the future of stem education? mast-msela conference november 13, 2014
TRANSCRIPT
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The Future of STEM Education?
MAST-MSELA ConferenceNovember 13, 2014
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My charge Stop talking about STE standards for a
moment Look ahead – what does the future look
like?
www.boston.com/news/local/massachusetts/articles/2008/12/10/bright_sign_for_tech_in_mass/
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Consider … then… Think about changes over the past 15
years: Genetics Climate change; global warming Communications systems Materials science Robotics Energy Food science; agriculture Severe weather prediction Health care Neuroscience Automobiles
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Consider … the future … What will our world look like 15 years from
now? Genetics Climate change; global warming Communications systems Materials science Robotics Energy Food science; agriculture Severe weather prediction Health care Neuroscience Automobiles
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Consider … now … When you ask students to draw a
scientist, what do they typically draw? When you ask students to describe the
value of science in their lives, what do they typically say?
When you ask students what they want to do after graduation, what do they say they want to pursue?
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STEM interest … now … Research indicates students identify with
STEM (or not) before they leave elementary school
Evidence that urban families see STEM as a way up/out Urban students tend to have higher interest in
STEM but lower preparation
Evidence that many MA students take STEM AP courses to avoid STEM later
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How is STEM education changing to meet a changing world? Jake’s predictions Based on what I am already seeing signs
of; nothing here is pure conjecture Looking out 5-10 years (*maybe 15)
Disclaimer: Not reflective of any particular action or initiative ESE is undertaking or supporting
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2 broad categories Changing opportunities for student
learning and engagement Changing strategies and structures
needed to provide those opportunities
www.nymetroparents.com/fairfield/article/Hamden-Hall-Country-Day-School-in-CT-Hosts-Engineering-Workshop-for-Elementary-Teachers#.VFo0pGewWTE
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Increased focus on science & technology/engineering Districts made transition to STE standards Increased attention to
technology/engineering More elementary science (focus on whole
child) Focus on teaching students*
More focus on student discourse, making thinking visible, engaging students with evidence to help revise how they understand the world
Changing Opportunities
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Increased opportunities for doing science and engineering Students doing and learning science and
engineering in relevant contexts More project- and problem-based
learning More performances
In classrooms, with community audiences, in local and state assessments, as part of district determined measures
Higher education institutions moving to doing* (vs. lecture) (e.g., AP redesign)
Changing Opportunities
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Addition of Computer Science Computer science standards and courses
All grades levels* App programming; Game development Robotics
Changing Opportunities
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Changing opportunities for student learning and engagement
Success depends on increasing the relevance, coherence, and
rigor of student opportunities and experiences
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More widely available STEM resources Sharing resources, units, lessons,
common assessments across classrooms, schools, and districts (even states)
Collaborative development of resources, units, lessons, common assessments (especially virtually)
Coordination of and access to dispersed STE resources (across community, industry, and education sectors)*
Changing Strategies
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Integration of STEM programming STE departments STEM programs, academies and schools Integration of STE with literacy and math
Work on maintaining integrity of each* Academic-CVTE collaborations* Articulated STEM pathway options
PKcareer* That do not track or limit choice
Changing Strategies
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Changing teacher roles
Increased teacher collaboration and PD time
Career ladder and instructional leadership opportunities*
Most experienced teachers with neediest students*
Changing Strategies
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New learning spaces
Science and engineering classroom design* MA School Building Authority
Maker spaces, Fab labs*
Promote flexibility, student collaboration and engagement, projects (investigations and design challenges)
Changing Structures
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MSBA science lab specs (MS-HS)
www.massschoolbuildings.org/programs/science_lab/guidelines
Changing Structures
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Consider … the future … 10 years from now, when you ask
students to draw a scientist or an engineer, what will most of them draw?
When you ask students to describe the value of science and engineering in their lives, what will most of them say?
When you ask students what they want to do after graduation, what will they say they want to pursue?
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STEM interest … the future Help students identify with STEM early,
before they leave elementary school, then beyond
Help urban families access STEM opportunities
Help students see pathways through and to STEM opportunities
Work to increase the relevance, coherence, and rigor of student opportunities and experiences
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The ultimate goal
You will have prepared students to contribute to key social decisions and succeed in any career option
(most of which don’t exist today!)
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Thank you!
Reactions or comments
Jake Foster781-338-3510
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