Ten Steps
to a Successful Project
ASTRO Partnership
1.
Plan and make at least 4 classroom visits, plus an extra first visit
for the astronomer to observe the class anonymously.
2. Visit the same classroom
over time.
3.
The teacher should be responsible for student discipline and classroom
management.
4. Commitment and communication
are the keys to a successful partnership.
5. Teachers and astronomers
should enter the partnership as equal,but differently skilled, partners.
6. Provide adequate
time for planning and follow-up.
7. Children learn
best when they are actively involved and engaged in learning, by observing,
measuring, discussing, etc.
8. Involve school
administrators, other teachers, and families.
9. Involve community
resources when possible.
10. Create a plan that addresses both the teacher's
and the astronomer's needs and interests, and don't forget to keep the
students in mind!
1. Plan and make at least 4 classroom
visits, plus an extra first visit for the astronomer to observe the class
anonymously.
Make multiple visits to the school or classroom, and begin with an observation
visit so that the astronomer can see what the school and classroom are
like. We've found that four visits are the minimum number for the astronomer
and students to have time to get to know each other. With at least four
visits, the astronomer can do longer term projects with students, and can
join the teacher at key points in the curriculum. Also because each school
visit may take some preparation, making more than four visits may not be
possible for really busy astronomers. Of course, we encourage you to make
more than four visits if possible - some Project ASTRO astronomers have
enjoyed visiting as often as once a week for the entire school year.
2. Visit the same classroom over
time.
When he or she works with the same students over time, the astronomer
really gets to know the students (and vice versa).
We suggest that the astronomer
work with one (or at the most two) self-contained elementary classrooms
during a school visit, or in middle or high school, with no more than two
science periods. Go for depth rather than exposure.
Start small. We know that teachers who see more than one class each
day ideally want to expose all of their students to the astronomer. Resist
this kind impulse! This can place a great time demand on the astronomer
(who is, after all, a volunteer) and make it more difficult for him or
her to learn the children's names, let alone form relationships with them.
Although you will initially involve a smaller group of students, these
students will benefit much more from the astronomer's multiple
visits and personal
contact. (In our pilot program, the visiting astronomers who faced many
classes each time reported that they had a much less satisfying experience
than those who "adopted" one class.)
Teachers can use the new skills they develop to enhance astronomy with
other classes. If all partners agree, you can add additional students after
you have been working together for a while. To reach more students, consider
inviting them to special events (the entire sixth grade to a star party),
have a one-time assembly for more students, or have your students teach other
classes. Finally, there is always next year: you can apply to have
another astronomer visit your other classes. Consider this a pilot
project which can be expanded for future years.
3. The teacher should be responsible
for student discipline and classroom management.
Visiting astronomers, as volunteers in the classroom, should not be
expected to manage student behavior in the classroom. Rather, teachers
should stay actively involved in the classroom, both to model learning
and curiosity to students and to assist the astronomer with any discipline
or logistics. At the same time, astronomers need to be aware of classroom
rules and routines, and use them appropriately during their visits (such
as having students raise their hands before speaking). It is a good idea
to clarify what these rules are before the first visit.
"I thought I was going to have to teach astronomy and my teachers
would go off for a bagel and coffee, but this was not the case. We worked
together in partnership." Project ASTRO Astronomer
4. Commitment and communication
are the keys to a successful partnership.
Strong partnerships develop when everyone has a high level of enthusiasm
and commitment to the project. You will need to devote enough time to communicate
and plan with your partner, to get ready for visits, and of course, to
be in the classroom. Be careful not to overcommit at first. But, do follow
through by keeping in touch with your partner teacher or astronomer. It's
also important to communicate clearly and openly about any concerns, needs,
or suggestions you may have.
5. Teachers and astronomers
should enter the partnership as equal,but differently skilled, partners.
Teachers are likely to be more knowledgeable about how students learn,
what students need to know, and about how to structure and manage a classroom
activity. Astronomers are likely to know more about astronomy and technology.
Your partnership will be more successful if you enter it with respect and
an expectation of equality. But don't expect your partner to know everything
or to do everything perfectly the first time. Let your partnership and
your own skills develop as you get to know each others' strengths.
6. Provide adequate time for
planning and follow-up.
Focus on a few themes and goals and add more ambitious activities (field
trips, star parties, site visits, simulated missions to Mars, etc.) after
you have been working together for a while. An initial planning meeting
or two will help you understand each others' needs and interests. It is
important for astronomers to listen and respond to teachers' needs - you
will be stronger allies this way. Build from your strengths. And, check
in with each other about students' reactions and how the activity went
after each visit.
7. Children learn best when
they are actively involved and engaged in learning, by observing, measuring,
discussing, etc.
The philosophy and focus of Project ASTRO is to involve students in
active, hands-on astronomy activities, as opposed to listening to lectures
(although an occasional lecture may have a place in a well-thought-out
program). Doing hands-on activities may require a more cooperative approach
with both partners actively engaged.
"I learned that lecture style is not the way to go with kids. It
has its place but Project ASTRO is more about hands-on activities and having
fun." Rich Combs, Amateur Astronomer.
8. Involve school administrators,
other teachers, and families.
It's always a good idea to keep the school principal and other administrators
informed about Project ASTRO. Be sure the principal meets the visiting
astronomer, and invite school administrators to special events and visits.
If other teachers express interest in the program, invite them as well.
In addition, you'll find that astronomy offers great opportunities to involve
families in their children's science learning. "Star parties"
for families and nighttime observing as homework activities are opportunities
to get families out to look at the night sky, making science fun for all.
Also, make use of other resources in your community. See Sections 7 and
9 for more ideas.
"It's nice to meet students and parents on common ground outside
of the school facility. At the middle school level, so often the only time
we get to meet parents is when something is wrong. Project ASTRO was a
great way to have a more positive experience with students and parents."
Project ASTRO Teacher.
9. Involve community resources
when possible.
Don't feel that the two of you need to do it all alone, especially if
you are planning a special event. Seek out astronomy resources in your
community, such as:
- the local amateur astronomy club
- public or private observatories
- a planetarium or science museum
- a NASA facility (including one of NASA's Teacher Resource Centers or
Space Grant College programs)
- college or university astronomy departments
- a community college with an astronomy program
- parents with telescopes
10. Create a plan that addresses
both the teacher's and the astronomer's needs and interests, and don't forget
to keep the students in mind!
Sometimes, teachers and astronomers find that they want different things
from the partnership. For example, the teacher may want students to learn
about scale and distance, and the astronomer may want to share his or her
knowledge and enthusiasm about telescopes and observing. It is important
that both the teacher's and the astronomer's interests get met to some
degree. You may need to clarify what the underlying issue is and make a
few compromises so that the teacher's classroom needs are met and the astronomer
does what he or she is most enthusiastic about. The best solutions often
involve working more closely together or sharing roles.
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