Integrating Long Term and Futures Thinking:

Implications for K12 Students

Dr. Beth V. Yeager

Lead Researcher, Institute for STEM Education

July 27, 2015

With thanks to Margarita Mosqueda

From Mosqueda, 2014

“Because I care aboutmy community, my world and my planet.”

Student re: Future Cities Project

From One Teacher’s Story: Future Cities Project

• Part of a a multi-dimensional, multi-disciplinary year-long project

• With an overarching focus on community social justice

• From a problem/solutions perspective (Teacher)

dd4

Inquiry-basedLearning

S.T.E.A.M

MultidisciplinaryTeaching

“I don’t have a BIG picture.”

Teach with Rigor and Depth

Project-based Learning

New grade-level NO curriculum

Common Core Standards

TECHNOLOGY Think outside the box

4c’s

ME MUERO

Teach in two languages and two grade-levels

Relevance

Mosqueda 2014

CommunicationCreativityCritical ThinkingCollaboration

• Communities Inquiry Compare and contrast the development of communities through

time, from the past (deep time – ‘ancient civilizations’) to present. Students will study and research their use of money, medicine, religion, archeology, geography, form of government, their scientific discoveries and education system as well as their contributions to our 21st century.

• Inquiry into their local community & neighborhoods – Raising questions

(e.g. “Why do we not have side walks in our neighborhood?”) Taking actions in their community (“Giving back”)

• Design and construct future cities in collaborative teams

Students as agents of change Address problems identified in present

Bringing cities from ancient civilizations as basis for future cities – e.g., repurposing ancient settings Using integrated multiple disciplines in process – e.g., history, geography, technologies, engineering (e.g., design, civil, mechanical, electrical engineering, interviewing engineer), art, science (eg - researching current solutions such as solar energy in order to envision possible solutions in deeper future time; researching transportation options, etc.) Construct plans, use SIM City, construct models

• Going PublicMosqueda 2014

Some things students brought (‘history’)

Some of what teacher brought(‘history’)

What was in place or put in place to support?

Some had previous experience with this teacher in other gradesExperience with Socratic seminar approachParticipation in Dual Immersion Academy

Experienced teacherPrevious experience with many of students as teacher in earlier grade levelsSome experience in flexible use of time and teaching for deeper understandingAn approach to community, using Socratic seminar, orientation to teaching for social justice

‘Permission’ from SuperintendentSupport from PrincipalTime for design, planning, collaboratingProfessional community of colleagues & coaching supportWillingness to take risksSupport with pedagogy (inquiry, pbl) & content (ancient civilizations – starting with disciplinary content that was most familiar – Olmecs)Support with finding the ‘big picture’ – social justice/communitiesAble to negotiate with math/science team partner for time