1. Preparing for the Future with Integrated STEM: Opportunities in Emergency Preparedness CIAE - Universidad de Chile roberto.araya@ciae.uchile.cl APEC & ICER 2014 Preparing for the Future with Integrated STEM: Opportunities in Emergency Preparedness Roberto Araya. CIAE - Universidad de Chile roberto.araya@ciae.uchile.cl APEC & ICER 2014 roberto.araya@ciae.uchile.cl

2. Quick introduction to Chile  Population 17 millions,  New curriculum (similar to Common Core and NGSS)  Produce big Earthquakes and Foret fires, and  Export Tsunamies.

3. Preparing for the Future with Integrated STEM: Opportunities in Emergency Preparedness Preparing for the Future with Integrated STEM: Opportunities in Emergency Preparedness

4. England 1910, 3 million workers with skills that now would be jobeless 25% of USA farms dedicated to produce food for horses

5. Imagine the future If I had asked people what they wanted, they would have said faster horses - Henry Ford

6. Preparing for the Future with Integrated STEM: Opportunities in Emergency Preparedness Preparing for the Future with Integrated STEM: Opportunities in Emergency Preparedness

7. Why STEM? Science Technology Engineering Mathematics

8. Preparing for the Future with Integrated STEM: Opportunities in Emergency Preparedness Preparing for the Future with Integrated STEM: Opportunities in Emergency Preparedness

9. STEM Integration in K12 Education STEM Integration in K12 Education National Academies, 2014

10. Common Core v/s NGSS Modeling is the glue for integration

11. modeling, arithmetic, fractions

12. Preparing for the Future with Integrated STEM: Opportunities in Emergency Preparedness Preparing for the Future with Integrated STEM: Opportunities in Emergency Preparedness

13. Modeling Forest Fires April 2014 Attitudes & Values

14. Innate Implicit Model Models generated with education Can students do modeling?

16. Teaching Modeling USAB: Use – Select – Adjust - Build Concrete  Pictoric  Mathematical Implicit  Explicit

18. Concrete model

19. Wildfire Modeling

23. Dynamic Systems modeling USAB: Use – Select – Adjust - Build

24. Teaching Modeling USAB: Use – Select – Adjust - Build Concrete  Pictoric  Mathematical Implicit  Explicit

25. We have a basic model Now, we include strategies Decision making

26. We have a basic model Now, we include strategies

27. If you select a blue card

29. Can you guess the rule when you place a blue card?

30. Decision Making USAB: Use – Select – Adjust - Build Control of Dynamic Systems

31. But there are also yellow cards

32. A yellow card is a controlled burn

33. Can the house be saved?

41. Control of Distributed Dynamic Systems USAB: Use – Select – Adjust - Build

42. Games Decision making Natural pedagogy

43. How would you model a non flat landscape with different elevations? with different elevations? USAB: Use – Select – Adjust - Build Unknown variables?

44. Modeling Dynamic Systems with Potentials

45. How would you model a non flat landscape?

46. How would you model a non flat landscape?

47. Can you guess the rule for non flat landscape?

48. Can you guess the rule for non flat landscape?

49. Can you guess the rule for non flat landscape?

50. How would you model a the effect of wind? USAB: Use – Select – Adjust - Build Other unknown variables?

53. Vector Fields

54. How would you model a the effect of wind? USAB: Use – Select – Adjust - Build

55. MultiplayerGames 2 players Real World Decision Making

56. Can the 2 houses be saved? 2 players Game Theory & Decision Making

58. USAB: Use – Select – Adjust - Build Concrete  Pictoric  Mathematical

59. Holistic modeling: object of modeling is the fire Computational modeling: cells thinking, emergence of fire Holistic modeling: object of modeling is the fire Computational modeling: cells thinking, emergence of fire

60. Teaching Modeling USAB: Use – Select – Adjust - Build Concrete  Pictoric  Mathematical Implicit  Explicit Boards are as basic and fundamentals as numbers John Holland, John Holland, Emergence: From Chaos to Order Emergence: From Chaos to Order Dynamic Systems modeling

61. How to engage students?

62. Attitudes & Values

63. How to learn to teach modeling and the XXI skills?

64. Lesson Study – Classroom observation

65. Lesson Study

66. Argumentation in mathematics differs from argumentation in science.

67. Explain why Explain how Explain what

68. Modeling is the glue for STEM integration

69. Long divisions, mathematical modeling, dynamic systems

70. Imagine the future

71. Archimedes´ The Method Palimpset

72. Integrated STEM - Modeling Preparing for the Future

73. Thank you Preparing for the Future Lesson Study Integrated STEM Attitudes & Values