Transcript Telling Your Story Workshop - UCAR Center for Science Education

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Teresa Barnett, Sandra Lee-Takei, and Ralitza
Zikatanova, Community Resources for Science, Berkeley
Margaret Meserve and Susan Hillman, SPARTACUS,
University of New England , Maine
Jessica Garrett, Carolyn Zeiner, Leilani Roser, and Peg
LeGendre, TELLING YOUR STORY: Cambridge Science
Festival/MIT Edgerton Outreach Center/Harvard SEAS
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Becca Hatheway, University Corporation for
Atmospheric Research and Jesse Oswald, Fossil Ridge
High School , Colorado
Model for Connecting Scientists & Teachers
K-6 Classroom
Teachers
BASIS Classroom
Presentations
Scientists
• Academia (i.e. Science
Departments, Lab Groups)
• Private Industry
• Professional Organizations
• Affinity Groups
School
Districts
Foundations
Informal
Science
Educators
• Science Museums
• Science Outreach Organizations
• Outdoor Education Programs
• Events (i.e. Bay Area Science
Festival, etc)
BASIS Program Audience
 K-6 Classroom Teachers (960+)
 K-6 Students in teachers’ classrooms (roughly 25,000)
 Scientists (480+)
 Departments
 Lab groups
 Affinity groups
 Private industry corporations
 K-6 Students receiving a
BASIS Lesson (over 10,000)
Engaging Educators
 Monthly updates (e-NewsBlasts) sent via email
 Comprehensive science resource guide mailed
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quarterly & available online
Planning tools and access to our online resource
database through our website
On-call science support: ask for help when
needed by phone, email, web form
Field Trip for Teachers: 2 times per year
BASIS scientist presentations
Scientist Recruitment & Training for BASIS
 Recruitment – Campus Recruiters
 Presentations at new graduate student orientations
 E-mails to department and student organization mailing lists
 Fall Kickoff Event
 New Volunteer Orientation & Training
 Program Logistics & Tips for working with K-6 students
 Overview of CA State Science Curriculum by Grade Level
 Science Role Model Practice
 Coaching & Lesson Development
 Selecting activities & aligning with state science curriculum
 Tips for including students with learning differences & ELL
 Materials management strategies
Fostering & Building Community
Scientists
 Departments, Lab
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Groups & Student
Organizations
Monthly Coffee Hour
Workshops
BASIS T-Shirts
Fall Kickoff
Volunteer Appreciation
Monthly BASIS Bulletin
Facebook Group
Educators
 Field Trip for
Teachers
 Supporting
District-wide
Science PD
 Science Super
Stars
Key Strategies for Sustaining the Partnership
 Building strong
relationships with the
scientist and teachers
 Building structures and
roles that endure when
individuals move on
 Fostering a sense of
community via
communication and
events
The Interactions of Biology, Chemistry and Physics at
the Land-Ocean Interface: A Systemic PARTnership
Aimed at Connecting University and School
NSF project intended to place
science graduate students in K-12 classrooms
Goals:
1. Use the focus of CLSI and SaRCOS data to
connect K-12 students & teachers with local
ongoing research
2. Use authentic inquiry-based learning about
STEM-related disciplines focused on
biogeochemical cycling within the Saco River
Watershed & the Gulf of Maine
3. Increase communication skills of graduate
fellows
Stephan Zeeman, Ph.D.
Biological Oceanographer &
Lead Investigator
Charles Tilburg, Ph.D.
Physical Oceanographer
Susan Hillman, Ph.D.
Education Specialist
Henrietta List
Program Manager
Nerissa Fisher
Phytoplankton
Michelle Slater
composition in the Invasive phragmites transport
Saco River Plume
Chris Goodchild
Metabolic
impacts of pollutants
on freshwater mussels
Ken Reese
Aggressive
behaviors in Lobsters
Amber Thomas
Tim Harder
Effects
River
Laura Whitefleet-Smith
Sediment
transport in the Saco
Molly Meserve
Great
Blue Heron nesting
behavior in inland and coastal
breeding colonies
of captivity on harbor seal
development
Atlantic
Sturgeon stress
physiology
General Overview
◦ Fourth largest river in
Maine (by discharge
volume).
◦ Drains 1,700 sq. miles,
with 75 miles between
the headwaters and
mouth.
◦ Variety of land use and
interactions with flora
and fauna.
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10 hours of teaching per week; 5 hours of
planning
◦ Teach and design original lessons weekly
◦ Mentored by teachers
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Fellows observed throughout the school year
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Weekly seminars
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Fellows design and implement unique graduate
research
◦ Feedback from PI’s
◦ In-Step rubrics
◦ Collaborate with teachers and fellows
◦ New communication techniques
◦ Model best teaching practices
SPARTACUS uses interactions between the Saco River
watershed and coastal ecosystem to:
 Focus on the importance of interdisciplinary science
efforts
 Address issues of regional scientific and social
concern
 Illustrate the scientific process at work in relevant
research
 Increase communication skills of STEM graduate
students
 Develop long-term relationships between UNE faculty,
Graduate Fellows, and K-12 community
Telling Your Story
Scientist-Teacher Partnerships for
Effective Classroom Visits
https://sites.google.com/site/tellyourstoryworkshopmit/home
Jessica Garrett
K-12 Education Outreach Project Coordinator
MIT Edgerton Center
Carolyn Zeiner
Environmental Microbiology Graduate Student
Harvard
SPECIAL THANKS:
Leilani Roser
High school biology teacher
Peg LeGendre
K-12 Education Coordinator
Cambridge Science Festival
Phoebe Cohen of Williams College, John Durant of the MIT Museum, Anique Olivier-Mason
and Catherine Drennan of the MIT Department of Chemistry, and Peggy Eysenbach, Amy
Fitzgerald, Amanda Gruhl, Susan Huang, Sandi Lipnoski and Juliet Perdichizzi of the MIT
Edgerton Center.
Telling Your Story” Workshop Materials originally developed by TERC for the Center for
Ocean Sciences Education Excellence - New England. Funding provided by the Cambridge
Science Festival and the MIT Edgerton Center
Our Goal:
Image credit: Fermilab Education Office. 7th grade student drawings of a scientist
before and after a visit to Fermilab:
http://ed.fnal.gov/projects/scientists/amy.html
Telling Your Story Workshop
But, how do we avoid this:
Image credit: © lunamarina - Fotolia.com
Image credit: © soonwh - Fotolia.com
Telling Your Story Workshop
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“Speed Dating”
for Teachers and Scientists
Image credit: Jessica Garrett 2011
Telling Your Story Workshop
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Get scientists and engineers to
“Tell their Story!”
Kids love the “hero’s journey”:
• You had a problem (or there was a
mystery to solve).
• You struggled (a lot).
• You persevered and got help.
• You triumphed and figured it out!
Telling Your Story Workshop
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Pre-workshop, a brief bio and photo of
each participant are distributed.
Image of scientist bio page used by a TYS participant for notes
and networking. Faces and info have been blurred in this
conference presentation to protect the identity of the scientists.
Telling Your Story Workshop
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Hands on Activities: real examples and
group brainstorming.
Image credit: Carolyn Zeiner 2012
Telling Your Story Workshop
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Tips and Resources: for planning and
communication.
Telling Your Story Workshop
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Example of
“Telling Your Story” &
Hands-On Activities
Carolyn Zeiner
Ph.D. Candidate, Harvard University
School of Engineering and Applied Sciences
Environmental Microbiology
Image credit: Anthanette Stotts 2012
Telling Your Story Workshop
February 13, 2013
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Science is everywhere!
Photos of current popular figures (musicians, movie
stars) that students would know. Students are asked
how these people would use science in their work.
Scientist emphasizes that science is often found
where you least expect it.
Telling Your Story Workshop
I work at a school, in a lab
I have a family and friends
Image credits:
Carolyn Zeiner
2009-2012
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How did I become
a scientist?
I went to college… 3 times!
Map image from Google Maps
Image credits: Christine Zeiner 1985-2002
Telling Your Story Workshop
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Are bacteria good or bad?
Image credit: © Igor Dmitriev - Dreamstime.com
Image credit: © Oguzaral - Dreamstime.com
Image credit: © Boyle & Gardner - RealSimple.com
Telling Your Story Workshop
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Hands-on activity: grow your own bacteria
“Dirty” hands
“Clean” hands (after washing)
Image credits: Carolyn Zeiner 2011
Bacteria are everywhere!
Does washing your hands help?
Telling Your Story Workshop
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Climate Change Education Research
Experience for Teachers Institute (RETI)
Becca Hatheway (UCAR – Boulder, CO)
Jesse Oswald (Fossil Ridge HS – Ft Collins, CO)
Program Overview
This program introduces teachers to
scientists who can share climate
data and answer questions as the
teachers develop their own
activities, curricula, and classroom
materials related to the research.
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NASA-funded Global Climate Change
Education (GCCE) project
 Twelve secondary teachers participate per
year
 Initial funding was for Colorado teachers;
Future funding includes teachers from
across the US
 Three part program: online courses, summer
internship, school-year follow up
Partners
 12 secondary teachers per year,
coming from Colorado and other
parts of the US
 Educators from UCAR’s Spark
Science Education group and UNCGreeley’s MAST Institute
 Scientists from the National
Center for Atmospheric Research
(NCAR), NOAA’s Boulder lab, and
the University of Colorado
Three 6-week courses on climate science
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Courses developed by UCAR science educators and
NCAR climate scientists
 Increase knowledge of climate science and climate change
in preparation for the summer internship
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Build community with teacher cohort
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Begin planning summer projects
4-week internship at UCAR in Boulder, CO
during the summer
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Meet with climate scientists to
learn about their research
 Visit labs to learn how research is
done
 Develop classroom modules for
secondary students
 Receive feedback from scientists,
UCAR educators, and peers
Back in the classroom
My goal as a teacher is to help create critical thinking,
informed adults who understand how science is done. I am
better prepared to do that.
RETI 2012 teacher
Teach modules
 Participate in dissemination
efforts
 Revise curriculum and share
via web
 Continue to network with
RETI alumni community
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Thoughts from the Teachers
 Learned about the scientific process
and current and local data
 Increased knowledge of climate science
and climate change
 Developed connections with scientists
 Incorporated data into lessons and
curriculum
 Learned about scientists and other
careers that support their science –
can use these as examples for students
It has become my mission to educate
students about the topic and to
empower other teachers to do the same.
It is also the best professional
development I have ever had .
RETI 2011 Teacher
I learned the reasons this topic is
controversial and ways to best guide my
students to an understanding of our
changing climate
RETI 2012 Teacher
Thoughts from Scientists
Learned that teachers need to be
very thoughtful in how they
We should be thanking these teachers
address these topics.
for the work they are doing rather than
receiving thanks for sharing our science  Gained a better understanding of
how teachers scaffold
with them. They are doing a really
information so students can
important job in communicating our
science to their students.
learn new concepts.
Frank Flocke, Scientist in NCAR’s
Atmospheric Chemistry Division  Learned that students often lack an
understanding of how to
interpret data.
 Thought these teachers were
among the most engaged
audiences they had spoken to,
and they asked the best
questions.
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To learn more…
 http://spark.ucar.edu/reti-ucarncar
 Becca Hatheway – [email protected]
 Jesse Oswald – [email protected]
Thank you!
Recruitment strategies
 Training strategies
 Coaching
 Follow-up
 Surveys and Evaluation
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Recruitment strategies
Training strategies
Ongoing support
Follow-up
Surveys and Evaluation
Teacher experiences with the
program
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Building Relationships
Focus on Structures & Roles
Fostering & Building Community
Fundraising
Strategies for Successful Teacher‐Scientist Partnerships
• Community Resources for Science, Berkeley
http://www.crscience.org/
• SPARTACUS, University of New England, Maine
http://www.une.edu/cas/marine/spartacus.cfm
• Telling Your Story Workshop Cambridge Science
Festival/MIT Edgerton Outreach Center/
http://cambridgesciencefestival.org/ScienceOnTheStreet
/TellingYourStory.aspx
• University Corporation for Atmospheric
Research, Colorado
http://spark.ucar.edu/reti-ucarncar