NYS 4-H STEM Academy

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

Head . Heart . Hands . Health

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


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


http://cornelluniversity.webex.com/

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?!


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


+

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


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!


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)


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?


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


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?


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?


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


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


“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


Tools of the Trade Session 4

Where can inquiry fit into an experiential learning model?

Experiential Learning Model


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”


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


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


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


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


“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?


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?


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)


5. Opportunities to improve Science Abilities (skills that enable anyone to do science)


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?


6. Programs based on National Science Education Standards

NSES Content and Process Skills: Science as Inquiry Physical, Life, Earth & Space Sciences


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.


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.


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


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.


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!


Documents

NYS 4-H STEM Academy