MnSGC: Project STEP

Project STEP: Scientist and Teacher Education Program

This article is taken from the Astronomical Society of the Pacific's Outreach Handbook.

Introduction

Project STEP is an innovative program to support science education by linking teachers and students in grades 4-9 with graduate students and professionals in scientific and engineering fields. After finding a teacher partner, the scientist agrees to make at least four school visits; assisting with hands-on activities, giving talks on their field of interest, possibly arranging outside field trip (i.e., to the local science museum), lending a hand with curriculum development, and acting as role model for the students.

Children are born with a curiosity about the natural world. Like scientists, they explore, observe, experiment and classify. Since kids learn by doing, hands-on activities in which students discover things for themselves are the highest quality learning experiences. Students forget most of the things their teachers tell them. But when adults lead kids in experiences where they wrestle with an interesting personal observation and then figure it out "by themselves," those things are remembered forever. Teachers and partner scientists should be more of a guide to discovery than a conveyor of information.

Key Ideas about Partnership - Ten Steps to a Successful Partnership

Plan and make at least four classroom visits, plus an extra first visit for the scientist to observe the class anonymously. With at least four visits, the scientist can do longer projects, and also a chance to get to know the students.
Visit the same classroom over time. Go for depth rather than exposure.
Commitment and communication are the keys to a successful partnership. Everyone should have a high level of enthusiasm. Be sure to set aside time for planning and preparation as well as the classroom visits. Also, keep an open line of communication between you and your partner to discuss any concerns, needs, or suggestions.
COMMUNICATION TIPS:
- Initiate contact with your partner. Don’t wait for him of her to call you.
- Follow through on plans. Call two days before visits. Call well in advance if you need to reschedule.
- Return phone calls and messages promptly.
- Be flexible, listen, and expect difficulty reaching each other sometimes.
The teacher should be responsible for student discipline and classroom management. However, scientist should be aware of classroom rules and routines and use them appropriately during their visits.
Teachers and scientists should enter the partnership as equal, but differently skilled, partners. Respect that each partner has his/her own area of expertise. Don’t expect your partner to know everything or do everything perfectly the first time. The partnership will develop as you get to know each other better.
Provide adequate time for planning and follow-up. Discuss with each other your needs and expectations. Try to pick experiments that go with the curriculum. Also, check in with each other about students’ reactions and how the activities went after each visit.
Children learn best when they are actively involved and engaged in learning by observing, measuring, discussing, etc.
Involve school administrators, other teachers, and families.
Involve community resources when possible. Some examples are the local science museum, astronomy club, and science/engineering departments at near-by colleges.
Create a plan that addresses both the teacher’s and the scientist’s needs and interests, and don’t forget to keep the students in mind.

Finding a Partner

Having the interest is the first step; finding a partner may require some initiative and persistence. Even if the first person doesn’t work out, he or she may be able to refer you to the perfect person. For Scientists: Finding a Partner Teacher

Among the ways to find a partner teacher are:

Make contact with an individual teacher.
Network through school personnel and other people you know
Publicize your availability through written material.

Some places to look for teachers:

Your child’s classroom teacher or science teacher.
Classroom or science teachers in your local area.
County or District level Science Coordinator
A local science center or planetarium.
Your state teachers’ association
Science education faculty at a local college
Graduates of national science education programs.

For Teachers: Finding a Partner Scientist

We are still working on this section.

Partnership Strategies: Integrating the scientist into the school program

Before you begin your partnership, it will help to decide how you want to fit the astronomer’s visits into the school program. There are two general approaches:

Link the visits closely with the curriculum. This approach can be very enriching for the students. It requires planning, communication, and flexibility.
Plan "stand-alone" visits by the scientist. The visits can be extra lessons that fit generally with the science that students are learning, but do not link directly to current lessons.

Most partners choose and approach somewhere between these two alternatives. They try to fit the topic and activity of the visit into the year’s curriculum, while still focusing on areas of interest to the scientist. Some possible ways to do this are:

Teach science and perform related science/engineering experiments throughout the year.
Teach a shorter unit on the scientist’s particular field, and have them visit only during that unit.
Teach a specific science field first (i.e. astronomy). After the unit is over, have weekly/monthly astronomy day in class.
Create a lunchtime or after school science club for interested students.
Have students communicate with the scientist via e-mail.
Have the scientist make visits or be available on an "on-call" basis to answer questions.
Remember to "Team-Teach": both partners should participate in the activity.

Starting your partnership

Planning Guidelines

It’s crucial that partners meet before starting the visits to develop a focused plan. Below are some areas partners have found it useful to discuss:

The School. How is the school organized? What is the school cultures? Are there any school rules or policies that the scientist should know? Where do visitors park?
The Students. What grade will be involved? How many students are there? What is the students’ background? What sorts of things are the students interested in?
The Scientist. How did the scientist get interested in his/her particular field? Does he/she have an area of special interest? Does he/she have any links with research organizations or companies that could be useful?
The Teacher. What is the teacher’s science and teaching background? What is their teaching style?
The Curriculum. What are science learning objectives for your class? What is the curriculum? How will the partnership affect that?
Classroom behavior. What are the rules? How should students address the scientist? What classroom management techniques does the teacher use to quiet the class or get the students’ attention?
Logistics and Scheduling. When during the year will certain science concepts be taught? How often can the scientist visit?
Equipment and Materials. What audiovisual, demonstration, or computer equipment is available at the school? How far in advance does it need to be reserved? Are there enough materials for all students? Who will supply the materials?
Communication. What are good ways to stay in touch with each other? How far in advance will sessions be planned?

Planning Checklist:

Have an initial planning meeting, preferable away from school or interruptions. Be sure to discuss the areas listed about and select a few themes and activities to focus on first.
Make a date for continued planning, if needed. Try to sketch out a plan for the whole term. It can always be changed later.
Set up a time for the scientist to observe the classroom anonymously. This will allow them to get an idea of the classroom dynamics.
Introduce the astronomer to the school principal and other important school personnel.
Give the astronomer a tour of the school, including the location of restrooms and parking spaces.
Exchange information about scheduling constraints or commitment.
Make a communication contract: Who will call who and when? How often will you plan?
"Debrief" after all visits. Review how the visit went, and give each other feedback.
Divide up responsibility for any materials needed for the visits.

During the first visit

Talk about your work and interests: How you got involved with science/engineering, what you wanted to be when you were their age, what else you like to do, etc.
Learn the students’ names and get comfortable with each other. Use nametags or do an "icebreaker" activity.
Have students write down three things about him or herself and one question about astronomy. The students could also introduce themselves.
Plan one manageable activity, if time allows.
Relax and have fun!

Guidelines for Scientists

Roles and Responsibilities

You are not a substitute teacher and do not need to lead the class alone.
Both the teacher and the scientist are responsible for getting in touch with each other.
Prepare for visits by practicing activities and reading any guidelines thoroughly.
Try the activity out on a friend.
Request honest feedback from the teacher
Support your teacher’s involvement in project STEP. Help them find additional material, invite them to your workplace, let the principal know all the great things the teacher is doing.
Keep in touch with your teacher about your schedule
Make plans for the next visit, or for the next year

Tips & Helpful Hints

Start simple, with smaller groups of students
You don’t have to know the answer to everything. Be a scientist who finds out.
Don’t assume the teacher has a strong scientific background
Don’t over-commit or you may burn out
You don’t need to teach everything about your field
Students are at many levels of knowledge and reasoning. Be prepared not to reach everyone
Keep any lectures short and combine them with activities.
Monitor the safe use of equipment
Listen to feedback from teachers and students
Start with an attention getting activity
Always have a back-up lesson and ‘filler’ activities, if there is extra time
Plan a good conclusion
Emphasize hands-on learning
Use a variety of approaches - students learn in different ways
Define what you are trying to accomplish. What is the purpose of this lesson?
Use age-appropriate vocabulary
Be yourself
Validate and give positive feedback to students
Bring things for students (photos, notes, answers to specific questions), or posters for the classroom
Hold contests with small prizes
Avoid gender and ethnic stereotyping. Women and minorities are underrepresented in science. It’s important to consciously avoid language, mindsets, and actions which may exclude girls or minorities.

Last Modified: 2012-04-25 at 11:39:33 -- this is in International Standard Date and Time Notation