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NEWTON New York Washington, DC The Netherlands (EDC Europe) Around the Globe . . .

Professional Development, Curriculum and Support for Hands-on Science and Engineering in AfterSchool 2009 - 2012. A project of the Science and Math Programs Unit at EDC Inc, Funded by the National Science Foundation NSF # 0917576. EDC 1958 - 2011. NEWTON New York Washington, DC

joseph-richards
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NEWTON New York Washington, DC The Netherlands (EDC Europe) Around the Globe . . .

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  1. Professional Development, Curriculum and Support for Hands-on Science and Engineering in AfterSchool 2009 - 2012 A project of the Science and Math Programs Unit at EDC Inc,Funded by the National Science Foundation NSF # 0917576

  2. EDC 1958 - 2011 NEWTON New York Washington, DC The Netherlands (EDC Europe) Around the Globe . . . Newport, RI Thailand Guinea Haiti Egypt Mali Tanzania Ghana

  3. EDC has been a leader in developing hands-on, minds-on science (constructivist) science projects for 50 years

  4. Early Childhood 1966 1964 2004 1964 2003 2003

  5. Elementary 1995 1970 1969 1967 1990/1994/2003 1970

  6. Out of School 2005 2005 2001

  7. Worthington, MN Durham, NH Bemidji, MN St. Paul, MN Duluth, MN Boston, MA Rochester, NY Santa Cruz, CA Providence, RI Berkeley, CA Toledo, OH Albuquerque, NM Arlington, TX NPASS(1) 2005 – 2008 Trainers (11)

  8. NPASS1: Training and Mentoring

  9. New Hampshire 6 Minnesota 12 Ohio 11 California 10 Missouri 10 Maryland 9 New Jersey 12 NPASS2 Trainers 2009 – 2011 [70]

  10. Essential Features of the NPASS PD Model • Train-the-Trainer Institutes: (Semi-annual, @ 2-3 days) • Afterschool [OST] Science Workshops: (~Monthly, ~3 hrs) • “Science Clubs” at OST sites: (Once-twice/week) • …….

  11. Essential Features of the NPASS PD Model • …… • Research-based Curriculum: Design-It!, Explore-It! • Materials (kits provided with training) • Supervision, Assessment • Communities of Practice for Trainers, Afterschool staff and students

  12. Goals: OST Science • Familiarity and Fun with science materials, ideas and explorations • Support formal learning through Foundational Experiences in science • Introduction to science Process Skills • Identification with science studies and careers (Equity)

  13. Best Practices for Leading Afterschool Science • Preparation and Materials • Introducing the Activity • Pacing the Session • Working with Teams • Engaging, Questioning, Troubleshooting • Leading Discussions • Closure

  14. Afterschool Site Training • Regular (monthly) F2F Workshops • New hands-on project each time • Program Leaders as Learners • Trainer Models Best Practices • Focus on a Few Teaching Skills • Invite Administrators • Site Visits

  15. Afterschool Site Readiness • Administrator buy-in • Long term commitment • Paid time for staff training • Regular attendance by children (“clubs” vs. drop-in) • Dedicated activity space

  16. NPASS Trainer Preparation • Semi-Annual Institutes (~2-3 days) • Trainers as Learners • Focus on Best Practices • Informal Science Learning Theory • Regional Community of Learners • Ongoing support (e.g ~monthly Conference Calls )

  17. Trainer Qualifications • Professional educator, trainer, scientist • Understands youth development and/or afterschool science. • Willing to learn new skills and approaches • Understands the community and is committed to capacity building.

  18. Process Skills for Afterschool Science • Observing • Investigating • Questioning • Explaining

  19. Selecting Curriculum • Direct Experiences with Phenomenon • Simple (transparent) Materials • Engaging, Accessible Topics • Extended Explorations, Design Challenges, Problem solving • Time and Suggestions for Reflection and Meaning-making

  20. NPASS projects consist of “challenges” and exploration with simple materials

  21. Ski Jump Challenge • Make your marble JUMP/FLY into the can/cup • What is the farthest (horizontally) your marble can jump/fly (first bounce?) MATERIALS • 1 x 6’ Foam tube • Marbles • Can/Cup • Tape (not too much) • Tape measure

  22. Roller Coaster Challenge • Design an EXCITING Roller Coaster ride with as many hills and loops as you can make. • MATERIALS • 2 x 6’ Foam tubes • Marbles • Tape (not too much) • Tape measure

  23. Glider Challenge MATERIALS • 2 x Index Cards (3 x 5) • 2 Binder clips, 2 Paper clips • Tape (just a little) Make a GLIDER that FLIES STRAIGHT and FAR. Do notFOLD, BEND, ROLL, CREASE or TEAR the cards!!!!

  24. BALANCING TOYS: BALACING THE BODY • How does changing the position of the arms and legs of the model person change how it balances MATERIALS • Pool Noodle ~20 inches • Legs and Arms 2 each • Head 1 • Dowel 10 inches • Velcro, nails, tooth picks

  25. TOPS # 1: Make a Top • Make a TOP that can spin for at least 20 seconds MATERIALS • 2 Heavy Paper Plates • I dowel (or pencil) • 2 Rubber Bumpers (or Binder clips)

  26. Rubber Band Powered Car Challenge #1 • Make a CAR out of the available materials. • How far will your car travel when placed on a ramp? MATERIALS • cardboard (16 inches x 8 inches) • 2 dowels (@ 12 inches) • 8 plastic/chinette plates • 8 rubber bumpers • Plastic tubing (5/16-inch inner diameter,) • masking tape, scissors

  27. Wiring a House: Light the Bulbs MATERIALS • 2 D (or C) Batteries • 2 Holiday Lights • 2 Alligator cables • Explorer Sheet How many ways can you light up one or two light bulbs with one or two batteries

  28. Supporting Formal Science Learning • Immersion in concepts, phenomena [e.g. Physical Science Standards] • Direct experience with materials and tools [ITEA Standards] • Critical thinking, problem solving [NSES, ITEA] • Process skills [NSES Standards]

  29. Links to Formal Science Standards NPASS curriculum projects address many national and state learning standards for science and engineering…

  30. Gr. 2, Students will… • Make predictions based on observed patterns… • Measure…. • Compare and sort … • Write or draw descriptions… • Construct bar graphs… • … observe … features of objects. • Follow oral instructions…

  31. Gr. 3, Students will… • Repeat observations… • Differentiate evidence from opinion … • Use numerical data … • Collect data … and analyze … develop a logical conclusion.

  32. Gr. 4, Students will… • Differentiate observation from inference… • Measure and estimate …. • Formulate and justify predictions … • Conduct multiple trials …. • Construct and interpret graphs …. • Follow a set of written instructions …

  33. Gr. 5, Students will… • Classify objects … • Develop a testable question… • Plan and conduct a simple investigation … • Identify the dependent/controlled and single independent variables … • Select appropriate tools… • Record data… • Draw conclusions from scientific evidence… • Write a report…

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