions, relevance, context, content and sense-making are critical factors in driving (1) attention, (2) motivation, (3) learning, (4) memory formation, and (5) recall. Collectively, these 5 factors are the primary criteria for transfer into long-term memory storage.

By Kenneth Wesson

Learning and Memory

The advantage of a bad memory is that one enjoys several times the same good things for the very first time.

—Friedrich Nietzsche

■ Memory situation #1: Immediately after your assistant has given you the number of an important client, you hang up, but before you can dial, someone asks you for the time. After announcing the time, you ready your index finger to dial the client’s phone number, which has escaped from memory. After asking for the number a second time, you scowl at all oncoming strangers to ward off any mental interlopers prior to dialing.

■ Memory situation #2: After returning from a 15th wedding anniversary cruise with 12 Mediterranean ports of call, you effusively describe your vacation to a neighbor. However…

http://brainworldmagazine.com/2011/06/learning-and-memory/

30 Ways to Improve Your Memory

Whether we are studying for Friday’s spelling test, a doctoral dissertation or a company presentation, there are a number of reliable memory techniques and powerful memory aids that yield the best results:

Brain World magazine June 2011http://brainworldmagazine.com/2011/06/30-ways-to-improve-your-memory/

By Kenneth Wesson

The Knowledge Explosion

“The sum total of humankind’s knowledge doubled between 1750 and 1900. It doubled again between 1900 and 1950, again from 1950 to 1960, again from 1960 to 1965. It’s been estimated that the sum total of humankind’s knowledge has doubled at least every five years since then.

It’s been further projected that by the year 2020, knowledge or information will double every 73 days.”

Dr. James Appleberry - President, American Association of State Colleges and Universities

Memorization for assessment purposes rather than teaching thinking was frequently the educational goal.

5) This is a drawing of a bird’s foot..

Where would you be MOST likely to find such a bird? A) forestB) meadowC) cornfieldD) desert E) lake TIMSS

Sample Elementary SchoolScience Test (Grades 3 and 4)

(structure-function)

S.T.R.E.A.M.

supports

how the brain works

yellow

ball

Brown

Initial Learning

banana

School bus

Tennis

round

lemon

yellow

ball

Brown

Remembering = Re-collection/Re-call

banana

School bus

Tennis

Activating and re-assembling the same elements inside thebrain that were originally activated in producing the neuralnetwork necessary to represent the concept initially.

yellow

ball

Brown

Making Connections

banana

Taxi

Tennis

round

fruits

coconut

Baseball

School bus

Moon

School bus

basketball

Municipal bus

pineapple

persimmon

Orange

Apple

pearTrain

The Association Cortices Make up 37% of the Human Cerebral Cortex

Verbs →Nouns

↓

-algia (pain)

-centesis(puncture)

-ectomy(removal)

-tomy (incision)

-itis(inflamation)

-plasty (surgical repair)

-megaly (enlargement)

-sclerosis(hardening)

Angio-(vessel)

--angiocen-

tesisangiotomy angitis angioplasty angiomegaly angiosclerosis

Craino-(skull)

--craniocen-

tesis(hemispher-

rectomy)craniotomy

--cranioplasty

--craniosclerosis

Cardio-(heart) cardialgia cardiocen-

tesis

--cardiotomy carditis cardioplasty megalocardia cardiosclerosis

Derma-(skin)

--dermacen-

tesis

--(incision) dermatitis dermaplasty

--sclerderma

Gastro-(stomach) gastria gastrocen-

tesisgastrectomy

--gastritis gastroplasty gastromegaly

--

Neuro-(nerve) neuralgia

-- -- --neuritis

-- --multiplesclerosis

Osteo-(bone) ostealgia osteocen-

tesis

--osteotomy osteoarthriti

sostoplasty osteomegaly osteosclerosis

Patterns: Understanding/Remembering Medical Terms (All medical terms must make sense. ) Sciencemaster.com

Reflect and Connect

Your colleague has missed the last 20 minutes. Please summarize for him/her the following:

• What did you learn in the past 20 minutes?

• How might you apply that information?

• How will it make a difference for your students?

• As a classroom practitioner, how should my thinking and/or my teaching change to reflect this information?

Education:

Caught in a

Web of False Choices

Education: Caught in a Web of False Choices

Reading/Language arts

or

Math and Science?

Binary arguments that limit the scope and quality of our subsequent discussions.

Concepts Science Math Reading/ Lang. Arts

advances human knowledge

analyze strategies

apply concepts to new situations

classify

uses clues

collect, record and analyze data

communicate

compare

context

curiosity

describe and explain

S.T.R.E.A.M.


divergent thinking

draw conclusions

engage in conjecture and argumentation

engaging in discourse

evaluate

experiment

explore

finding answers to problems

formulate hypotheses

habits of mind

generalize

identify variables

inferential thinking

S.T.R.E.A.M.


give oral presentations

prepare oral summaries

find patterns

pose questions

predict behaviors

solve problems

use process skills

reason

record and interpret data

record observations

make references

S.T.R.E.A.M.

In Reading, Math and Science

• Make predictions

• Make inferences

• Construct, revise, and question meanings and strategies

as they develop (dynamically) minute-by-minute

• Determine the meaning of unfamiliar or unknown words and

concepts through interactions and contexts

• Monitor and modify our understanding of concepts

• Construct and revise written summaries

• Think about the concept in varying ways throughout (before,

during, and after) an investigation (reflection)

Move aroundas they

explore and investigate

Ask questions(permission to

not know)

Draw, think write and imagine

Engage indiscourse

and debate

Refine and revise one’s

thinking

S.A.I.L.

The environmental preconditions that should be experienced by students prior to initiating formal instruction include...

S afetyA cceptanceI nclusion, interactions and involvement (interpersonal/social aspect of memory formation)

After satisfying these prerequisite neurophysiological and hierarchical conditions, students are biologically ready for

L earning (students feel their immediate environment is secure enough for them to take risks, explore and discover).

Source: Kenneth Wesson (2011). Education for the Real World; Six great ideas for parents and educators. Brain World, Issue 2, Volume II Winter 2011.

Enhancing the Emotional Climate in the ClassroomHelping Hands Facilitate Growing Minds

Have each student write the name of a classmate who helpedhim/her along the path of learning a given concept in class


How the Brain-body Works

Using your Reflexes(Each takes 0.05 – 0.1 sec.)

(1)Eyes → sight (2) visual cortex – vision → (3) association cortex - meaning → (4) frontal lobes – plan of action → (5) PfC – prepares response → (6) motor cortex – takes an action

2

3

4

5

6

Reflexes: In the Mind(Each takes 0.05 – 0.1 sec.)

(1)PfC – prepares response (2) Ears → hearing → (3) motor cortex – takes an action

3

1

2

2

3

4

5

6

We “see” with our eyes?

We see with our brain. Blind individuals read, learn, recognize objects, etc. without their eyes.

Association fibers (neural busses)

Slide 14

Maintaining and Strengthening Memory

Bridge Build Extend

10% 80% 10%

Past content New information Preview

Content and skills are best developed through a 3-stage learning process

1. Bridge (known → new)

2. Build (on new experiences)

3. Extend (where might the learning take us next?)

One’s Existing knowledge

Making Neural Connections

New information gets integrated into existing networks, not “acquired”

The Mind +

Art+

Abstract Thinking +

Imagination

Human Advances(Innovations from Problem solving)

S.T.R.E.A.M.

The Amygdala

• The hippocampus: laying down new memories

• Brain-imaging studies: heightened activations not only

when recalling memories, but also when

daydreaming.

• For approximately 30% of our waking hours, we tend to

drift off and our brains turn on a "default network"

composed of a connected web of brain regions

that become activated when our mind shifts from

"concentrate" to “wander/wonder" → creativity

Inquiry: “Possibilities” and the Brain

• The unbridled mental excursions during daydreaming

have multiple purposes:

(1) We mentally rehearse future events -

(2) We tackle real or imagined challenges - “problem-

solving.”

(3) We tend to stretch the current boundaries of

reality into new dimensions → innovations and

inventions

Daydreaming, Wondering and Imagination

National Science Teachers AssociationGuest Editorial: K. Wesson

Sept. 2011

Leonardo da Vinci

Biology and zoology are considered by many to be rich sources of analogies from which significant inventions can be derived. Here is a list of animals and the inventions they exemplify.

Try matching the animal with the invention it inspired.

1. bat ( ) parachute

2. armadillo ( ) snowshoes

3. chameleon ( ) anesthetic

4. fish ( ) helicopter

5. flying squirrel ( ) suction cup

6. squid ( ) hypodermic

7. hummingbird ( ) radar

8. scorpion ( ) camouflage

9. snake ( ) electricity

10. abalone ( ) tank

11. caribou ( ) jet propulsion

Inquiry, Visualization and the Brain

1. bat (5) parachute

2. armadillo (11) snowshoes

3. chameleon (9) anesthetic

4. fish (7) helicopter

5. flying squirrel (10) suction cup

6. squid (8) hypodermic

7. hummingbird (1) radar

8. scorpion (3) camouflage

9. snake (4) electricity

10. abalone (2) tank

11. caribou (6) jet propulsion

Inquiry, Visualization and the Brain

• Engineering requires capacities both to understand and to

produce artistic renditions and models of objects,

scientific phenomena and concepts.

• When students cannot visualize the concepts (VST) , to a

corresponding degree, they will have difficulty

1. Describing them verbally

2. Grasping them conceptually

3. Demonstrating their understanding

4. Reproducing them during subsequent assessments

S.T.R.E.A.M. - Imagery and the Brain

Good thinking is a matter of making connections, and knowing what kinds of connections to make.

---David Perkins

We should not be interested in how fast students

learn. We should be most interested in

• How long the learning will last?

• How do we get student learning to last longer?

• How do we make learning permanent?

The Science of Learning

Our Priorities for Learners and Learning:

1. Observing (identifying/describing attributes, characteristics, systems and “big ideas”)

2. Predicting (hypothesizing)

3. Classifying/categorizing

4. Reasoning (inductive and deductive)

5. Organizing information

6. Comparing traits and systems

7. Relating (“The metaphor is probably the most fertile power possessed by man.” –Jose Ortega y Gasset.)

How does a scientist find out (inquiry via heuristics/”thinking tools”)?“A great deal of research in cognitive psychology shows that the more

actively you process information, the more you retain it.”-- David Perkins, Co-Director Project Zero, Harvard University

SCIENTIFIC THINKING PROCESSES

8. Testing hypotheses (experimentation)

9. Communicating information/interacting (Talking/interacting with “knowledge others” are essentials to learning; Open discourse; Accountable talk; Drawing)

10. Recording data information (“When found, make note of.” – Dickens)

11. Sharing and evaluating data (community of learners; examining/ analyzing for error)

12. Utilizing multi-sensory methods (and sensory extensions, e.g., telescopes)

13. Summarizing (and checking the quality of one’s own thinking)

14. Sharing information/conclusions orally (interpreting data; modifying original ideas leading to a cycle of inquiries).

15. Writing (preparing arguments that support one’s conclusions)

Contemporary

SCIENTIFIC THINKING PROCESSES

Writing a Two-Minute Paper: Reflect and Connect

Students assume a greater amount of control over their own learning by defining what they know and contrasting that with what they have yet to learn.

• What have I just learned?• Were any of my preconceptions or

misconceptions overturned?• What do I still want to/need to know in order to

understand this (scientific concept) better?• What is this connected to? • What do I think will come next?

• Students can listen without thinking.

• They can sit without listening or thinking.

• They can read without thinking, concentrating or remembering very much at all.

However,

• One cannot write without thinking.

• One cannot draw without thinking (doodling is not drawing).

• One cannot solve problems without thinking.

Drawing does for the brain during the day, what dreaming does for the brain at night.

Writing and Learning

(Reeves, D.B. (2003). High Performance in High Poverty Schools: 90/90/90 and Beyond. Center for Performance Assessment. Denver, Colorado)

“One characteristic of high-performing schools is an emphasis on teaching non-fiction writing.”

"If they don't learn the way you teach, then

why not teach the way they learn?"

Our Priorities for Learners and Learning:

• Science should be learner-centered

• “Hands-on, minds-on, heart’s-in” learning

• Actively engage students in scientific inquiry

• “Relevant” to what and how the student sees the broader

context of “the world” rather than by “discipline”

• Build new knowledge based on prior knowledge

• Opportunities to “reflect and connect” should be infused into

regular classroom S.T.R.E.A.M. learning (metacognition)

STREAM and The Science of Learning

If I Can… Then I am Able To…

1. Experience it first-hand Discuss it orally (“Hands-on, minds-on, heart’s-in” “Wow! experiences)

2. Discuss it orally Understand what others mean, when they talk about it

3. Understand when I discuss it Communicate it in written form and when and others discuss it

4. Communicate it in written form Read my own writing

5. Do it, see it, discuss it, hear Explain it to others coherently/intelligently about it and write about it

6. Explain it to others Ready to read other’s writing

7. Understand the writings of Begin reading (the writing of others) within

others on the subject general content area

The Neural Foundation for Concept Development

Excerpted from Memory and the Brain: How Teaching Leads to Learning. Wesson, K. The Independent School, Volume 63, Spring 2002

X- S.T.R.E.A.M. Plane

Physics of flight

The laws of motion

Force and motion

Aerodynamics

Aerodynamic system

Flight, Motion, and Aerodynamics

All aircraft concepts had to be consistent with aerodynamics and that can accommodate the laws of motion (Copernicus, Galileo, Einstein, etc.)

The principles of acceleration, gravity, inertia, mass, and the relative nature of motion, are all to be respected in all flight and aircraft designs.

Nazca Lines

Sacsayhuaman walls

Machu Picchu

How Learners Learn

• Learning requires context for understanding its meaning(s) – conceptual; experiential; connected to related content or what else we know.

• Stored knowledge is necessary for all new learning (serves as the scaffolding for higher-order

thinking.) When students lack this relevant knowledge base, growth in learning is reduced.

• Learning is seldom instantaneous. The neural processing of an experience and all subsequent learning (as well as memory storage) do not occur

simultaneously. They require consolidation time, periodic rehearsal and maintenance for storage.

Cognitive Rehearsals

When playing with objects, learners are simultaneously manipulating and playing with ideas (using internal dialogues to attach words and meaning to actions)

Exploring and experimenting involve examining relationships, interactions and systems, where learners formulate their own personal “theories” (mental constructs)

Thinking is a rehearsal for discourse

Discourse is a rehearsal for writing

Playing with objects and ideas, exploring and experimenting, thinking, talking, and writing become rehearsals (background knowledge) for reading.

Writing and reading clarify one’s thoughts, generate coherent thinking, and cultivate precision in expressing one’s inner thoughts

Discourse and writing become rehearsals for assessment


Propeller-powered Vehicles

Making a (popsicle stick or) X - S.T.R.E.A.M. Plane

FOSS Variables Module© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.

Leroy R. Grumman Cadet Squadron

Ask pre- and post-investigation questions

• What do you predict will occur when we...?• What might occur if we...instead? • What would you predict the outcome might be if we

changed the _______? (procedural change)• If we changed _________, how might that alter the

expected data? (by changing any of the materials/objects)

Use of visuals: Use any pictures, diagrams, charts, graphs, or illustrations available to you in order to orally support your claims and evidence.

Flight, Motion and Aerodynamics

“…for learning to take place, students

must actively engage in meaningful

problem solving.”-- John Dewey

Data Gathering: Making Predictions and Making Connections

How far will your X- S.T.R.E.A.M. plane fly on 25 winds?Make a guess: ______________ metersRecord your data: ____________winds

How far will your X- S.T.R.E.A.M. plane fly on 100 winds?Make a prediction: ______________ meters Record your data: ____________winds

How far will your X- S.T.R.E.A.M. plane fly on 50 winds?Make a prediction: ______________ metersRecord your data: ____________winds


Graph your results for both

(1) your predictions (2) your results

by using either a line graph or a bar graph.


Discrepant data in the predictions vs. the resulting data What variables impacted your results preventing your data from appearing to be a simple linear mathematical relationship between 25 winds, 100 winds, and 50 winds?


• If you made a flight line out of cotton string

(rather than a filament line) how would

the resistance change due to a change

in the level of friction?

• Would it take longer for your

X- S.T.R.E.A.M. plane to break inertia?

Students need “low stakes” writing to learn the

content.

“The goal isn't so much good writing as

coming to learn, understand, remember and

figure out what you don't yet know.”

Elbow, P. (1994). Writing for learning--not just for demonstrating learning. University of Massachusetts

Data Gathering: Predictions and Connections

Write down some of the variables that might

have an impact on the data you collect

from your flight system (the actual

distance flown by your X- S.T.R.E.A.M.

plane)?

Data Gathering: Predictions and Connections

• Changes in the slope (incline or decline) during takeoff and/or flight

• the direction of the wind• the weight of the load (cargo)• the number of rubber bands used (thrust)• the size of the rubber bands used• the number of propellers• the size of the propellers• changes in the tension of the flight line• the number of winds (fuel)• if wings were added to the plane, would that increase/ decrease the distance flown?


How many winds will it take for your X- S.T.R.E.A.M. plane to fly half of the distance on a 10 m flight line?

My prediction is: _________ meters Record your data (number of winds) ________.

How many winds will it take for your X- S.T.R.E.A.M. plane to fly the full distance of your 10 m flight line?

My prediction is: : _____________Record your data (number of winds) _________.


• How far would your X- S.T.R.E.A.M. plane fly with a True-Man (U.S. Truman dime) as its cargo?

Make a prediction: _____________Record your data ______ meters

• How about with two True-Men as its cargo? Make a prediction: _____________Record your data _______ meters What happened to the escape velocity?

• Why is it that a 2-True-Man load does not reduce the distance by exactly one half?


• What variables had an effect on the flight of your X-

S.T.R.E.A.M. plane? What was the effect of each?

• Why is it important to keep all but one of the

variables the same when conducting a controlled

experiment? (Integrating)

• How could you get your X- S.T.R.E.A.M. plane to fly

halfway down the flight line if you already

know the number of winds required to travel the

full distance? (Application)

Best Approach to Vocabulary Development

• Realistic context

• Practical vocabulary

• Cognitively appropriate content (comprehension)

• Personal meaning

• Multiple exposures

How Children Learn Vocabulary Word/Meaning

• Words are used to think. The more

words we know, the finer our

understanding of the world

(Stahl, 1999)

X- S.T.R.E.A.M. Plane: Vocabulary

controlled experiment experimental designsystem variablesindependent variable takeoffdependant variable (outcome) taxiInertia gravityescape velocity aerodynamics lift dragthrust momentum cargo loaddata flight logpower/fuel slopeincline declineresistance frictionTension scale

Reverse Direction Decoding

dak-tu-los'ku-pē

(-py) = pē (-copy) = ku-pē

(-loscopy) = los'ku-pē (-tyloscopy) = tu-los'ku-pē

dactyloscopy = dak-tu-los'ku-pē

Dactyloscopy:

The practice of using fingerprints for personal identification.

Source: Kenneth Wesson (2010). The magic of human language development. Brain World, Volume 3.

Reverse Direction Decoding

aer-o-dy-nam-ics

-ics = icks -namics = nam-icks -dynamics = die-nam-icks -odynamics = o-die-nam-icks aerodynamics = air-o-die-nam-icks

“aerodynamics”

X- S.T.R.E.A.M. Plane: Writing & Vocabulary

• How is your X- S.T.R.E.A.M. plane like a real

plane? (Integrating)

• What could you use an X- S.T.R.E.A.M. plane

on a filament line for? (Open-ended)

• Can you use two of our vocabulary words in

one sentence?

• Can you use three of them in one sentence?

X- S.T.R.E.A.M. Plane Experience

Science: the physics of flight, the laws of

motion, force and motion, and aerodynamic

systems

Technology: designing and building a new

plane based on what was learned from the

experiences with your X – STREAM plane


Reading/Language Arts: Discourse, writing,

reading about flight and the history of flying

“We don’t learn from experience, we learn

by reflecting on it.” John Dewey

Reading goes from what is currently stored in the neural networks of the learner to the page

(not page → learner)

What the learner already knows and the vocabulary he has determine text comprehension.

What did we investigate?

What were we looking for?What did we do/see? How did we measure it?

What did we learn? What conclusion(s) can we draw?

What was most memorable/surprising about this investigation?

What new questions came up during our investigations?

What other investigations could we conduct to discover more about this scientific phenomenon?

Create a short list of “what if” questions about the subject of your investigation (creativity).

Writing in Science


Art: 1. Draw your X – STREAM plane

2. Create your own flight vehicle

utilizing what we learned

3. Design an airport – what are the “taxi

distance” requirements? Why are

they important?

The brain constantly makes images of the real world. We• create images• remember images• integrate parts of images with other images• manipulate images• color images • transform images• create symbols for images• produce our own unique personal images• mentally leap from image to image• build new images and forget old ones• use images to predict • invent newer images based on our old images• consistently changing our perception (image) of the

world around us


• Without art, science would stagnate and communication of scientific

discoveries would be impossible.

• According to E.S. Ferguson (1977), many scientific and engineering problems simply cannot be described verbally.


What is the purpose of each part on a plane?

Popsicle Stick Planes

skill

s/kn

ow

led

ge

Content

Learning on the Diagonal

Develop the fine motor skills that

will never be refined by moving a computer mouse

Proportionality: accuracy

• Children, who have received instruction on forming

mental images on their own and paying attention

to illustrations in text, significantly outperform

their counterparts on tests of comprehension

and recall.


• Dr. Brian Swann – Harvard School of Medicine

(Dentistry)

• Overlooked and under-utilized in our math and

science curricula

• Female students benefit most

• Key to learning how to read and understanding

text

• Play major roles in creativity

• Play major roles in memory

S.T.R.E.A.M. - Imagery and VST

Fostering human potential using media, storytelling, and technology.

Fostering human potential using media, storytelling, and technology.


Math: measurement, comparisons,

scale, making predictions,

thinking mathematically, data and

variables

2 83 12

Closest to

a)½

b) 2

c)10

d)15

131

Evaluation 6

Assimilation

C

Adaptation

D

Synthesis 5

Analysis 4

Application 3

Acquisition

A

Application

B

Comprehension 2

Knowledge/ 1 Awareness

Rigor

Rigor

1 Knowledge in

one discipline

2Apply

knowledge in one

discipline

3Apply

knowledge across

disciplines

4Apply

knowledge to real-world

predictable situations

5Apply

knowledge to real-world

unpredictable situationsRelevanceRelevance

From: the International Center for Leadership in Education

Rigor and Relevance Framework©

Kuzmich, ICLE, 2010

Project Manager/STREAM - 0.80 FTE(Temporary Position)Curriculum Assessment and InstructionDEADLINE: July 22, 2011

NATURE OF WORK:This position is grant-funded and will manage the BVSD Science Technology Reading Engineering Art and Mathematics (STREAM) Initiative.

RESPONSIBILITIES:

*Design and deliver professional development for teachers participating in the STREAM initiative*Coordinate logistics for the STREAM initiative including scheduling professional development and tracking project technology hardware used in schools

SALARY: $63,383 - $67,723

START DATE: August 1, 2011

Boulder Valley School District

I find that the great thing in this world

is not so much where we stand

as in what direction we are

headed. -- Oliver Wendell Holmes

Magnets:

1.Tie the magnet to the bottom of your

string.

2.Observe how your magnets interact.

3. Draw a picture of those interactions.

4.Where could these interactions be used?

Expanding Your Vision of STEM

Blind man: “What could be worse than loosing your eyesight?”

St. Anthony: “Losing sight of your vision.”

If you don’t know where you are going, then any path will lead you there. (You aren’t even on a path.)

Brain Break: Reflect and Connect

Your colleague has just joined you. Please summarize for him/her the following:

• What did you learn today?

• How did it change the way you think about teaching?

• Write down two “I will’s” from today.

1. “Write”

2. “Recite”

3. “Repeat every night”

Hope is not a Strategy: For Real Change

It’s time to turn up the heat just one degree!

212o

Now let’s take today’s ideas - Extra 1o

It is not enough to “do” your best,

but to know what to do, and

then do your best.

-- Demming

Contact Lindsay Kaufman(518) 723-2064 or [email protected]

Interested in this Keynote Speaker visiting your district/school?

expanding stem into a s.t.r.e.a.m. model for learning kenneth wesson educational consultant:...

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