nys 4-h stem academy
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Subtle Shifts To Advance 4-H Science-Readiness. NYS 4-H STEM Academy. Slides adapted by permission from “Are You 4-H Science Ready?” webinar (Oct 2011) by Jill Walahoski & Jessie Bauman - University of Nebraska-Lincoln Extension. - PowerPoint PPT PresentationTRANSCRIPT
NYS 4-H STEM
Academy
Slides adapted by permission from “Are You 4-H Science Ready?” webinar (Oct 2011) by Jill Walahoski & Jessie Bauman - University of Nebraska-Lincoln Extension
A professional development event
brought to you by the NYS 4-H Office and
4-H STEM PWT
Subtle Shifts To Advance 4-H Science-Readiness
Goals Become more familiar with the 4-H Science Checklist criteria and howthey can guide high quality 4-H STEMprojects Learn about 4-H STEM terminology and resources Do a “shifted” inquiry activity with your colleagues to explore how we can adapt existing activities and projects Learn with and from your colleagues, and continue the conversation
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Agenda Intro to Science Readiness, STEM Checklist 1. Essential Elements 2. Adult Roles 3. Experiential and Inquiry - Helicopter 4. Outcomes 5. Science Abilities 6. Science Standards Assess Science Readiness
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Polycom Ground Rules Use Polycom broadcast to share formal
presentation Use Webex to chat: questions,
observations, suggestions, resources http://cornelluniversity.webex.com Topic: NYS 4H STEM Academy Password: Science
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Are you familiar with the 4-H “Science Checklist?”
Is it useful? Can you explain what “4-H Science
Ready” means?
How Much Do You Know?!
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Definition: 4-H Science (at national level) [equivalent to 4-H STEM in New York]
4-H Science is the combination of the context of youth development and the content and processes of science
= 4-H Science Ready Programs
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Setting the StageIn-Formal – Non-Formal – Formal
STEM Education
From Horton, Gogolski, and Warkentien, 2007. Science, Engineering, and Technology(SET) Programming in the Context of 4-H Youth Development
4-H: non-formal STEM educationFacilitated Learning
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STEM - Science, Technology, Engineering, and Mathematics.
Commonly used acronym in education, research, policy, and funding communities
Scientists explore the natural world Engineers create the designed world Technologists use knowledge to
adapt the natural and designed world Math is the language of science,
engineering, and technology(applied math)
Tools of the Trade Session 2: Explore It! Design it! Use it!
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4-H Science (national)
S.E.T. (original national and other states still using)
Inquiry a key ingredient – how science is done
STEM Abilities (science process skills) are needed to do inquiry.When learners do inquiry they:
develop abilities to do science and think critically use abilities to:
learn by connecting previous knowledge with current experience identify and investigate novel experiences to build new ideas
(From '90-minute Science Process Skills', Adapted for 4-H by the Institute for Inquiry)
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Purpose of 4-H STEM Checklist Guides efforts in developing high
quality science programs NYS 4-H STEM Checklist
adapted from national Answers the questions:
“How do I know what counts as a ‘Science-Ready’ 4-H STEM project?”
What does a 4-H STEM project look like?
What elements should be included when planning a 4-H STEM project?
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NYS 4-H STEM Checklist(interchangeable with national checklist)
High-quality 4-H STEM programs:1. Integrate essential elements of PYD2. Are led by trained staff and volunteers;
youth are partners and resources3. Engage youth in experiential and
inquiry based learning4. Target 4-H Science Logic Model
Outcomes; duration and frequency appropriate to reach outcomes
5. Target the development of STEM abilities
6. Are based on science standards
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Science Content and Process
YD Context
1. Integration of the Essential Elements of Positive Youth DevelopmentBELONGING, INDEPENDENCE, GENEROSITY, MASTERY
How do high quality 4-H STEM programs and projects contribute to PYD?
Does the programming intentionally provide youth opportunities for belonging, independence, generosity and mastery?
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Essential Elements Training Curriculum http://www.4-h.org/resource-library/professional-development-learning/
2. Experiences led by trained, caring adult staff and volunteers
What does it mean to have programs delivered by staff and volunteers trained in positive youth development practices and best practices for delivering science content?
Does the program have access to content experts? What if the leader isn’t an expert at the topic?
Does the program utilize youth as partners? Do adult leaders serve as coaches and co-learners?
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Facilitation A Facilitator is like a good coach: Let the players play the
game - Coach stays on the sideline – guide, instruct, co-learn
Center of learning activity needs to focus on learners
Be flexible and provide enough time
Give learners latitude to explore
Okay not to have answers – learn together, be comfortable in role of learner
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Source: national 4-H Inquiry-based learning videos
3. Activities are led with an experiential and inquiry approach
Does the program intentionally utilize these approaches?
To learn how to do science, experiential is essential, but not enough
Experiential + Inquiry: Meaning making (come to
understand important ideas) Acquire important
knowledge and skills Transfer learning to new
situations
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“Subtle Shifts”Shifted Helicopter Activity
Do the activity at your sites
Compare to the ‘unshifted’ version. What differences do you see?
What are some “subtle shifts” that can be made?
How can this approach help with incorporating inquiry into existing projects?
Helicopter
Margo
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Tools of the Trade Session 4
Where can inquiry fit into an experiential learning model?
Experiential Learning Model
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Promising Practices for Inquiry
Call them: “ornithologists,” “geologists,” “soil scientists”…
Find ways to publish student work Getting kids outside generates
questions Jennifer Fee’s suggestions at the Spring 4-H STEM PWT Retreat
I WONDER wall STEM Word Wall
“That’s what scientists do…” “That’s the kind of questions that scientists ask”
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The best way to learn science is to do science
Learner-centered Uses natural curiosity to motivate us to learn (enhances
learning) Allows learners to decide how to find the answer to a
question
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Can effectively teach content Helps develop scientific
process skills/abilities and independent thinking skills
Complements the experiential learning approach and activities that are already used in 4-H
Learning is a social process; inquiry is a social process
Why Inquiry?
What does Inquiry look like?
Learner-centered – youth are in charge of learning
Adult serves as coach/facilitator Learning is intentional
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Active, open questioning Opportunities for active
investigations that include acquisition of knowledge and skills
Flexible – can utilize different types of inquiry: Structured, Guided, Open
Aligns with research base about how kids learn
Follow Science process rules: come up with a claim that can be supported by evidence that has been shared with peers
How Do I Use Inquiry?
Ask open-ended questions; repeat concepts in their words, then provide name to reinforce concept
Provide time to explore and wonder Let them arrive at their own testable question Ask “What do you think will happen…?” Encourage generation of additional or new questions
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Adult’s job: understand what the youth know, what they want to know, and support them getting there; keep them safe and provide supplies
Provide a context that sparks interest, that gets youth wondering
Questions That Promote Learning
Open Questions – do not have a single or right answer
Closed Questions – fact-based or memory recall; some may be answered with yes or no
Broad Questions – a variety of acceptable and sometimes unpredictable responses
Focused Questions – particular, predictable responses
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“The critical element to inquiry is that the child seeks answers to questions and is not given answers” (Marek & Cavallo, 1997, p. 22)
4. Programs target the outcomes of the 4-H Science Logic Model and consider the appropriate frequency and duration Do the program
outcomes align with one or more outcomes of the national and/or New York State 4-H Science/STEM Logic Model?
Are the program hours and frequency appropriate for accomplishing the intended outcomes?
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STEM OutcomesThink of a particular child you work with:1. What does this child now know, what skills
have they developed or what attitudes have evolved?
2. What would you hope they do or achieve as a result of what they know?
3. How could this impact the conditions of their life and potentially of others?
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OutcomesWhat has changed as a result of the program?
In the previous scenario:1. Short-term
outcomes (KASA – knowledge, awareness, attitudes, skills, aspirations)
2. Mid-term outcomes (behavior changes)
3. Long-term outcomes (conditions, public value)
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5. Opportunities to improve Science Abilities (skills that enable anyone to do science)
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The 30 4-H STEM Abilities can be categorized within seven Science Process Skills:
Observing Questioning Hypothesizing Predicting Planning and Investigating Interpreting CommunicatingSee ‘4-H SET Abilities Related to the Science Process Skills’ handout from Training Guide for The Power of Wind (p.101)
4-H STEM Abilities / Science Process Skills
Do the program activities intentionally target one or more of the STEM abilities?
Does the delivery of the program include strategies planned to develop or strengthen one or more of the abilities?
Is it easier to embed the 30 4-H STEM Abilities into 7 overriding process skills?
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6. Programs based on National Science Education Standards
NSES Content and Process Skills: Science as Inquiry Physical, Life, Earth & Space Sciences
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Science and Technology
Science in Personal and Social Perspectives
History and Nature of Science
National Science Education Standards (NRC 1996)
The 4-H Science Initiative is based on the National Science Education Standards. The NSES present a vision of a scientifically literate populace with the principles: Science is for all youth. Learning science is an active process (inquiry
based). Science reflects the intellectual and cultural
traditions that characterize the practice of contemporary science.
The Standards outline content youth need to learn about science.
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6. Next Generation Science Standards - new Common Core Standardshttp://www.nextgenscience.org
Depth over breadth in science education Greater coherence in learning across grade
levels Helping students understand the cross-
cutting nature of crucial concepts, such as energy and matter, that span scientific disciplines.
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Ensure that students apply their learning through scientific inquiry and the engineering-design process to deepen their understanding.
How to Assess your Program for 4-H Science Readiness
Analyze program on content and contextCompare checklist items to…
Curriculum used Activities
County and State Activities
Club or Group Activities Activities done at home
Participation Structures Program Context
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Curriculum Used
ActivitiesParticipation
Structure(Context)
County and
State
Club and Group
Done at Home
Led by Trained Staff/Volunteers
X X X X
Science Standards
X X
Science Abilities XLM Outcomes X XEssential Elements
X
Experiential and Inquiry
X X X X
UPCOMING RESOURCEShttp://www.4-h.org/resource-library/professional-development-learning/science-training-guides-resources/
Watch for national 4-H Science webinars Why Science & Science Self-assessment online learning
module is now under development. Evaluation Basics – multiple online learning modules under
development Additional modules on Inquiry-based Learning coming this fall Archived national Adobe Connect webinars are being
repurposed. The webinars will be edited and turned into Adobe Presenter presentations with engagement activities. Will be available as MP3 file podcasts on national Online Learning Center.
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Wrap Up We hope you will continue this discussion
with your colleagues and let us know what further professional development opportunities would be helpful
Please send your site notes so we can share and learn from what each site discussed
Thank you for completing the evaluation form!
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