Learning Experience Design

Draft #7...July 1, 1996

Foundation Elements

IMSA Mission

The mission of the Illinois Mathematics and Science Academy, a pioneering educational community, is to transform mathematics and science teaching and learning by developing ethical leaders who know the joy of discovering and forging connections within and among mathematics, science, the arts, and the humanities by means of an exemplary laboratory environment characterized by research, innovative teaching, and service.

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Belief Statements

We believe that...

meaning is constructed, not prescribed.
all individuals have equal intrinsic worth.
all people have an innate desire to learn.
every person has the potential to change and to bring about change.
aversion to risk-taking stifles innovation and creativity.
valuable learning results from both failing and succeeding.
all adults share responsibility for the well-being of all children.
the ability to discern and create connections is the essence of knowing.
the process of education is more than merely the accumulation of facts.

These are the most relevant of the IMSA Belief Statements to the Summer ADVentures I curriculum.

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Curriculum Driver Elements

Standards Of Significant Learning

The following Standards of Significant Learning represent explicit learning goals of the Summer ADVentures I curriculum.
In the process of completing SADVI, the student will:

Evaluate the soundness and relevance of information and reasoning.
Identify, understand, and accept the rights and responsibilities of belonging to a diverse community.
Construct questions which further understanding, forge connections, and deepen meaning.
Use appropriate technologies as extensions of the mind.
Make reasoned decisions which reflect ethical standards, and act in accordance with those decisions.

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Learner Characteristic Data

Juniors High students chosen for this program frequently exhibit the following characteristics:

They prefer independent study over group activities.
They tend to be analytical and logical.
They hesitate to contribute in group discussions.
They tend to come to closure quickly rather than persevere in gathering information.
They tend to believe that their's is the correct answer or interpretation exclusively.
They tend to be more interested in facts and discrete information rather than in creative possibilities.
They tend to have little experience with academic failure.

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Implications of Learner Characteristic Data

The implications of these data for the SADVI curriculum, instruction, and assessment are:

Students need non-threatening ways of working in group activities.
Students need an atmosphere where their ideas are encouraged and accepted.
Students need time to explore and investigate topics for later presentation.
Students need direction when recording observations and data.
Students need opportunities for self-reflection and assessment of their work.
Students need opportunities to experience academic failure.

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Learning Experience Outcomes

In the process of completing Summer ADVentures I, the student will:

exhibit a greater disposition to take appropriate intellectual and social risks.
demonstrate the power of forging connections between and among areas of knowledge.
seek out information from diverse, credible sources.
use natural curiosity to direct learning.
recognize and begin to address the personal and social barriers to learning.
exhibit greater comfort and tolerance with being a member of a group.

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Assessment Plan

Situations	Assessment takes place in an ongoing manner, with students evaluating their work against identified criteria that represent sub-sets of the identified Standards of Significant Learning found above. This assessment is complemented by both pre- and post-assessment data.
Methods	Pre- and post-assessment data are collected using a survey instrument that asks students to examine their preferences and experiences with different learning situations. During the program, students are asked to examine the frequency of, and by inference, their comfort with, integrative ways of knowing, working with others, and problem-based learning.
Feedback	To the Instructor...student self-assessment using the pre- and post-program instruments, as well as the data gathered during the program. To the Student...instructor evaluation using a rubric and supporting narrative discussion.

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Curriculum Organization Elements

Concepts/Organizing Centers

Measurement: The collection of data, both qualitative and quantitative, is central to the process of science. Data serve both to construct and deconstruct scientific hypotheses.
Uncertainty: Any measurement contains an inherent uncertainty, and this uncertainty affects the conclusions that can be drawn from data.
Patterns: The detection of patterns among data is a powerful tool to discover possible relationships. Patterns also serve as a mechanism for categorization and organization of information.
Systems: A system defines the intellectual/physical area of study. The identification of the characteristics and boundaries of a system is critical for meaningful study.
Change: Measurable quantities that describe the condition of systems often vary as a function of space and time. An analysis of this variance is critical to the understanding of the causes and effects of the change.

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Utilization of Resources
Pedagogical Choices	Problem-based Learning Cooperative Learning Class & Small Group Discussion Individual Reflection
Human	Summer ADVentures faculty and staff
Funds	Program budget
Facilities	IMSA/ISU classrooms, laboratories, & grounds
Time	Seven day program schedule
Materials	Computer disks, post-it notes, note pad, pens, poster board, markers
Technology Resources	Host facilities computers, Internet-access, IMSA Network, Overhead Projector, LCD computer projector display

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