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Preparing for the Future with Integrated STEM: Opportunities in Emergency Preparedness Roberto Araya. CIAE Preparing for the Future with Integrated STEM: Opportunities in Emergency Preparedness Roberto Araya. CIAE - Universidad de Chile roberto. [email protected] uchile. cl APEC & ICER 2014

Quick introduction to Chile Population 17 millions, New curriculum (similar to Common Core and Quick introduction to Chile Population 17 millions, New curriculum (similar to Common Core and NGSS) Produce big Earthquakes and Foret fires, and Export Tsunamies.

Preparing for the Future with Integrated STEM: Opportunities in Emergency Preparedness Preparing for the Future with Integrated STEM: Opportunities in Emergency Preparedness

England 1910, 3 million workers with skills that now would be jobeless 25% of England 1910, 3 million workers with skills that now would be jobeless 25% of USA farms dedicated to produce food for horses

Imagine the future If I had asked people what they wanted, they would have Imagine the future If I had asked people what they wanted, they would have said faster horses - Henry Ford

Preparing for the Future with Integrated STEM: Opportunities in Emergency Preparedness Preparing for the Future with Integrated STEM: Opportunities in Emergency Preparedness

Why STEM? Science Technology Engineering Mathematics Why STEM? Science Technology Engineering Mathematics

Preparing for the Future with Integrated STEM: Opportunities in Emergency Preparedness Preparing for the Future with Integrated STEM: Opportunities in Emergency Preparedness

STEM Integration in K 12 Education National Academies, 2014 STEM Integration in K 12 Education National Academies, 2014

Common Core v/s NGSS Modeling is the glue for integration Common Core v/s NGSS Modeling is the glue for integration

modeling, arithmetic, fractions modeling, arithmetic, fractions

Preparing for the Future with Integrated STEM: Opportunities in Emergency Preparedness Preparing for the Future with Integrated STEM: Opportunities in Emergency Preparedness

Modeling Forest Fires April 2014 Attitudes & Values Modeling Forest Fires April 2014 Attitudes & Values

Can students do modeling? Innate Implicit Models generated with education Can students do modeling? Innate Implicit Models generated with education

Teaching Modeling Implicit Explicit Concrete Pictoric Mathematical USAB: Use – Select – Adjust - Teaching Modeling Implicit Explicit Concrete Pictoric Mathematical USAB: Use – Select – Adjust - Build

Concrete model Concrete model

Wildfire Modeling Wildfire Modeling

Wildfire Modeling Wildfire Modeling

Wildfire Modeling Wildfire Modeling

Wildfire Modeling Wildfire Modeling

USAB: Use – Select – Adjust - Build Dynamic Systems modeling USAB: Use – Select – Adjust - Build Dynamic Systems modeling

Teaching Modeling Implicit Explicit Concrete Pictoric Mathematical USAB: Use – Select – Adjust - Teaching Modeling Implicit Explicit Concrete Pictoric Mathematical USAB: Use – Select – Adjust - Build

We have a basic model Now, we include strategies Decision making We have a basic model Now, we include strategies Decision making

We have a basic model Now, we include strategies We have a basic model Now, we include strategies

If you select a blue card If you select a blue card

If you select a blue card If you select a blue card

Can you guess the rule when you place a blue card? Can you guess the rule when you place a blue card?

USAB: Use – Select – Adjust - Build Decision Making Control of Dynamic Systems USAB: Use – Select – Adjust - Build Decision Making Control of Dynamic Systems

But there also yellow cards But there also yellow cards

A yellow card is a controlled burn A yellow card is a 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?

USAB: Use – Select – Adjust - Build Control of Distributed Dynamic Systems USAB: Use – Select – Adjust - Build Control of Distributed Dynamic Systems

Games Natural pedagogy Decision making Games Natural pedagogy Decision making

Unknown variables? How would you model a non flat landscape with different elevations? USAB: Unknown variables? How would you model a non flat landscape with different elevations? USAB: Use – Select – Adjust - Build

Modeling Dynamic Systems with Potentials Modeling Dynamic Systems with Potentials

How would you model a non flat landscape? How would you model a non flat landscape?

How would you model a non flat landscape? How would you model a non flat landscape?

Can you guess the rule for non flat landscape? Can you guess the rule for non flat landscape?

Can you guess the rule for non flat landscape? Can you guess the rule for non flat landscape?

Can you guess the rule for non flat landscape? Can you guess the rule for non flat landscape?

Other unknown variables? How would you model a the effect of wind? USAB: Use Other unknown variables? How would you model a the effect of wind? USAB: Use – Select – Adjust - Build

Vector Fields Vector Fields

How would you model a the effect of wind? USAB: Use – Select – How would you model a the effect of wind? USAB: Use – Select – Adjust - Build

Multiplayer Games 2 players Real World Decision Making Multiplayer Games 2 players Real World Decision Making

Can the 2 houses be saved? 2 players Game Theory & Decision Making Can the 2 houses be saved? 2 players Game Theory & Decision Making

Concrete Pictoric Mathematical USAB: Use – Select – Adjust - Build Concrete Pictoric Mathematical USAB: Use – Select – Adjust - Build

Holistic modeling: object of modeling is the fire Computational modeling: cells thinking, emergence of Holistic modeling: object of modeling is the fire Computational modeling: cells thinking, emergence of fire

Teaching Modeling Implicit Explicit Concrete Pictoric Mathematical USAB: Use – Select – Adjust - Teaching Modeling Implicit Explicit Concrete Pictoric Mathematical USAB: Use – Select – Adjust - Build Boards are as basic and fundamentals as numbers John Holland, Emergence: From Chaos to Order Dynamic Systems modeling

How to engage students? How to engage students?

Attitudes & Values Attitudes & Values

How to learn modeling and to teach the XXI skills? How to learn modeling and to teach the XXI skills?

Lesson Study – Classroom observation Lesson Study – Classroom observation

Lesson Study Lesson Study

Argumentation in mathematics differs from argumentation in science. Argumentation in mathematics differs from argumentation in science.

Explain why how what Explain why how what

Modeling is the glue for STEM integration Modeling is the glue for STEM integration

Long divisions, mathematical modeling, dynamic systems Long divisions, mathematical modeling, dynamic systems

Imagine the future Imagine the future

Archimedes´ The Method Palimpset Archimedes´ The Method Palimpset

Preparing for the Future Integrated STEM - Modeling Preparing for the Future Integrated STEM - Modeling

Preparing for the Future Integrated STEM Lesson Study Attitudes & Values Thank you Preparing for the Future Integrated STEM Lesson Study Attitudes & Values Thank you