Telling Your Story Workshop [date] 1 Telling Your Story: How to Make the Most of a Classroom Visit A Workshop for Scientists & Teachers Sponsored by [fill in name of sponsor] Presented by [name of presenters or organization] [web address of presenters]

Telling Your Story Workshop [date] 2 [Show image of web page of sponsoring or presenting organization] [Show URL of sponsoring or presenting organization]

Telling Your Story Workshop [date] 3 Overview of TYS TYS is an approach to “telling the story” of science. TYS is an approach to “telling the story” of science. TYS invites scientists to tell that story in K- 12 classrooms. TYS invites scientists to tell that story in K- 12 classrooms. TYS helps teachers and scientists collaborate to incorporate this story into a successful classroom visit. TYS helps teachers and scientists collaborate to incorporate this story into a successful classroom visit.

Telling Your Story Workshop [date] 4 Goals for the workshop By the end of this workshop: 1. Scientists will have an outline of a scientific story they can tell in a classroom. 2. Scientists and teachers will know how to work together to help students learn about scientific inquiry through contextualized ocean research.

Telling Your Story Workshop [date] 5 Why Visit a Classroom?

Telling Your Story Workshop [date] 6 1. Benefits for Students

Telling Your Story Workshop [date] 7 All citizens need to understand the oceans better. Photo credit: NOAA

Telling Your Story Workshop [date] 8 Scientists bring their love of science to students.

Telling Your Story Workshop [date] 9 Scientists can dispel student misconceptions about science and scientists.

Telling Your Story Workshop [date] 10 Scientists can help students understand how real science is done. Photo credit: USGS

Telling Your Story Workshop [date] 11 Scientists can help students gain a realistic view of science as a career. “As young people become interested in what is actually done in a science career, versus what they imagined, they quickly see themselves as more likely to become a scientist.” Dr. Sarah Oktay Managing Director, Nantucket Field Station

Telling Your Story Workshop [date] 12 Scientists can describe how they use evidence and logic to explain the world.

Telling Your Story Workshop [date] 13 Scientists can explain where research questions come from.

Telling Your Story Workshop [date] 14 Students can begin to imagine that a life in science is possible for them, too.

Telling Your Story Workshop [date] Benefits for Teachers 1.The visit can provide access to current research. 2.The visit may change the way a teacher teaches science. 3.The visit may lead to an ongoing partnership with a scientist.

Telling Your Story Workshop [date] Benefits for Scientists 1.Provides a way to contribute to improved science literacy. 2.Fulfills outreach and broader impact goals. 3.May provide a new perspective on their own work. 4.It’s fun!

Telling Your Story Workshop [date] Benefits for Institutions 1.Helps fulfill outreach and community service goals. 2.Increases public understanding of and support for science. 3.Builds goodwill in the community.

Telling Your Story Workshop [date] 18 Before Becoming a Visiting Scientist

Telling Your Story Workshop [date] 19 Homework: Preparing Your Three stories

Telling Your Story Workshop [date] 20 Your Personal Story Your Workplace Story Your Research Story

Telling Your Story Workshop [date] 21 Your Personal Story When I was your age… Photo credit: Nick Haddad

Telling Your Story Workshop [date] 22 Your Personal Story When did your interest in science first emerge? When did your interest in science first emerge? When did your interest in the ocean emerge? When did your interest in the ocean emerge? Was it inspired by a particular person or event? Was it inspired by a particular person or event?

Telling Your Story Workshop [date] 23 What excites you about your work? What excites you about your work? The great field trips? The great field trips? The people you work with? The people you work with? The mysteries you are trying to solve? The mysteries you are trying to solve? The contributions you’ll make? The contributions you’ll make? Your Personal Story

Telling Your Story Workshop [date] 24 Your Personal Story  What do you do on weekends?

Telling Your Story Workshop [date] 25 Where is your workplace? Locate it using a map or Google Earth. Where is your workplace? Locate it using a map or Google Earth. Are there some special stories about your workplace? Are there some special stories about your workplace? Is there a PowerPoint describing your workplace? Is there a PowerPoint describing your workplace? Your Workplace Story

Telling Your Story Workshop [date] 26 The research story you tell depends on the age and knowledge of the audience. The research story you tell depends on the age and knowledge of the audience. Show where your research occurs. Use a map. Show where your research occurs. Use a map. What is your research and why is it important? What is your research and why is it important? The Story of Your Research What kinds of equipment do you use? Ships? Robotics? Collection devices? What kinds of equipment do you use? Ships? Robotics? Collection devices?

Telling Your Story Workshop [date] 27 Who else is working with you in trying to solve this problem? Who else is working with you in trying to solve this problem? How long have you been working on this challenge? How long have you been working on this challenge? The Story of Your Research Why is it important to live with uncertainty? Why is it important to live with uncertainty?

Telling Your Story Workshop [date] 28 How do you know what you know? How do you know what you know? The Story of Your Research Who checks your work? Who checks your work? What is a theory? What examples can you share? What is a theory? What examples can you share?

Telling Your Story Workshop [date] 29 Developing Your Three Stories Using Concept Mapping

Telling Your Story Workshop [date] 30 Concept Mapping

Telling Your Story Workshop [date] 31

Telling Your Story Workshop [date] 32 The homework component. The classroom component. Being Effective in the Classroom

Telling Your Story Workshop [date] 33 Being Effective in the Classroom Identify comparisons or similes that will support student understanding. Identify comparisons or similes that will support student understanding. Work on your three stories. Work on your three stories. Meet with the teacher, in person if possible. Meet with the teacher, in person if possible. Homework

Telling Your Story Workshop [date] 34 Being Effective in the Classroom Make sure your presentation fits into the available time block. Make sure your presentation fits into the available time block. Remember: bells ring. Plan to arrive at school early. You may not be able to make up lost time. Plan to arrive at school early. You may not be able to make up lost time. Revise and refine your stories. Revise and refine your stories.

Telling Your Story Workshop [date] 35 Being Effective in the Classroom  Present your research as a mystery you and others are trying to solve.  Pose questions students can answer.  Bring objects students can handle or keep. While in the classroom

Telling Your Story Workshop [date] 36 Being Effective in the Classroom NOAA  Show images … NOAA Photo credit: NOAA

Telling Your Story Workshop [date] 37 Being Effective in the Classroom NOAA  Show maps and data …

Telling Your Story Workshop [date] 38 Being Effective in the Classroom Be interruptible… Be interruptible… Student questions can actually help you tell your story… Student questions can actually help you tell your story… to a point. Discuss this issue with the teacher. Discuss this issue with the teacher.

Telling Your Story Workshop [date] 39 Being Effective in the Classroom Support student understanding … Support student understanding … Give students the big picture Give students the big picture Adapt your language to the age of the students. The teacher can help you do this. Adapt your language to the age of the students. The teacher can help you do this.

Telling Your Story Workshop [date] 40 Being Effective in the Classroom Take time to check with students about their understanding. Take time to check with students about their understanding. The teacher can help here… The teacher can help here…

Telling Your Story Workshop [date] 41 Being Effective in the Classroom You don’t want to lose them…

Telling Your Story Workshop [date] 42 Being Effective in the Classroom Maintain a sense of humor Maintain a sense of humor Share funny stories about your own mishaps. Share funny stories about your own mishaps. Be able to laugh at yourself. Be able to laugh at yourself.

Telling Your Story Workshop [date] 43 Being Effective in the Classroom And one more thing... And one more thing... Enjoy the ride! Enjoy the ride!

Telling Your Story Workshop [date] 44 Follow Up After the Visit Don’t just ride away...

Telling Your Story Workshop [date] 45 After the Visit Leave something behind Leave something behind Make yourself available Make yourself available Maintain the relationship Maintain the relationship Solicit feedback Solicit feedback

Telling Your Story Workshop [date] 46 Resources

Telling Your Story Workshop [date] 47 Questions, wrap-up, & evaluation

Telling Your Story Workshop [date] 48 Thank you!  [presenter names]