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Michael Schaab

Associate Professor, Arts and Sciences Department - Maine Maritime Academy in Castine,
Mr. Michael Schaab

Programme: Educators Conference

Biography
Michael (Mike) Schaab is an associate professor in the Arts and Sciences Department at Maine Maritime Academy in Castine, Maine, where he teaches courses in physics, chemistry, biology and ethics. He has taught high school science for 28 years and for the last 10 years at the college level. As a College Board consultant, AP Reader, and AP Mentor for the State of Maine, he has developed and conducted numerous AP Chemistry and AP Biology workshops and Summer Institutes throughout the United States and in Europe and Asia during the last ten years. He has twice received the Distinguished Teacher Award from Bowdoin College, the Educator of the Year Award from Rotary International, the Sustained Excellence in Teaching Science Award from the University of Maine at Orono, and is a Paul Harris Fellow. Mike has reviewed numerous scientific books and texts including the AP teacher resource manual for the 11th edition of Chemistry by Raymond Chang. He has recently prepared and edited exams for McGraw-Hill’s AP Chemistry practice exams using the new curriculum standards. Currently on leave of absence from Maine Maritime Academy, he is working at Döküz Eylül University in Izmir, Turkey where he is developing a laboratory program for physics as well as teaching courses in physics and maritime chemistry. His primary focus of educational interest and research is in the area of experimental design and learning. Mike enjoys hiking, gardening, kayaking, travel, choral singing and teaching students of all ages.

Full Day Institute I
TitleDeveloping an Inquiry-Based College Level Biology Course
Programme Educators Conference
Days Offered Monday October 21, 2013
Description

Using the AP Biology curriculum as a guide, we will discuss the development and implementation of a college level biology course that uses an inquiry rather than didactic approach to student learning. Focusing on reasoning and inquiry skills not only prepares students for success in college, it develops the ability to effectively evaluate the wealth of information that is becoming increasingly more available worldwide. The course will examine a guided inquiry approach to laboratory experiments and devote some time modifying traditional labs to reflect a greater emphasis on investigation, methods development, and analysis. We will explore a classroom pedagogy that emphasizes critical thinking, prediction, and rationale. Participants will perform laboratory experiments, discuss and model numerous strategies for implementation, and examine assessment tools that demonstrate and measure the effectiveness of this approach. This course will be of interest to teachers who want to develop a curriculum that creates a community of biologists. While the focus is on a high school course, this program is suitable for educators of all levels.

Objective
  • Teachers will take away new strategies for developing, implementing and assessing an inquiry-based biology curriculum.
  • Teachers will take away concrete practices that emphasize learning science using scientific investigation.
Target Audience Educators, Grades 7-college
Conference Material
 
Full Day Institute II
TitleDeveloping an Inquiry-Based College Level Chemistry Course
Programme Educators Conference
Days Offered Tuesday October 22, 2013
Description

Using the AP Chemistry curriculum as a guide, we will discuss the development and implementation of a college level chemistry course that uses an inquiry rather than didactic approach to student learning. Focusing on reasoning and inquiry skills not only prepares students for success in college, it develops the ability to effectively evaluate the wealth of information that is becoming increasingly more available worldwide. This course will examine a guided inquiry approach to laboratory experiments and devote some time modifying traditional labs to reflect a greater emphasis on investigation, methods development, and analysis. We will explore a classroom pedagogy that emphasizes critical thinking, prediction, and rationale. Participants will perform laboratory experiments, discuss and model numerous strategies for implementation, and examine assessment tools that demonstrate and measure the effectiveness of this approach. This course will be of interest to teachers who want to develop a curriculum that creates a community of scientists working in the field of chemistry. While the focus is on a high school course, this program is suitable for educators of all levels.

Objective
  • Teachers will take away new strategies for developing, implementing and assessing an inquiry-based chemistry curriculum.
  • Teachers will take away concrete practices that emphasize learning science using scientific investigation.
Target Audience Educators, Grades 7-college
Conference Material
 
3-Hour Workshop
TitleThe Power of Theory and the Failure of Equations
Programme Educators Conference
Days Offered Wednesday October 23, 2013
Description

Einstein searched in vain for a Grand Unified Theory. That search continues to this day. “Why?” is exactly the question that needs to be emphasized. A set of laws only describes behavior. Students belong to that group of animals which needs reasons to make sense of what they observe. This seminar will examine how the kinetic-molecular theory and the theory of evolution provide powerful tools for making sense of chemistry and biology. I propose that both theories can be used by biology and chemistry teachers to reach a broader understanding and help their students form a coherent body of scientific understanding. We will examine ways to implement these theories early in a child’s education in order to increase their effectiveness and we will look at how they can be used to make the informed predictions that lie at the heart of scientific inquiry and discovery. This seminar is suitable for anyone seeking to understand two basic theories and the cognitive structure of science.

Objective
  • Teachers will take away a greater understanding of how the kinetic-molecular and evolutionary theories can help reinforce student learning and understanding in both biology and chemistry.
  • Teachers will take away concrete examples of how to use kinetic-molecular and evolutionary theories in their classrooms.
  • Teachers will take away techniques that utilize theories to increase understanding of laws and equations and to make rational predictions.
Target Audience Educators, Grades 7-college
Conference Material
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