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iSTEM Curriculum The Story of IMaST

iSTEM Curriculum The Story of IMaST. Dr. William Hunter Dr. Brad Christensen. 1991 Prompted by ISU President to establish CeMaST Dr . John Dossey ( Mathematics) Dr . Tom Fitch (Science) Dr . Franzie Loepp (Technology ) 1992 NSF Grant(s) to develop shared curriculum

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iSTEM Curriculum The Story of IMaST

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  1. iSTEM CurriculumThe Story of IMaST Dr. William Hunter Dr. Brad Christensen

  2. 1991 Prompted by ISU President to establish CeMaST Dr. John Dossey (Mathematics) Dr. Tom Fitch (Science) Dr. Franzie Loepp (Technology) 1992 NSF Grant(s) to develop shared curriculum 1992-96 $1.8 million for 7th grade 1995-99 $2.2 million for 8th grade 2000-04 $1.7 million for 6th grade Origins: CeMaST and IMaST

  3. Original Vision and Goals • Standards-based (NCTM, NSES, AAAS, STL) • Enhance understanding of concepts • Use most current pedagogy- Constructivism • Learn and apply principles in various contexts • Standardize problem solving method (DAPIC) • Promote cooperative teaching and learning • Include Engineering in definition of “technology”

  4. Definition of “iSTEM” Intradisciplinary address multiple areas in one discipline Prime Science Interdisciplinary address one discipline and support others Learning by Design Project Integrated address multiple disciplines equally A World in Motion

  5. IMaST Development Process

  6. Final Product 6th grade Tools for Learning Patterns of Mobility Patterns Within Us Patterns Around Us Patterns of Weather Patterns Above Us Patterns Below Us 8th Grade Animal Habitats Human Settlements Systems Communication Pathways 7th Grade The Body Works Shaping Our World Living on the Edge Manufacturing Forecasting 195 learning cycles and 107 readings that address all national standards in Mathematics, Science, and Technology/Engineering organized into 16 thematic modules (books)

  7. Demonstration (with participation) of: Communications Pathways module Mathematics Codes II Science Making Waves Technology Lasers IMaST Constructivist Learning Cycle

  8. Mathematics Section Communication Pathways Module

  9. Mathematics Section Communication Pathways Module

  10. Science Section Communication Pathways Module

  11. Science Section Communication Pathways Module

  12. You will learn about lasers as we walk through the parts of the learning cycle

  13. Exploring the Idea Getting the Idea Applying the Idea Expanding the Idea Assessment Learning Cycle Structure

  14. TIMSS National average Mathematics 9.4 Science 11.5 IMaST students Mathematics 10.7 Science 13.4 Stanford Achievement Test no significant difference Transformed pedagogy and student performance “High school teachers could identify IMaST graduates because they were equipped to tackle problems on their own rather than ask “What do you want me to do?” or “What will be on the test?” etc.” Results

  15. Implementation Strategies • Full implementation • Usually one grade at a time • Most likely in private and charter schools • Select one module for a few weeks • Use a learning cycle to enhance a concept • Use a learning cycle to introduce new content • PD for IMaST and/or IMaST as PD

  16. Availability and Costs • Student and Teacher editions of all modules available through CeMaST and Alpha Graphics • Cost- $8.75 to $31.50 • Learning cycles- about $3.00 each • Kits- equipment and consumables- price varies • Electronic downloads- free or minimal cost • Packaged kits- a few “high interest” learning cycles

  17. Convince teachers that students can learn through constructivist pedagogy Mathematics and science adoption schedule Mathematics teachers not comfortable with activities Structured district-wide mathematics programs Lack of technology/engineering teacher Materials, equipment, and/or facilities Promotion and marketing Challenges

  18. Enhanced website Custom book Only the learning cycles wanted Aligned specifically with Common Core Content Professional Development Particularly with mathematics teachers Communication and promotion of the concept Constructivism, learning cycles, integrated STEM Kits consumable and non-consumable items Strategies To Address Challenges

  19. What is an “Information Age” education? Is iSTEM an integral part of the whole? Research Questions

  20. What does/could/should iSTEM do that mathematics, science, and computer classes do not or cannot do?Is there any difference in student performance?

  21. Does an iSTEM program (such as IMaST) prepare students for their place in the Information Age society without diminishing skills valued by parents, educators, and government officials holding to perennialist or essentialist perspectives? Perennialism- perpetual, long-lasting concepts leading to a rigorous curriculum constant for all students steeped in classics. Relevancy is valuable, but not critical Essentialism- “Back to Basics” movements, basic skills in reading, writing, mathematics, NCLB Legislation, Common Core Content, etc.Definitions from Don Kauchak and Paul Eggen, Introduction to Teaching, Pearson Press, 2011

  22. What is an effective way to prepare iSTEM elementary, MS, and HS teachers? • Pre-service • In-service

  23. iSTEM CurriculumThe Story of IMaST Dr. William Hunter Dr. Brad Christensen

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