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STEM EDUCATION: Leading labs and problem solving

STEM EDUCATION: Leading labs and problem solving. Joy M. Barnes-Johnson, ABD Temple University TLC TA Conference August 27, 2009. 5E Approach to STEM Education. Research. Strategies & Applications. Media-rich instruction Problem-based learning Holistic evaluation.

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STEM EDUCATION: Leading labs and problem solving

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  1. STEM EDUCATION: Leading labs and problem solving Joy M. Barnes-Johnson, ABD Temple University TLC TA Conference August 27, 2009

  2. 5E Approach to STEM Education Research Strategies & Applications Media-rich instruction Problem-based learning Holistic evaluation • Potsdam-Morgan Math Education • HITS • HOMERS • Theories of learning • Learning cycles and styles

  3. Agenda

  4. STEM Teaching & Learning Ideal Student Outcome: COMPETENCY

  5. Fact or fiction? Using the scientific method to bust myths… • Hand boiler demonstration • Cell phone popper (http://www.youtube.com/watch?v=jgjx4JROjR4) Key questions generate inquiry • What? • Why? • How?

  6. Models of Effective STEM Education Potsdam-Morgan Math HITS HOMERS

  7. Potsdam-Morgan Math • Mentorship • STEM Education is about building and utilizing networks • Content knowledge “bridges” between prior knowledge/experience with new information • Social interactions between novice and expert

  8. High Impact Teaching Strategies (HITS)Marzano et al. (2001) Classroom Instruction that Works • Identifying similarities and differences • Summarizing & note-taking • Reinforcing effort & providing recognition • Homework & practice • Non-linguistic representations • Cooperative learning • Setting objectives & providing feedback • Generating and testing hypotheses • Using questions, cues & graphic organizers

  9. Hands On Math Episodes for Relevant Science (HOMERS) • Use skills you know students will need to build activities • When curriculum materials fall short, use the world as your primary teaching resource • Respect serendipity as a natural tool of discourse

  10. Needs, cycles and styles Maslov’s Hierarchy of Needs Kolb’s Learning cycle Image available from Beaumont Street PDL Course http://bsspdl.files.wordpress.com/2008/04/kolb_cycle1.gif Image available from Theories of Personality iin forensic psychology http://www.mtholyoke.edu/~mlyount/MySites/Pictures/hierarchy.JPG What is your style?

  11. Learning Styles Landscape Briggs-Myers (1977) Learning Styles • Mastery • Interpersonal • Understanding • Self-expressive Personalities • Extraversion / Introversion • Sensing / Intuition • Thinking / Feeling • Judging / Perceiving Kolb (1983, 1985) Learning styles • Diverger • Converger • Accomodator • Assimilater EXCELLENT Kolb LSI available online at http://www.dentistry.bham.ac.uk/ecourse/kolb/testresults.asp

  12. Learning Styles Landscape Gardner(1983, 1993) Theory of Multiple Intelligences • Linguistic • Musical • Logical-mathematical • Spatial • Bodily-kinesthetic • Personal (Inter-, intra-) • Existential • Naturalistic Self calculating MI inventory available online through http://www.businessballs.com/freematerialsinexcel/free_multiple_intelligences_test.xls Dunn & Dunn (1993, 1999) 5 Variable Learning Style Model • Environmental • Emotional • Sociological • Physiological • Psychological (def.) the way in which each person begins to concentrate on, process, internalize and remember new and different academic content

  13. Tools for Effective STEM Teaching & Learning Inquiry EQ1: What are the basic tools for engaging inquiry in your content area? EQ2: How do we use these tools when there is so little time to teach? EQ3: When do we allow students to develop their own experiments? What needs to be considered? Technology EQ1: What technology tools are necessary to engage learning in your content area? What is available on campus? EQ2: How can campus resources be used to enable technology skill building for students? EQ3: How much technology is too much? How will you know?

  14. Standards are tools of accountability -Content/field education documents -Temple University standards -Department guides -Syllabus Why? • Safety • Academic integrity • Intellectual honesty

  15. Closing Activity Collaboration directions Find at least two partners who will teach the same content/course as you… In your group (N = 3+) discuss the following questions: • What demos will work for your lesson? • What are the most important outcomes? • What safety considerations must be made? • How can students achieve core competencies? Share-out directions There are at least three roles in the group: recorder, elaborator, manager. Use the chart paper that has been provided to document your group responses to the questions. After 10-minutes, each group will be asked to post their responses for a 3-minute gallery walk. After 5-minutes, each group will have an opportunity to elaborate details or pose questions to other groups or the presenter. We will have an opportunity to debrief and you will have an opportunity to evaluate the session.

  16. Contact information Joy M. Barnes-Johnson fulljoy@temple.edu

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