Session 1
3D Task Works
June 3/4, 2020
Me & the 3-Ds
(June 4)
Who Will Believe in My Future?
I will love doing science and engineering in your elementary school.
But as I get older, I will be distracted by gender stereotypes, and it will be more complicated for me to pursue a science-related identity in my life.
Will you give me regular chances to figure out how things work?
...and to solve problems that are important to me and my family?
The WHAT + HOW of learning/assessing...
Both of these communicate LOUDLY to students what’s important AND what science is.
What do we want students to think about science?
figure out phenomena
Teachers’ Work with 3D Tasks
SEP (Practices) = frame STEM activity
CCC (Crosscutting) = thought power
Develop
“3D Lenses”
3Ds in
Students’ Lives
figure out phenomena
Teachers’ Work with 3D Tasks
SEP (Practices) = frame STEM activity
CCC (Crosscutting) = thought power
Develop
“3D Lenses”
3Ds in
Students’ Lives
Session 2
3D Task Works
June 10/11, 2020
figure out phenomena
3-Dimensions in
Students’ Lives
Measuring Science Capital
(student quiz)
Science & People
Science in My Life → Now & Future
Independent Science Activity
Science capital and the Informal learning sector
Describe a connection to the video, especially in connection to your work.
Science capital and the Informal learning sector
A Levels (Advanced Level qualifications) are a U.K subject-based qualification for students aged 16 and above. They are usually studied over the course of 2 years, and lead to qualifications recognised for entrance to higher education institutes in the UK and many others worldwide.
“Science Capital”
Science Capital can be cultivated...
figure out phenomena
Develop
“3D Lenses”
3-Dimensions in
Students’ Lives