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MindSET Modules

MindSET Modules. Goals. Support STEM (Science, Technology, Engineering, Math) education Students lose interest around middle school 3-pronged approach Student activity modules Teacher training Parent workshops. Last Convention. How to start a MindSET program

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MindSET Modules

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  1. MindSET Modules

  2. Goals • Support STEM (Science, Technology, Engineering, Math) education • Students lose interest around middle school • 3-pronged approach • Student activity modules • Teacher training • Parent workshops

  3. Last Convention • How to start a MindSET program http://tbp.org/mindsethttp://tbpmindset.org • Notes from MindSET ICE 2009 http://tbpmindset.org/Main/MICE

  4. This Convention • Presentations • The teacher perspective • Student activity modules • Data collection • Modules creation/design • Running modules

  5. Data Collection http://tbpmindset.org • End-of-semester report • Start submitting these now to keep us in the loop • Data collection template • Start collecting data soon E-mail to TBPMindSET@tbp.org

  6. Creating/Modifying Modules • Existing MindSET Modules • Module templates (for creating new modules) http://tbpmindset.org/Main/ActivityModules • Adapt and improve existing ones • don’t need to start from scratch • Submit modules back to TBP MindSET

  7. Module design/selection goals • Know the teachers’ competency goals • Important to connect with students(keep your audience in mind) • Activity must be connected to math/engineering principles

  8. Module design/selection goals • Don’t cover too many topics!Focus on 2-3 topics – show lots of applications • Choose topics that go together • Vectors and sin/cos • Measurements and significant figures • It is good to repeat topics in a different context(remind them that they have seen it before)

  9. Module design/selection goals • Express creativity: fun!=> design activities that express creativityE.g. Rube Goldbergs, The Incredible Machine

  10. Student Learning • Kinesthetics • E.g. Demonstrate impact of gear ratios(e.g. cycles) • Vector cancellation using spring scales • Tinkering – figure out how something works • Modify/make your own version • Team-building: work in synergistic groups

  11. Student Learning • Observational learning • Students will admire and imitate(have fun while teaching and tinkering) • We can show why we like certain ways of looking at things – we have the intuition developed through years of practice

  12. Student Learning • Games/Toys • Social interaction, competition, imitation • Kinesthetic • Tangential learning • E.g. • Snakes and Ladders(tangential learning, competition) • Meccano Erector(imitation, tinkering, creativity) • Algeblocks module (kinesthetic) • Circuits module (tinkering)

  13. Activity examples • Water bottle rockets • Mousetrap cars • Egg-drop • Bridges • Measuring/transferring volumes of water • Optimizing gear ratios • Algeblocks

  14. Possible module outline • Teach basic principles • Worksheets • Activity, maybe with groups, possibly competing • Contest evaluation Not all of these need be in any given module

  15. Post-Activity • Leaves an important final impression • Gives students something to think about • More important to celebrate student design rather than contest winners • Discuss examples of good design • Discuss flaws in some designs and how they could have been improved • Appreciate every design(helps students appreciate their own designs)

  16. Modules – Summary • Data collection + end-of-semester reports • Use/modify existing modules • Connect with your audience,leave a positive impression • Lots of information at http://tbp.org/mindset http://tbpmindset.org • Contact: TBPMindSET@tbp.org

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