bridging engineering, science and technology (best) for elementary educators
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Bridging Engineering, Science and Technology (BEST) for Elementary Educators. A grant funded by the National Science Foundation. Bridging Engineering, Science and Technology (BEST) for Elementary Educators: Addressing Program Approval and Teacher Licensure. Agenda - PowerPoint PPT PresentationTRANSCRIPT
Bridging Engineering, Science and Technology (BEST) for Elementary
Educators
A grant funded by the National Science Foundation
Bridging Engineering, Science and Technology (BEST) for Elementary Educators:
Addressing Program Approval and Teacher LicensureAgenda
1) Welcome, Introductions and Setting the Stage – Martha Hass.2) A Dual Perspective – Community College Education Faculty and Classroom
Teacher – Kim Valcourt.3) Integration of Engineering in Life Science Courses – Did the Trap Work?
– Marc Simmons.4) Policymakers – Jumping on Board or Jumping Ship – Maureen Lee-Locke
Presenters Martha Hass – Senior Consultant – BEST Kim Valcourt – Education Faculty – Northern Essex Community College and
Kindergarten Teacher – Lawrence Public Schools Marc Simmons – Chair, Biology Department, Massasoit Community College Maureen Lee-Locke – State Coordinator of Educator Preparation – MA
Department of Elementary and Secondary Education – Office of Educator Policy, Preparation and Leadership
Museum of Science, BostonPartners
Berkshire C.C. Massasoit C.C. Middlesex C.C. North Shore C.C. Bridgewater State
U. Fitchburg State U. MA College of
Liberal Arts Salem State U.
MA Department of Elementary & Secondary Education
MA Department of Higher Education
MA Biotechnology Council
MA Engineering Center
Building Blocks MA Curriculum Frameworks: Science, Engineering and
Technology (http://www.doe.mass.edu/frameworks)
Engineering is Elementary® (http://www.mos.org/eie)
ATLAS – Advancing Technological Literacy and Skills of Elementary Educators (http://www.mos.org/eie/atlas)
BEST – Bridging Engineering, Science, and Technology (http://www.mos.org/eie/best)
Why Engineering? Our society increasingly depends on
engineering and technology. Supports the integration of inquiry-based, open-
ended STEM content and pedagogies. Can help make mathematics and science
content relevant to students by illustrating these subjects’ application in real-world projects.
MA Curriculum Frameworks and MCAS.
Elementary Education Preparation Program Delivery in MA
Community Colleges
Focus on completing general studies transfer courses.
Limited education course offerings. Requirement for completing two science courses (one
lab science) – 7 credits – one life science, one physical science.
Education students not cohorted in science courses.
BEST Rationale Need for elementary educators to understand what technological
literacy is and why it is important.
Need for elementary educators’ engagement in open-ended, real-world, problem-solving activities.
Need for curricular models that infuse technology and engineering concepts and skills into science coursework for preservice educators.
Need for collaboration between community college and four-year college faculty.
Need for a cadre of leaders.
Need to increase awareness among college faculty advisors, administrators, and other stakeholders about the importance of technological literacy.
BESTImplementation Strategies
Outreach to college administrators and faculty.
Recruitment of faculty.
Delivery of intensive professional development.
Development of faculty workplans addressing BEST goals.
Provision of curriculum and resource materials.
Ongoing assessment of faculty and student gains.
Site visits to each of the colleges. Meetings with both administrators and faculty.
Constant communication – www.mos.org/eie/best, emails, calls and site visits
Ongoing professional development. June 7th & 8th 2011.
Engineering is Elementary (EiE) Lessons that integrate engineering and
technology concepts into elementary science.
Goal 1. Increase children’s technological literacy
Goal 2. Increase elementary educators ability to teach engineering and technology.
Goal 3. Increase the number of schools in the U.S. that include engineering at the elementary level.
Goal 4. Conduct research and assessment to further the first three goals and contribute knowledge about engineering teaching and learning at the elementary level.
EiE Teacher Guide Structure• Lesson 1: Engineering Story• Lesson 2: A Broader View of an Engineering Field• Lesson 3: Scientific Data
Inform Engineering Design• Lesson 4: Engineering
Design Challenge
Getting Started in the ClassroomUnderstanding The Students
background, future
Goals and ObjectivesBeyond theory, best practices and alignment with DOE frameworks there is a bigger goal. I want my students to learn and be able to use and apply the information they have been taught.
Generating a Classroom Climate of Beliefsteaching and learning engagementmotivation modelingcritical thinking flexibility advocacy and responsibility
Listening To The Students
First Class…Group Discussion
Think about your learning experiences with science. Were these positive or negative experiences? Why? What made your positive experiences pleasurable and your negative experiences terrible?
What The Students Are SayingPositive
hands on active, actually doing
things real problems, site based teachers who made
learning fun cared, took time to help
us understand were fair, listened related to real life liked what they taught
Negative boring, reading, notes copying and not doing
anything teachers who didn’t seem
to care, who just taught but not invested in us, not engaging
topics or content too hard to understand
didn’t know how to help us understand, kept teaching it the same way
Engineering AssignmentsGroup Work – In Class (Math/Science)
Now that you have used the Best of Bugs unit, please choose one EiE binder, storybook and kit to review with your group.
Discuss with your group how you can integrate the engineering topic, challenge and activities into at least four different curriculum areas. One must be Language Arts, the other Engineering and Technology. The final two curriculum areas are your choice.
You must include the curriculum frameworks that are met through your integration activities.
Engineering AssignmentsHomework Assignment (Math/Science for ECE)
Students have learned about the Engineering Design Process while engaged in Tower Power.
Their assignment is to plan an activity where children are solving a problem and using the Engineering Design Process. The children would be in teams designing and creating in order to solve a problem. They can model their activity using Tower Power. The grading rubric includes application of the MA DOE Frameworks.
Why Engineering In Elementary Prep. Programs?
Aligns with science/eng./tech. frameworks. Introduces a curriculum model for engineering/technology. Reinforces and models appropriate and effective methodology with
inquiry based learning, problem solving and hands-on exploration. Helps students apply critical thinking skills. Provides an interdisciplinary approach. Demonstrates the need for and use of motivation techniques. Strengthens student understanding of topics. Empowers positive, successful thinking.
Integrating Engineering Principles into a Non-majors Biology Class
Marc SimmonsMassasoit Community College
The Course
BIOL141: Introduction to Marine Biology
Defining the Problem
The Bristleworm Problem– What are Bristleworms?– History of the Problem– Previous Solutions
Design Challenge
• Student teams• Design kits and parameters
Testing the Design
Implementation of the traps over a two week period
Conclusions
Student presentations Impact on students
Next Steps
Course redesign of BIOL140/142: Introductory Biology and Lab– Emphasis on content related to K-6
frameworks– Inclusion of multiple design challenges in lab– Modification of one or two EIE modules for lab
State Perspective and Policy• Emphasis on content knowledge for
Elementary education candidates– Subject Matter Knowledge Standards
• ELA, math, social studies, science and engineering– Pedagogy and content-related pedagogy
• Innovative and K-6 relevant curriculum models• Inform policy and ed prep programs
– MA Transfer Compact Agreement (2 & 4 yr institutions)– Increasing educator effectiveness & student
achievement