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 programhttp://tbp.org/mindset

http://tbpmindset.org

• Notes from MindSET ICE 2009http://tbpmindset.org/Main/MICE

This Convention

• Presentations– The teacher perspective– Student activity modules• Data collection• Modules creation/design• Running modules

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

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

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

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)

Module design/selection goals

• Express creativity: fun!=> design activities that express creativity

E.g. Rube Goldbergs, The Incredible Machine

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

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

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)

Activity examples

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

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

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)

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/mindsethttp://tbpmindset.org

• Contact: TBPMindSET@tbp.org