I . BACKGROUND
II.WHERE WE’VE BEEN?
III.WHERE WE ARE GOING

 Blueprints for Reform
-TEACHERS
-CURRICULUM
-ASSESSMENT

 There must be a commitment to reflective literacy that
requires learners and teachers to have frequent
opportunities to structure the learning and teaching
process.
 Teachers must engage in a flexible sort of pedagogy
that cannot be choreographed from on high.

 Curriculum should be linked to something worth knowing.
 Educators must encourage students not only to know the
scientific facts, but also to view the world scientifically
 Linking science education to the real world offers another
approach to curriculum connections.
 Curriculum connections need a focus.

 Teachers can make science education more relevant
nurturing children’s natural curiosity, posing questions,
asking children to create hypotheses, and helping the
children recognize the importance of science.
 Once students understand the importance of science,
it becomes easier for them to see connections
between science education and the world of
science work.

NAME
THAT
SCIENTIST
MOTIVATOR MAP
“BEING BATTY”
Dr. Elizabeth Kalko

NAME
THAT
SCIENTIST
MOTIVATOR MAP
“FISH CAPTURE”
Dr. Eldredge Bermingham

NAME
THAT
SCIENTIST
MOTIVATOR MAP
“ONTHE BEACH”
Dr. John Christy

NAME
THAT
SCIENTIST
MOTIVATOR MAP
“LOOKWHAT I FOUND”
Dr. Richard Cooke

THE RUNON DEFINITION
Through the MOTIVATION EDUCATION format, experts
in their field become the embodiment of current research
that propels scientists into classroom role models and the
catalyst for teachers to create up-to-date content driven
simulations around ongoing research so that students can
emulate the science, and imagine authentic scientific
actions leading to the personalization of the way students
themselves may one day become the scientists who
impact their world.

WHERE WE ARE HEADING

MOTIVATOR MAPS FOR EDUCATORS
Accelerate . . .
Student learning by looking at skills, process & content
from a K-12 perspective
Through . . .
Respectful tasks, flexible grouping & the principles of
differentiated instruction

MOTIVATOR MAPS FOR EDUCATORS
Are . . .
Teachers’ responses to learners’ needs for rich
experiences through guided actions
Because of . . .
Today’s great variance in student skills experiences and
learner profiles

MOTIVATOR MAPS FOR EDUCATORS
Utilize the . . .
Theory of Multiple Intelligences, RealWorld Connections, & Nat’l
Standards Strand Maps
To . . .
Offer educators open-ended plans to stretch student
learning in today’s diverse classrooms

Action 2: Escape Simulation
Explanation: The caterpillars of two species of pyralids live in silk webbing underneath leaves
and suspend strings of fecal pellets from the leaf. These “fecal stalactites” appear to serve as
landmarks for the rapid location of holes in the leaf, through which the caterpillar escapes
when threatened. Use the “Escape Simulation” Resource explanation page to challenge
participants to design a simulation showing this great adaptation.
DESIGNED FOR
THE SMITHSONIAN TROPICAL RESEARCH INSTITUTE

Action 2: Acclimatization
Explanation: Acclimatization can be a complex process matching not only your ability to
climb the mountain, but also test the ability of your body to meet the challenge of living at
ever higher altitudes. Too rapid an ascent at high altitudes more often is the cause of
turning back than the weather or the difficulty of the mountain terrain. Challenge
participants by having blow into an asthma inhaler and adding another bit of cotton to
represent new heights.
DESIGNED FOR
EARTH TREKS CLIMBING CENTERS, INC.

Action 2: Dead Cold
Explanation: The Chesapeake Bay can have seas like a mirror or conditions with high waves
and white seas. Working the water in Earl’s words “Don’t let anybody tell you that it can’t get
bad on the Bay…I’ve been out there in storms where the lightning hit and ran right up the rigging
POW!” Fierce weather was always a factor for watermen. Create hypothermic conditions by
pretending Create hypothermic conditions by simulating cold conditions with fingers that no
longer function well…taped thumbs or heavy gloves will make knot tying or pyramid building
quite challenging.
DESIGNED FOR THE BLACKS OF THE CHESAPEAKE FOUNDATION

 Science assessments should blur the boundaries between
classroom learning and real world learning.
 Students should be measured on the understanding of the
nature of science and the world.
 Science education reformers should emphasize that
higher order thinking skills cannot be measured
by machine scored Multiple Choice tests.

 Curriculum Written In Summer Workshops or Afar
 Curriculum Is Delivered
 TeachersTeach ItToTheTest
 Content Objectives are Continuously Added
 Curriculum Overload Occurs
 No time forTeacher and Student Creative Input
 Curriculum Outlets From Informal Education
Organizations Look Much Alike

ENTERTHE MOTIVATION EDUCATION /STRI PANAMACONNECTIONS
SCIENTIST/TEACHER/STUDENT NETWORK - - - STSN NETWORK
Construct within a bounded online and classroom
framework a public or semi-private theme specific
repository of expert profiles and digitally recorded
teacher/student created simulated actions embodying
the current research projects of STRI Scientists and
activities of experts in their field.

ENTERTHE MOTIVATION EDUCATION
SCIENTIST/TEACHER/STUDENT NETWORK - - - STSN NETWORK
Construct within a bounded online and classroom
framework a public or semi-private theme specific
repository of expert profiles and digitally recorded
teacher/student created simulated actions embodying
the current research projects of STRI Scientists and
activities of experts in their field.

The goal of this online and classroom network is to
allow MOTIVATION EDUCATION instructors to view
and search this theme based warehouse of creative
teaching recordings made by others within the
organization in order to generate discussion and
continuous ingenuity by all members.
SCIENTIST/TEACHER/STUDENT NETWORK

EVALUATION EQUALS - -
 Provide vocabulary review sheets
 Give the students a multiple choice factoid test every 10
weeks
 Provide one constructed response essay
 Average Grades from other activities

ENTERTHE MOTIVATION EDUCATION
HABITS OF MIND EVALUATION
1. HABITS OF MIND online self assessment engine
-Persistence; -Communication; -Teamwork; -Skills
2. BCAAN Quiz Fundamental Content Acquisition Engine
3. PRODUCT RUBRIC
4. FOUR-QUESTION INTERVIEW

 Managing User Records
› The user will login and access their control panel to manage
the entire user profile
 Managing, Completing and Evaluating Assessments
› An Administrator or Instructor will login to create, modify or
review assessments.The Participant will login to complete
assessments.
 Communicating through Collaborative Suite
› The administrator, instructor, parent or
participant will communicate through the
collaborative suite to provide feedback
and ask or answer questions.

DATA REPORTING
1. Percentage of Change Data
2. Product Rubric Cumulative Scoring
3. Student statements and testimonials
4. Final Assessment
-Expert; -Practitioner; - Apprentice; -Novice

HABITS OF MIND SUBCATEGORY #1
Internalized Values
HABITS OF MIND SUBCATEGORY #2
Science Inquiry
Science Thinking
# of Embedded
Parallel Questions Attitudes Toward Science
Clarity in Thinking 2 Flexibility in Thinking
Problem Solving 2 Creativity in Solution Finding
Applying Past Knowledge 2 Using new knowledge
Desire to Learn More 2 Learning From Experience
Rate Your Ability to . . . # of Embedded
Parallel Questions
Rate Your Skills In . . .
Use science tools 2 Use mathematics in science
Analyze Observations 2 Use Evidence
Talk about relationships 2 Explain the role of variables
Recognize your expected
outcomes
2 Communicate the full action &
results of a simulation/experiment

My Science
Thinking
Career
Written Response
My Science
Attitudes
Ability to be a clear
thinker in Science
54321
Ability to be flexible,
collaborate and try
“other” ways
54321
Analyze observations
to determine results
Talk about the
relationships between
evidence & explanations
54321
Explaining the role of
variables during a
simulation or
experiment
Using evidence to
develop explanations
5
54321
4321
What did you learn about
your skills & abilities during
this MOTIVATION
EDUCATION PROGRAM?
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
My Likelihood to
Attend a Four Year
College for Science
54321
54321

My Science
Thinking
Ability to be a clear
thinker in Science
1 2 3 4 5
Ability to Pose
Questions and Be
Curious
54321
Career
Written Response
My Likelihood to
Attend a Four Year
College for Science
My Science
Attitudes
54321
Ability to be flexible,
collaborate and try
“other” ways
Ability to be innovative
& Create Solutions
54321
54321
Is Science Fun? Explain.
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________Ability to Pose
Questions and Be
Curious
54321
Ability to be innovative
& Create Solutions
54321