1. iSTEM Curriculum The Story of IMaST
Dr. William Hunter
Dr. Brad Christensen

2. Origins: CeMaST and IMaST
1991 Prompted by ISU President to establish CeMaST
Dr. John Dossey (Mathematics)
Dr. Tom Fitch (Science)
Dr. Franzie Loepp (Technology)
1992 NSF Grant(s) to develop shared curriculum
$1.8 million for 7th grade
$2.2 million for 8th grade
$1.7 million for 6th grade

3. Original Vision and Goals
Standards-based (NCTM, NSES, AAAS, STL)
Enhance understanding of concepts
Use most current pedagogy- Constructivism
Learn and apply principles in various contexts
Standardize problem solving method (DAPIC)
Promote cooperative teaching and learning
Include Engineering in definition of “technology”

4. Definition of “iSTEM”
Intradisciplinary address multiple areas in one discipline
Prime Science
Interdisciplinary address one discipline and support others
Learning by Design Project
Integrated address multiple disciplines equally
A World in Motion

5. IMaST Development Process

6. Final Product
195 learning cycles and 107 readings that address all national standards in Mathematics, Science, and Technology/Engineering organized into 16 thematic modules (books)
7th Grade
The Body Works
Shaping Our World
Living on the Edge
Manufacturing
Forecasting
8th Grade
Animal Habitats
Human Settlements
Systems
Communication Pathways
6th grade
Tools for Learning
Patterns of Mobility
Patterns Within Us
Patterns Around Us
Patterns of Weather
Patterns Above Us
Patterns Below Us

7. IMaST Constructivist Learning Cycle
Demonstration (with participation) of:
Communications Pathways module
Mathematics Codes II
Science Making Waves
Technology Lasers

8. Communication Pathways Module
Mathematics Section
Communication Pathways Module

9. Communication Pathways
Mathematics Section
Communication Pathways
Module

10. Communication Pathways
Science
Section
Communication Pathways
Module

11. Communication Pathways
Science
Section
Communication Pathways
Module

12. You will learn about lasers as we walk through the parts of the learning cycle

13. Learning Cycle Structure
Exploring the Idea
Getting the Idea
Applying the Idea
Expanding the Idea
Assessment

14. Results
TIMSS National average Mathematics Science 11.5
IMaST students Mathematics Science 13.4
Stanford Achievement Test no significant difference
Transformed pedagogy and student performance
“High school teachers could identify IMaST graduates because they were equipped to tackle problems on their own rather than ask “What do you want me to do?” or “What will be on the test?” etc.”

15. Implementation Strategies
Full implementation
Usually one grade at a time
Most likely in private and charter schools
Select one module for a few weeks
Use a learning cycle to enhance a concept
Use a learning cycle to introduce new content
PD for IMaST and/or IMaST as PD

16. Availability and Costs
Student and Teacher editions of all modules available through CeMaST and Alpha Graphics
Cost- $8.75 to $31.50
Learning cycles- about $3.00 each
Kits- equipment and consumables- price varies
Electronic downloads- free or minimal cost
Packaged kits- a few “high interest” learning cycles

17. Challenges
Convince teachers that students can learn through constructivist pedagogy
Mathematics and science adoption schedule
Mathematics teachers not comfortable with activities
Structured district-wide mathematics programs
Lack of technology/engineering teacher
Materials, equipment, and/or facilities
Promotion and marketing

18. Strategies To Address Challenges
Enhanced website
Custom book
Only the learning cycles wanted
Aligned specifically with Common Core Content
Professional Development
Particularly with mathematics teachers
Communication and promotion of the concept
Constructivism, learning cycles, integrated STEM
Kits
consumable and non-consumable items

19. Research Questions What is an “Information Age” education?
Is iSTEM an integral part of the whole?

20. What does/could/should iSTEM do that mathematics, science, and computer classes do not or cannot do? Is there any difference in student performance?

21. Does an iSTEM program (such as IMaST) prepare students for their place in the Information Age society without diminishing skills valued by parents, educators, and government officials holding to perennialist or essentialist perspectives? Perennialism- perpetual, long-lasting concepts leading to a rigorous curriculum constant for all students steeped in classics. Relevancy is valuable, but not critical Essentialism- “Back to Basics” movements, basic skills in reading, writing, mathematics, NCLB Legislation, Common Core Content, etc Definitions from Don Kauchak and Paul Eggen, Introduction to Teaching, Pearson Press, 2011

22. What is an effective way to prepare iSTEM elementary, MS, and HS teachers?
Pre-service
In-service

23. iSTEM Curriculum The Story of IMaST
Dr. William Hunter
Dr. Brad Christensen