MITS Museum Institute for Teaching Science Minds-on, Hands-on, Inquiry-based STEM Education

to improve the teaching of science, technology, engineering, and mathematics (STEM) in elementary and secondary schools (K-12) through inquiry-based, hands-on methods for teaching, and collaboration with informal science institutions to raise student interest and literacy in science.

MITS firmly believes, Students learn about science, mathematics and technology first and foremost through interactions with teachers. Changing the nature of those interactions is the surest way to improve education in these subjects in the United States. (Rising Above the Gathering Storm).

Summer Institutes Science is Elementary Professional Development Seminars MITS Programs

Summer Institutes engage teachers in an exciting professional development experience increase use of inquiry-based, minds on hands on pedagogy to teach STEM activities in their classroom.

Summer Institutes Two- week professional development for teachers Offered throughout Massachusetts Content and methodology PDPs and Graduate Credit Hands-on, minds-on, inquiry based investigations Activities aligned with Massachusetts Frameworks Learn about regional resources 4-7 Collaborating museums/educational institutions Call Backs

Offered in 7 regions: Berkshires Boston Cape Cod Merrimack River North Shore Southeast Worcester Summer Institutes are hosted by 4-6 museums, nature centers, science education organizations, art museums in each region.

10 Inquiry-Based, Hands-On, Minds-On Activities Content Information Resources – Videos, Curriculum Guides, Web Sites Classroom Extensions Each Volume expands on the previous Summer Institutes topic - 4 Issues per year Science is Elementary

for staff at collaborating museum and educational institutes on topics that enhance their teaching and update them on educational reform. help ensure high quality instruction in the summer institutes. Professional Development Seminars

The opportunity to share ideas with other teachers and professionals is something we can never get enough of. I enjoyed being introduced to activities and ideas I hadnt thought of before. I have found these past two weeks enjoyable and enlightening. It has given me a shot in the arm and has helped me get more excited about teaching. These two weeks have flown by and what I have learned will change my teaching style in science, math, and technology for the rest of my life.

MITS Inquiry Learning Model

Theoretical Basis

Comparison of Inquiry Teaching Approaches Synthesized from: Inquiry Descriptions: Directed; Guided/Bounded; Open, by Lead Educators, Types/Levels of Science Activities, Kathleen Nevilles Professional Development Seminar Presentation, February, Structuring the Level of Inquiry in Your Classroom, Michael E. Fay and Stacey Lowery Bretz, The Science Teacher, Summer, Problem/Question (Based on Conceptual Understanding) Procedure/Methods (Engagement with Phenomena) Solution/Explanation/E valuation (Evidence-based Explanations) DemonstrationProvided to student DirectedProvided to student Constructed by student GuidedProvided to studentConstructed by student OpenConstructed by student