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Education is not the filling of a pail, but the lighting of a fire.

Education is not the filling of a pail, but the lighting of a fire. William Butler Yeats. IScS : Integrated Science Semester. Lighting the Fire for Science. Presented by:. Harry Ungar (Chemistry) Dianne Sigman (Psychology). Contributors:. Nicole Crane (Biology)

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Education is not the filling of a pail, but the lighting of a fire.

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  1. Education is not the filling of a pail, but the lighting of a fire. William Butler Yeats

  2. IScS: Integrated Science Semester Lighting the Fire for Science Presented by: Harry Ungar (Chemistry) Dianne Sigman (Psychology) Contributors: Nicole Crane (Biology) Dawn Hart (Biology & Chemistry) Carlos Figueroa & Denise Gurer(Physics) • All faculty are from Cabrillo College in Santa Cruz, CA Thursday, May 15 11:45 AM - 12:45 PM Morial Convention Center, 229

  3. Our students in science lab with gray-haired teacher.

  4. The Underprepared Students of IScS Remedial Math Remedial English Remedial Science ?

  5. The students that IScS serves Underprepared Poor self image Unsuccessful in high school Poor life choices

  6. Affective Domain (Non-Cognitive) • Feelings, Emotions • Mindsets, Beliefs • Perseverance, Self-Discipline, Delayed Gratification • Behaviors, Habits • Social Skills • Learning Strategies

  7. 3 Tiers of our Affective Approach • Awareness (Being Awake, Having a Purpose, Finding Self) • Collaborate (Leadership Skills, Peer-Support) • Effective (Self-Discipline, Self-Efficacy, Ability to Struggle)

  8. Root Problems • Life problems become overwhelming • Their life is more attractive than college life • Giving up because of affective issues, mostly centered around fear, anxiety, and a suspicion that the they are not “college material”

  9. Increasing student success • Take students who know how to survive and persist and help them: • Translate their unique strengths and qualities into attitudes and behaviors that are necessary for success • Build skills and habits that promote peer bonding and networking for 24/7 support, from within the classroom curriculum • Recognize and thrive within a college’s culture • Students become more effective people, not just more effective students

  10. The Affective and Cognitive Domains We educate the whole student by including both domains. Affective Domain

  11. IScS Program Structure Chemistry Research Project FoundationCourse First two weeks, 64 hrs Affective Domain Physics Writing for Science Biology Team Self Management Affective Domain We track student performance and behavior and discuss coordination of the courses. When students problems are evident early interventions are used. Weekly faculty meetings

  12. Integration of the Sciences Photosynthesis Module The 3 sciences are integrated within each module, rather than teaching one science branch after the other. There are six modules per semester.

  13. Photosynthesis Module Plants absorb solar energy and use it to synthesize carbohydrates. The process of photosynthesis is central to our existence. Physics, Chemistry and Biology are all needed to understand photosynthesis

  14. Plants absorb solar energy and use it to synthesize carbohydrates. The process of photosynthesis is central to our existence. Physics, Chemistry and Biology are all needed to understand photosynthesis Photosynthesis can best understood and appreciated when the three disciplines are integrated. Faculty are not restricted to one subject and they bring concepts into the lecture when it is appropriate to explore the relationships between the subjects.

  15. The biological process of transforming the sun’s light into sugar is intimately connected to the wavelengths of the electromagnetic spectrum and the shape and properties of the glucose, chlorophyll and water molecules. Physics, chemistry and biology! Chlorophylla

  16. We use hands-on activities, labs, short lectures, discussions, and field trips that support diverse learning styles. Students are kept active and engaged. • The lecture and laboratory portions of the course are thoroughly integrated into a system called “studio teaching”. • The lab exercises may last from 15 to 50 minutes and are then followed by discussion of the results measured or observed by the class. • Their results are then related to a scientific theory or law, showing students real-life applications to the science they are learning.

  17. Earthquake Get up and move.

  18. Three levels of Integration • Integration of the affective & cognitive domains • Integration of three sciences and the research course • Integration of teaching methods • Lab • Lecture • Small group activities • Internet searches

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