Helping Scientists and Engineers Communicate Scientific Concepts to the Public

ENGINEERS AS TEACHERS Helping scientists and engineers communicate scientific concepts to the public

Course Overview

Iridescent is a science & engineering education non-profit organization whose mission is to: Use science and engineering to develop persistent curiosity and show that knowledge is empowering.

A former USC aerospace engineering graduate student, Tara Chklovski, founded the organization in 2007. The “Engineers as Teachers” program aims to help scientists and engineers communicate knowledge, collaborate constructively with peers, and to inspire underserved children with cutting-edge research using hands-on design challenges. http://iridescentlearning.org/programs/engineers-as-teachers/

As part of this class, you will develop and teach a family science course to children and their families at local elementary schools in the South Bronx. The course you design will consist of 5 sessions held once a week for two hours. Content of family science sessions highlight applications of basic physics concepts and emphasize the engineering design process. The content is designed to show participants the exciting action at the forefronts of science, technology and engineering.

Objectives Students will be able to: ● Present an engaging story based on key aspects of an engineering research field ● Utilize clear, visually appealing multimedia tools and powerful communication techniques ● Develop solid, meaningful lesson plans and engineering design challenges

Lesson Plan Development During this course students will develop quality lesson plans while instructors and peers provide meaningful feedback to ensure groups are well-prepared. This semester the peer review process will be used to ensure the quality of the science explanations and the engineering design problems. Lesson plans will additionally be evaluated by an external reviewer who will offer suggestions, answer science questions, and help ensure students have a firm grasp of the concepts that they will be teaching.

Assignments / Fellowship Requirements

Backpack - https :// iridescent 1. backpackit . com /welcome The course will use Backpack, a web-based project management and collaboration tool used by Iridescent. Students will be given access to the system and course announcements will be posted regularly to Backpack. Backpack will be your primary website for all working documents, reflections, feedback and finalized lesson plans.

Grade Breakdown Holds will be placed on grades for students who have not returned all borrowed materials. Please note: Attendance to all family science sessions, class meetings, and volunteer sessions is MANDATORY. Missing a Family Science Course will result in an automatic failure and ineligibility to receive the stipend. Class attendance and punctuality 20% Reflections/Mentor Meetings 20% Assessment and Use of Evaluations/Participant work 20% Lesson Plan Presentations (practice and final) 20% Midterm, Final Presentation Report 20%

Attendance Policy  Students are required to attend all class sessions, and all assigned teaching sessions.  Tardiness or absence will reduce your grade.  If you have an uncontrollable absence or tardiness, contact your Iridescent mentor immediately Reading Reflections Write a 2-paragraph reflection on the reading. This reflection is designed to improve your teaching skills, so the more comprehensive and thoughtful, the more your teaching will improve. Within the reflection, focus on the following question:  How can you use your understanding of this idea/concept in your teaching? Five SPECIFIC examples per reading.  Post your reading reflection assignment on BACKPACK

Self-Reflections/Evaluations

Unless otherwise instructed, write a 1-page journal-style reflection on your teaching experience and observation feedback. Remember, this reflection is to improve YOUR teaching skills, the more analytical, the more engaging your teaching will be and the more your students will learn. Within the journal, touch upon each of the following questions:  What did I do well?  What do I need to work on?  What are some specific ways I can improve?

Mentor Meetings and Office Hours  Students are required to meet with a professor mentor biweekly over the course of the semester.  During meetings, students may discuss any achievements or challenges but must also ensure that their lesson plan’s experiment is challenging, aligns with the lesson’s learning objective and allows participants to redesign key aspects  CC EasT professors on all emails when coordinating mentor meetings, and when emailing a thank you note.

EasT Requirements Weekly Readings and Responses Lesson Plan 1 - Introductory Group Plan (Due February 15, 2012) Lesson Plan 2 - (Due February 29, 2012) Lesson Plan 3 - (Due March 7, 2012) 5 Design Videos (objectives for videos will be explained prior to filming) 2 Eddie Videos (objectives for videos will be explained prior to filming) NYU-Poly EasT Course Biweekly Outline

Week Objective Lesson/Conversation/Group Share 1  Icebreakers Pre-Course EasT Survey  Empowering “YOU” to be able to relate, ● Map Walk: 2 pictures, This survey will only take a minute. The data will be excite and enable others ● Choosing a topic or theme (4 collected as a whole and there will be people/group) and subtopics  Introduction to Hunt’s Point, population of no personal distinction or affiliation to the survey. students and backgrounds. https://docs.google.com/a/iridescentlearning.org/spre adsheet/viewform? formkey=dGJ6UVhMNTdwdE0xOWEyMUpmUVB

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Reflection on First Day.

Please write a reaction/reflection to our first course meeting. This does not need to be

lengthy, just an accurate account to possible things you learned or would like to share.

Please add reaction/reflections to the comment section located on the right next to this

paragraph. (if you move your cursor to the right hand corner of the first sentence you should see a little comment bubble appear)

Assignment – Reading Response

Write a paragraph about an object and/or experience from your childhood, in the spirit of

Feynman’s radios. What do you remember about the excitement, curiosity and persistence it sparked in you? Add your response as a comment to this note.

Richard_P_Feynman- Surely_Youre_Joking_Mr_Feynman.pdf 6 Feb, 35.9 KB

Download x-mind

Below are the concept maps that were made on Saturday (Please note these images will be uploaded to view Monday Morning 3.6.12). Find and download the image of your map and

create an x-mind concept map. (only one person in the group needs to make the

x-mind…however everyone needs to be shared in the document so that you may add on

at anytime this week.) If you do not have your groups e-mail address please refer to the

contact sheet below in order to share your document.

Over the course of the week build-out your concept map with more ideas and possible

designs. (we will share these new maps on Saturday)

Please remember to share your documents with me.

http://www.xmind.net/

2  When have you learned best? ● Concept mapping main interest and topic Why is it essential to remain in touch with the child within?  What is a lesson plan? and subtopics (generate a material list)  What is the constructivist approach to Download and read the short excerpt written by questioning? Thomas Harvey.

The assignment is located at the end of the document. Thomas Harvey- Listen to your Kids-.pdf 14 Feb, 82.3 KB

Reflection on 2.11.12

Please write a reflection/reaction to our second course meeting.

As a reminder I posted the following main segments we followed below:

 Images from Hunts Point

 Silent paper stacking (pre-assessment)

 Where have you learned best? (Google doc)

 What is in a lesson plan?

 Concept Map sharing (Xmind)

 Lesson Plan, Tinker time!

Pedagogies of Engagement: Classroom-Based Practices

What does an engaging classroom look like? Read the following article and reflect on your current style of learning at either Cooper or NYU-Poly. Do you learn in a

What would you change in your current classes in order to follow the “keep it flowing” model?

Finally, what does an engaging classroom look like? Do you believe group learning is a better approach to learning engineering and scientific concepts? Does your current lesson plan follow the (explain)

Smith-Pedagogies_of_Engagement.pdf 14 Feb, 488.5 KB

Lesson Plan Basics I will be adding a sample lesson plan tomorrow. (2.15.12) It is very important that you have your entire lesson plan outlined with a finalized design. Please make sure you

include images, movies, and demos in your write- up.

LessonPlanFramework.pdf 14 Feb, 118.3 KB

3  ● Reflection on 2.17.12

Please write a reflection/reaction to our third course meeting. As a reminder I posted the

following main segments we followed below:

 finalizing ideas, designs, demos, delivery

 Helping High School Explainers with solenoid design

 teaching Lesson Plan #1

 feedback session on Lesson Plan #1

Designing Sub-topics and a Story for Lesson Plan #2 Watch the following video made by Tara Chklovski (founder of Iridescent). Using the methods

shown around 3:48 please sub-topic the 2nd lesson plan that you will be working on this

Friday. Place Highlight the subtopics you will be using to generate and cover for your 2nd lesson. Write a reflection on what story you and your partner will try to cover based on your sub-topics, and shared interests/ideas. Please post your story in the comment section to this section. http://www.youtube.com/watch? v=_MTHu38fFjk&feature=youtu.be

Point Sheet/Lesson Plan Flow Using the exact same model that you and your partner wrote prior to teaching your lesson.

Review your finalized lesson and write a flow sheet that will be used when you teach your lesson plan. (this is the flow board you wrote on the dry erase boards). Indicate which sections will be taught by each person by highlighting sections in color…for example all of the red highlighted section will be taught by John and all of the blue highlighted sections will

be taught by Chloe.

This flow sheet will be printed and placed wherever you need throughout the room in order to

use while you are teaching your lessons. It is important that your main topics and transitions

are outlined so you are able to stay on task and remember each major point.

E-mail finalized Lesson Plan #1

4  ● Reflection on 2.14.12

 choosing a second lesson plan concept and design

 commenting on body language and teaching

 taking an idea and researching it and finding a more challenging design with a real-world

 taking engineering concepts and using the sticky-note system to narrow your focus and

design

Group’s x-mind Theme Page

Please copy the link to your groups x-mind page here in the comment section. Discuss if there are areas you need help with or would like to focus on.

X-mind “Sticky Note” engineering Principles

Please post the engineering principles you have made for lesson plan #2 using the sticky note

concept. Please generate an x-mind for the engineering principles for Lesson Plan #1.

K-8 Science Standards (Scope and Sequence)

Skim through the Write a reaction to the standards in which students are held. Why do you believe students do not master these skills each year and instead fall further behind in science education.

American education through the eyes of Jonathan Kozol

Jonathan Kozol is a former educator who has become an activist and voice for all minorities living in low socioeconomic standing neighborhoods. He specifically targeted the South Bronx and East Harlem in the mid-nineties and researched and sought to learn why there were such disparities and segregation allowable in watch Kozol’s videos and write a reaction to your own ideas and thoughts.

For those interested—his book, “Amazing Grace,” is a depiction of what he learned from his relationships and observations of the South Bronx and East Harlem.

Video #1: v=SgkZKTPEspg

Video #2: v=R09EfxHuIXA&feature=related

Video #3: v=YDMEFUWnxKs&feature=related

Video #4: v=TQsoU6CyGQw&feature=related

Video #5: v=7jYfzwneh6U&feature=related

Video #6: v=g_H5dOD1XgQ&feature=related

 ● Reflection on 3.2.12

 Activating vocabulary and engineering principles using conversation/activities  Discussion of why students are not learning required skills following K-8 standards

 Discussion of Kozol’s interest in the South Bronx aligned with Iridescent’s interest

 The importance of consistant evolving curriculum and your future family science

 Course Teaching Lesson Plan #2 and feedback

Making a backpack page for your curriculum.

I added your names to an sample backpack page. To make a page, click on the button

“make a new page” located on the top right of this page. Each group member can make one section (do not worry about the introduction LP). Please add your link to the comment bubble and share your page with Miriam, Aaron, and Paige.

Research 4 Schools Participating in Family Science Research the 4 schools listed below in depth. Please write a short description of each school commenting on the following: school size, leadership, interesting points/features, teacher-student ratios, comments posted, school mission, test scores, percentage of free-lunch, percentage of E.L.L

 Four Schools:

 P.S. 48 Joseph R. Drake http://www.ps48.org/

 Hyde Leadership Charter School http://www.hydebronxny.org/

 St. Athanasius

 Bronx Charter School for the Arts http://www.bronxarts.net/

Read each of their websites given above and then research them using the following websites: o o k/

. website has a few articles on some of the above mentioned schools

Lesson Plans #1,2,3,4

Your ultimate goal this week is to have four completely finished lesson plans by Friday. I am not going to have you finalize your lesson plans in standard format until next week. This week I want you to focus on suggestions, and feedback given to you.

Each area of your lesson plans should be complete and your designs tested and ready for family science. Friday we will be working on your introductory lesson and I will also ask you to make each of your designs for Lessons 1,2,3,4 so we can see them working and finalize the materials needed for each.

Make sure to include demos (and demo materials), pictures, videos, and materials in your lesson plans.

The importance of starting a conversation/dialogue with your students:

Everyone’s lesson plans on Friday were very positive and showed a vast improvement from your first lesson plans. The resounding skill that partners need to work on is being able to feel more comfortable “letting go.” Letting go means that you are not providing all of the content and information to your classroom. Instead you are actively engaging your audience in providing you with the answers, supplying new information, and feeling as if they are contributing to the learning process.

Constructivist teaching is providing problem based learning that the classroom diagnoses and solves together. Each week you will be presenting your class with a problem and specific

principles that will help them solve that problem. It is essential that in your introduction and

story you activate your audience by including them in the dialogue between you and your

partner. The following TedTalk video is based on how to reformat teaching math. This

same model can easily be used in teaching science and engineering. Please watch the video

and comment on this style of learning as well as if you agree to this

approach and why. http://www.ted.com/talks/dan_meyer_math_curricul um_makeover.html

6  ● Reflection for past 2 weeks Reflect on changes, new ideas, and designs that you have thought of or modified in the past

two weeks.

 School Schedule and Introduction Final groups. Please refer to your prior investigation of each school and write a short

introduction that includes the theme of your course and a basic breakdown about what your

students will learn.

 Thursday (5:30-7:30)—Shien, Raven, Howard, Alexis:

 Friday (5:30-7:30)—Kingsley, Cindy, Alex: Hyde Leadership Charter School

 Saturday (10:00-12:00)—Chloe, Allison, John, Tim:

 Saturday (2:00-4:00)—Jon, Kuang, Sanjay: St. Athanasius

7  ● Bringing it All Together

Round robin of designs. Each group will present their five designs for each week and teach

their introductory lesson plan with a translator.

Pre and Post Assessment

Each group will present their pre and post assessments for each lesson and receive

Feedback.

8  ● Curiosity Machine Learning Tool- grading and analysis ● Shoot Videos Teacher Log for Week 1 ● Shoot Eddies 9  ● Curiosity Machine Learning Tool- grading and analysis ● Shoot Videos Teacher Log for Week 2 ● Shoot Eddies 10  ● Curiosity Machine Learning Tool- grading and analysis ● Shoot Videos Teacher Log for Week 3 ● Shoot Eddies 11  ● Curiosity Machine Learning Tool- grading and analysis ● Shoot Videos Teacher Log for Week 4 ● Shoot Eddies 12  ● Final Reflection These are the same questions that will hopefully be asked to some of you for video interviews,

however I would like everyone to reflect on each question in written form. Please E-mail

Miriam, Aaron, and Paige your reflections.

 What new skills have you learned from your EasT experience?

 What impact do you believe you have had on your Family Science group?  Do you believe it is important that engineers teach Family Science and why?

 How can you apply what you have learned and experienced through EasT in a professional setting?

 Would you take part in EasT again and what changes would you make?

Videos Your final videos must be shot, edited, and completed by Friday. If you want feedback on any of them please e-mail the and Paige.

When you have finished your videos please do the following:  upload them to youtube do not make them public, please choose the setting that allows

only people you share the

 post your each lesson

 upload each video on wetransfer.com or yousendit.com and send them to :[email protected]

 when you e-mail them to Marianna please use the following in your title: o

One/two page quick demo sheet Part 1: Family Science Lesson Documentation For each of your lessons, submit a one/two-page document with the following sections. Please see sample lessons on posted on Backpack for format. Each team should submit 5. Each lesson should be submitted as a separate document and should consist of the following:

 a. Short description of the lesson background, story and applications

 b. List of materials (Collect)

 c. A list of steps that will provide enough direction to someone on how to create their own

 design. Remember this shouldn’t be a list of step-by-step instructions where every design will look exactly the same.

 d. Include pictures of a sample design activity or sketches if helpful

 e. Questions that will allow for reflection after completing the activity (Reflect)

Please post these on your Backpack below your uploaded video

Build a Nano Microscope.pdf 5 May, 288.8 KB

Week 5 Nano Water Filtration.docx 5 May, 1.1 MB

Final Celebration Presentation 1) For each lesson: A. Title the page – Week # – Lesson Name

B. Create a graph of the results for that lesson (bar graph). C. Any patterns you noticed throughout the assessments?

D. What evidence did you observe or hear while teaching this lesson that supports/doesn’t

support the results of the graph? Use the learning goals to describe the evidence to

support results

E. Do you think that the results accurately evaluate your students’ learning of the

engineering design process for this session? Note: for many participants this may be

their first time participating in family science. We don’t expect them to immediately

understand the process as we have discussed in class.

F. Did you run out of time, not give participants enough time to fill the sheets out or any

other reasons you feel the results may not be accurate?

G. Anything else you notice from the participants’ drawings or answers? 2) How did your group change throughout the course”  Did your theme change based on the activities you designed or the lessons you were able to

 create?

 (you can use pictures to demonstrate this, or quotes from team members)

3) What will you be able to take away from this experience (again please feel free to demonstrate this in anyway…interpretive dance is acceptable:) This is also a time for you group to reflect on personal gains, or aspects you struggled with throughout the course

4) Has this experienced changed your view on education or how people are educated, if so how

5) Lastly….Please feel free to include anything from your experience, pictures, drawings, quotes from kids, team quotes, struggles, what you would like to see change, or overall parts Miriam, Aaron, Paige, and the rest of EasT may have missed out on along your

EasTward journey.