1. Formal Education (K-12) NASA SMD Education Community Meeting Sept. 23-24, 2015

2. What Best Practices Were Noted? PD over a more extended period of time (at least 15 contact hours) Hands on, experiential learning, 200 contact hours, connected to a scientist observing struggles and successes (authentic) Make it be as real as time/money Inquiry Partner a scientist and educator Adequately prepare the scientist to understand program goals, needs of the audience, content understanding of the audience, social interaction/skills, professionalism, Building a relationship with the educators, Bring a friend, Design age appropriate activities

3. What Best Practices Were Noted? Partnering with GLOBE. Taking authentic data (SMAP) develop a protocol to collect data the same way the satellite does. Students doing it. Campaign to compare global data -- Find existing networks so you don’t have to recreate. GLOBE elementary; integrating effectively literacy. Engages elementary teachers who don’t have time to ‘do’ science. Students collect data, use it, know how. Respect educators as professionals. Stickers are not the reward. Stipends. Workshops are beyond the teachers real job. Teachers are held accountable – as NASA we show them the alignment, or where it fits in, misconceptions, etc., NGSS – we need to get on top of it. WAVELENGTH LISTS – NGSS To familiarize yourself with local, state or NGSS before you provide PD or create activities. Adapt materials to your level The NGSS Practices are found throughout any curriculum Leveraging existing scientific infrastructures, leveraging the ‘down-time’ of the scientists (live chats, missions) Knowing how your mission may coincide with local/regional science teachers topics

4. What is our legacy? Eye-in-the-Sky, grades 1-4 hasn’t been ‘updated’ for some time but educators still mention it fondly, HS intern program. Students analyze data, are college bound, STEM, NASA careers, moving forward in the workplace, NASA SciFile videos, people still connect with me because they’ve seen these videos. Lifetime of memories, Students still make cloud observations and mention it well beyond the shelf life, EPD for teachers who are still in the workforce. Data shows it has impacted their teaching and drills down to students, etc. GEMS and FOSS developed products are being used involving space science connection (Kepler, Sofia, …) Non mission specific seems to last but if NASA science plugs in and out, they last longer. COP (dealing with a person) lasts years, involves lots of students and these projects leave a lasting legacy, Relationships with educators, connections and have long lasting impacts

5. What is our legacy? Relationships and connections teachers have formed. Use scientists Having given educators confidence to solar system astronomy GLOBE focuses on specific learning rather than missions. Strong partnerships The science, not just the science mission Acknowledge the science Developing new models of pedagogy, used in multiple situations, evidence of success; confidence in the model

6. What Lessons Learned Were Shared? If the activities are not tied to standards, teachers can not use them. They want the very best activities. Time is an issue, Engage the teachers in creating teacher curriculum materials. I.E. focus groups are formed, what will work in the classroom, involve teachers in creating (PAYMENT), Bring students in also in the testing. They are stakeholders too, Teachers value time with scientists and SME (in addition to the stipend). Treating as professions, Model the lessons; teachers take the role as a student learner, Experience the PD with hands-on, MODEL the lesson, strategies, If you don’t do that, don’t expect the teachers to use. A small thing can make a big difference, i.e. modular web based activities, allows teachers opportunity to pick and chose. A more universal appeal. Teachers as co-presenters who have used the materials present. Training teachers to do your workshop is amazing too. Partnerships may also include having a student co-present with a teachers is powerful.

7. What Lessons Learned Were Shared? Using multiple tools (presentations, hands-on, inquiry) is okay. Using the scientist in multiple roles increasing the ‘authenticity’ of learning Team-work (E/PO, SME, …) Hands-on, inquiry learning, teamwork. It brings the message that anyone can do science. Collaboration. Finding the time or designing the time creatively so there is no spillage Acknowledging distributed expertise in room; professionalism, kid-site Ownership for learning; selecting topic, the scientist to learn with/from Sharing the learning; poster sessions from teacher participants Translation provided by E/PO to the scientists. This is huge. The educator is a trusted member of the ‘team’. It is vital to have the interpreter (educator) to the team.

8. What TYPES of Impacts Were Noted? Who was reached and how? Pre/post and 3month follow-up (mailed survey). Are teachers using the materials and how are they being used? Have you visited a NASA center? How many students, gender and ethnicity Pre/post. The follow-up would be a great idea If curriculum, use in the classroom (did it work), Educators asked, did you perceive that it was successful with students? What type of materials did you use (DVD, web-based) how were they used? What was the reach of the materials. Record of participation, focus or small groups. Effective even on projects have been out there for a while, External evaluation doing phone interviews, perceptions of changes on students, detailed interviews, Follow-up from conference attendees with external evaluator, using programs. Ambassador programs got exit interviews, impacts of perceptions of how students may have changed. Web survey to collect outreach metrics Focus groups for a granular snap-shots Is what we’re doing having a measureable impact? Metrics, meta working with educators.

9. What TYPES of Impacts Were Noted? Who was reached and how? External evaluators offer critical discussion in pre- planning, on-going and post Comparative use of non NASA materials with NASA materials showed student gains. SME taught materials to students and NASA was responsive. Tremendous student growth [Brian Campbell Heather Hansen] I’ve changed the way I teach now. We all have stories of impact

10. What NASA Resources Were Leveraged? All of them Expertise, External assests, Data Research – everything we do is based upon the science Excitement The Cutting Edge of Cool

11. Additional Thoughts

12. Parking Lot Thoughts or Questions