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 about my 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- based Learning S.T.E.A.M Multidisciplinary Teaching “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 Communication Creativity Critical Thinking Collaboration

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 21 st 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 Public Mosqueda 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 grades Experience with Socratic seminar approach Participation in Dual Immersion Academy Experienced teacher Previous experience with many of students as teacher in earlier grade levels Some experience in flexible use of time and teaching for deeper understanding An approach to community, using Socratic seminar, orientation to teaching for social justice ‘Permission’ from Superintendent Support from Principal Time for design, planning, collaborating Professional community of colleagues & coaching support Willingness to take risks Support with pedagogy (inquiry, pbl) & content (ancient civilizations – starting with disciplinary content that was most familiar – Olmecs) Support with finding the ‘big picture’ – social justice/communities Able to negotiate with math/science team partner for time