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Preparing for the Future with Preparing for the Future with Integrated STEM:Integrated STEM:
Opportunities in Emergency Opportunities in Emergency
PreparednessPreparedness
Roberto Araya.
CIAE - Universidad de ChileCIAE - Universidad de Chile
APEC & ICER 2014APEC & ICER 2014
Quick introduction to Chile
Population 17 millions, Population 17 millions,
New curriculum (similar to Common Core and NGSS)New curriculum (similar to Common Core and NGSS)
Produce big Earthquakes and Foret fires, and Produce big Earthquakes and Foret fires, and
Export Tsunamies. Export Tsunamies.
Preparing for the Preparing for the FutureFuture with with Integrated STEM:Integrated STEM:
Opportunities in Emergency Opportunities in Emergency PreparednessPreparedness
England 1910, England 1910, 3 million workers3 million workerswith skills that now would with skills that now would be be jobelessjobeless
25% of USA farms dedicated to produce food for 25% of USA farms dedicated to produce food for horseshorses
Imagine the futureImagine the future
If I had asked people what they If I had asked people what they wanted, wanted, they would have said faster they would have said faster horseshorses
- Henry Ford- Henry Ford
Preparing for the Future with Preparing for the Future with Integrated Integrated STEMSTEM::
Opportunities in Emergency Opportunities in Emergency PreparednessPreparedness
Why STEM?Why STEM?
SSciencecienceTTechnologyechnologyEEngineeringngineeringMMathematicsathematics
Preparing for the Future with Preparing for the Future with IntegratedIntegrated STEM: STEM:
Opportunities in Emergency Opportunities in Emergency PreparednessPreparedness
STEM Integration in STEM Integration in K12 EducationK12 Education
National Academies, 2014
Common Core v/s NGSSCommon Core v/s NGSS
Modeling is the glue for integration
modeling, arithmetic, modeling, arithmetic, fractionsfractions
Preparing for the Future with Preparing for the Future with Integrated STEM:Integrated STEM:
Opportunities in Emergency Opportunities in Emergency PreparednessPreparedness
Modeling Forest Modeling Forest FiresFires
April 2014April 2014
Attitudes & ValuesAttitudes & Values
Innate Implicit Model Innate Implicit Model
Models generated with educationModels generated with education
Can students do Can students do modeling?modeling?
Teaching ModelingTeaching Modeling
USAB: Use – Select – Adjust - BuildUSAB: Use – Select – Adjust - Build
Concrete Concrete Pictoric Pictoric Mathematical Mathematical
Implicit Implicit Explicit Explicit
Concrete modelConcrete model
Wildfire ModelingWildfire Modeling
Wildfire ModelingWildfire Modeling
Wildfire ModelingWildfire Modeling
Wildfire ModelingWildfire Modeling
Dynamic Systems modeling Dynamic Systems modeling
USAB: USAB: UseUse – Select – Adjust - Build – Select – Adjust - Build
Teaching ModelingTeaching Modeling
USAB: Use – USAB: Use – Select – Adjust - BuildSelect – Adjust - Build
Concrete Concrete Pictoric Pictoric Mathematical Mathematical
Implicit Implicit Explicit Explicit
We have a basic modelWe have a basic model
Now, we include strategiesNow, we include strategies
Decision makingDecision making
We have a basic modelWe have a basic model
Now, we include strategiesNow, we include strategies
If you select a If you select a blueblue card card
If you select a If you select a blueblue card card
Can you guess the rule Can you guess the rule
when you place a when you place a blueblue card? card?
Decision MakingDecision Making
USAB: USAB: UseUse – Select – Adjust - Build – Select – Adjust - Build
Control of Dynamic Systems Control of Dynamic Systems
But there are also But there are also yellowyellow cards cards
A A yellowyellow card is card is a controlled burna controlled burn
Can the house be saved?Can the house be saved?
Can the house be saved?Can the house be saved?
Can the house be saved?Can the house be saved?
Can the house be saved?Can the house be saved?
Can the house be saved?Can the house be saved?
Can the house be saved?Can the house be saved?
Can the house be saved?Can the house be saved?
Can the house be saved?Can the house be saved?
Control of Distributed Dynamic Systems Control of Distributed Dynamic Systems
USAB: USAB: UseUse – Select – Adjust - Build – Select – Adjust - Build
GamesGames
Decision makingDecision making
Natural pedagogyNatural pedagogy
How would you model a How would you model a non flat landscapenon flat landscape
with different elevations?with different elevations?
USAB: Use – Select – USAB: Use – Select – AdjustAdjust - Build - Build
Unknown variables? Unknown variables?
Modeling Dynamic Systems with Potentials Modeling Dynamic Systems with Potentials
How would you model a How would you model a
non flat landscape?non flat landscape?
How would you model a How would you model a
non flat landscape?non flat landscape?
Can you guess the rule Can you guess the rule for non flat landscape?for non flat landscape?
Can you guess the rule Can you guess the rule for non flat landscape?for non flat landscape?
Can you guess the rule Can you guess the rule for non flat landscape?for non flat landscape?
How would you model a How would you model a the effect of wind?the effect of wind?
USAB: Use – Select – USAB: Use – Select – AdjustAdjust - Build - Build
Other unknown variables?Other unknown variables?
Vector FieldsVector Fields
How would you model a How would you model a
the effect of wind?the effect of wind?
USAB: Use – Select – USAB: Use – Select – AdjustAdjust - Build - Build
Multiplayer Multiplayer GamesGames
2 players2 players
Real World Decision MakingReal World Decision Making
Can the 2 houses be saved?Can the 2 houses be saved?
2 players2 players
Game Theory & Decision MakingGame Theory & Decision Making
USAB: Use – Select – Adjust - BuildUSAB: Use – Select – Adjust - Build
Concrete Concrete Pictoric Pictoric Mathematical Mathematical
Holistic modeling: Holistic modeling: object of modeling is the fireobject of modeling is the fire
Computational modeling: Computational modeling: cells thinking, emergence of cells thinking, emergence of
firefire
Teaching ModelingTeaching Modeling
USAB: Use – Select – Adjust - BuildUSAB: Use – Select – Adjust - Build
Concrete Concrete Pictoric Pictoric Mathematical Mathematical
Implicit Implicit Explicit Explicit
Boards are as basic and fundamentals as numbersBoards are as basic and fundamentals as numbers John Holland, John Holland, Emergence: From Chaos to OrderEmergence: From Chaos to Order
Dynamic Systems modeling Dynamic Systems modeling
How to engage students?How to engage students?
Attitudes & ValuesAttitudes & Values
How to learn to teach How to learn to teach modeling and the XXI modeling and the XXI skills?skills?
Lesson Study – Classroom Lesson Study – Classroom observationobservation
Lesson StudyLesson Study
Argumentation in Argumentation in
mathematics differs from mathematics differs from
argumentation in science.argumentation in science.
Explain whyExplain whyExplain howExplain howExplain whatExplain what
Modeling is the Modeling is the glue for STEM glue for STEM
integrationintegration
Long divisions, Long divisions, mathematical modeling, mathematical modeling, dynamic systemsdynamic systems
Imagine the futureImagine the future
Archimedes´ Archimedes´ The MethodThe MethodPalimpsetPalimpset
Integrated STEM - Modeling Integrated STEM - Modeling
Preparing for the Preparing for the FutureFuture
Thank youThank you
Preparing for the Preparing for the FutureFuture
Lesson StudyLesson StudyIntegrated STEMIntegrated STEM
Attitudes & ValuesAttitudes & Values