Transcript FOSS special area teachers presentation

Michael Bostwick
STEM Curriculum Mentor
GST BOCES
The Empire State STEM Learning Network
defines STEM as:
“STEM education” refers to the teaching
and learning of the Science, Technology,
Engineering, and Mathematics disciplines,
in an integrated, innovative and applied
fashion to a level of challenge sufficient
for college and workforce readiness.
http://nystem.net/index.html
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43% of 2010 U.S. high school graduates
are ready for college-level math
29% of 2010 U.S. high school students are
ready for college-level science
25th out of 30: The U.S. ranking in an
international assessment of high school
student performance in math
source: http://www.changetheequation.org/why/stemeducation-in-your-state/
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“By 2016 the 10 fastest growing
occupations in New York State will require
STEM Competencies.”
◦ www.changetheequation.org/
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“Its time to restore science to its rightful
place, and to wield technology’s wonders
to meet the demands of a new age.”
◦ President Barrack Obama
◦ Source: http://nystem.net/why.html
We need to move away from this:
And move more toward this:
Interdependence in the
21st Century
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I have very little knowledge about FOSS
other than what I’ve heard around the
district.
I understand the basics and/or have had the
opportunity to discuss FOSS with classroom
teachers.
I have a great understanding of the FOSS
program due to extensive experience with
FOSS integration and teacher collaboration.
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FOSS is an acronym that stands for Full
Option Science System
Created to engage students in exploration
and the construction of their own meaning of
the world around them.
This is a critical aspect of the FOSS Program
1.
Scientific Literacy
◦ The need for citizens to have at least a foundational
understanding of scientific concepts
2.
Instructional Efficiency
◦ Reflects current research and uses effective
instructional methods
3.
Systemic Reform
◦ FOSS recognizes the need to produce 21st century
thinkers with global understanding
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Inquiry
Hands-on Active Learning
Multisensory Methods
Student-to-Student Interaction
Discourse and Reflective Thinking
Reading and Research
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FOSS breaks down the curriculum in the
following ways:
FOSS
Example
Module
Balance and Motion
Investigation
Balance
Part
Trick Crayfish
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3.
4.
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6.
Engage the students
Pose a challenge or question
Allow students to explore and construct
meaning
Discuss findings and explain content
Allow for further exploration (if needed)
Wrap up with word bank, important science
concepts, and further inquiries.
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Remember to let the student do the work
Allow students to create their own understanding
of the concept
Encourage students to put their learning into
words (discourse)
Questioning students is helpful in guided
learning
Try to question students in an open-ended
fashion rather than leading them to a yes or no
answer
Authentic learning takes time and patience – but
it’s well worth the investment!
1. Animals 2x2
Kindergarten
First Grade
Second Grade
Third Grade
Fourth Grade
Fifth Grade
1. Balance and Motion
2. Plants
1. Air and Weather
2. Solids and Liquids
1. Measurement
2. Water
1. Magnetism and Electricity
2. Sun, Moon, and Stars
1. Mixtures and Solutions
2. Environments
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Take a minute to jot down some ideas that
are specific to your area of teaching
In general:
• Ask a lot of probing questions to promote critical thinking.
• Require students to use scientific skills: predictions, observations, analysis,
classification, inferencing, identifying variables, drawing conclusions
• What is the evidence that supports your claim?
• Make students defend their choices such as use of color, sound, choice of
book, or physical activity.
• Finding connections to science whenever possible.
• Lead instruction/activities with focus questions?
Art
• Technical
drawings
• Why might an
artist use a
particular color
scheme or
shadowing
technique?
Music
Library
• Critiquing
• Suggesting
pieces of music
supplemental
• Why do you
books to enrich
think this
the curriculum
composer
• Read more
choice allegro
nonfiction,
as opposed to
science related
adagio in this
books during
part of the song
open reading
times
P.E.
• Tying in science
concepts to
everyday
activities
• How does air
resistance play
a role in how
the parachute
reacts when
lifted?
 Module:
Balance and Motion
◦Investigation 1: Balance
Part 3: The Pencil Trick
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Teacher must facilitate and guide the activity rather
than “teach the lesson.”
Move from a teacher-centered classroom to a
student-centered classroom.