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Testimonials
“IMaST is a fantastic curriculum! We [teachers] had a little trouble
adapting to it at first, but now we are so impressed with the progress
the kids are making. They are definitely learning to think! They can
solve their own problems. And it is so natural for them to use math as
they do scientific inquiry.”
--6th grade teacher from Michigan
“I have been teaching math for 12 years and this is the first
year no student has asked me, ‘why are we learning this math’.
The IMaST program is based on real world situations so the kids know
it is necessary to learn math.”
--7th grade teacher from Michigan
“I am so pleased that technology education was integrated with
math and science. I now feel like I have a very important position in
the school because kids know they are continuously applying math and
science in my laboratory.”
--Technology education teacher in Illinois
“I thought the IMaST classrooms were unnecessarily noisy so I
went to check them out. I was amazed that at the level of conversations
the students were having. Almost all of them were talking about science!
Nearly all of the students in the class had poor academic records so
needless to say I was pleased they were on task. And I am sure they were
learning!
--Middle school principal in Louisiana
“Our language arts teachers are so pleased with the IMaST program.
They say that having the students write in their IMaST Journals everyday
gives purpose to learning to write with clarity. Further, they say the
sixth grade students are writing better than ever before and they give
IMaST part of the credit!”
--6th grade teacher from Rhode Island
“I can’t believe what 8th grade students can do when the
curriculum in integrated. For example, several of our students went way
beyond the hydroponics activity to make a balanced ecosystem. They decided
to combine their hydroponics system with an aquarium so the fish would
feed the plants and visa a versa. They had to call engineers to find
out about filtering systems, etc. But the apparatus seems to work!”
--Technology education teacher from Michigan
“My first comment is that above average students are gaining more
than the average students because for many, it is the first time they
have had to move outside of their comfort zones. They are learning strategies
and study skills that they haven't needed to develop before, as their
heads and listening skills let them bypass some of the basic stuff. They
are learning teamwork that many of them hadn't developed in the past;
in their minds, teamwork was the equivalent of their giving their answers
to less-able students.
Also, the IMaST plan allows for so much flexibility with the application
and the extension options that I have yet to have a student tell me
that he/she learned little or nothing from a unit. There's always so
much that can be gained from any particular task that the challenge
comes in selecting the activities and time frame allowable and desirable.
My more gifted students also put more thought, effort, and imagination
into their work than some of the others, so they're pushing themselves.
I find that they're also honing their networking skills, as they know
ways to connect with sources on the internet, in their families, and
in their communities, so that is pushing them beyond current skill
levels. I don't believe they would be doing as much of that in a traditional
curriculum.
I also find that my better students, particularly in 7th Grade, where
IMaST is a little more open to individualization in the projects, are
using their Excel skills to build spreadsheets as they make their data
tables. Some of them are using the graphing calculators to graph line
graphs or percent circles and then printing them off with the TI-Graph
Link. Many of my students are typing up their comments in a word processing
program so that they can enhance them with color and graphics. They
have been using the drawing features of Word to make their Punnett
squares. They download information from the computers readily. They
can use Venn diagrams to compare/contrast concepts that might otherwise
get bogged down in a paragraph. Some of their presentations are including
the use of digital cameras and/or digital video cameras to get the
point across.
Bottom Line: I feel that IMaST takes each child from where he/she is
to the next level (or two or three), based upon the expectations presented,
the time allotted, and perhaps the questions posed and the tools provided
by the cooperating teachers and/or families. The learning that takes
place is not limited in any way but rather is being challenged by the
activities and experiences that the curricular materials spawn. This
is why IMaST is a super way to teach and learn whether I'm working
with a previously low-achieving class, an average class, or a gifted
and talented class.
Way to go, IMaST! You give us a holiday "gift" that keeps
on giving all year long.”
--Middle school teacher in a private school
I believe that the kids here in Hawaii are really improving a lot. We
have only
the "enrichment" type kids. They are kids that were tested
to be in an upper
level math class. I have heard from the parents two things:
For those kids who are doing well, "they have never been challenged
like this before, the kids love it".
For those kids who are not doing all their work, "the teachers
are not
doing anything, they (the teachers) just tell the us to read and do our
work. (which is not true...but I guess the kids have to tell the teachers
something.)
I think that the students who are above average are extracting more
information out of what they are doing, they are learning to think on
their own. The students who are average are doing a lot of work just
to get it done but I have to help them make connections.
--6th grade teacher from Hawaii
External Evaluation Comments
An external evaluator conducted a survey of teachers teaching IMaST.
An unedited copy of teacher responses is provided below. He asked them
the following question. “Compared to other curricula with which
you are familiar, what is the impact of the IMaST curriculum
on:”
Student Motivation?
- “The kids really get into it, in some cases they would go beyond
the assignments.”
- “IMaST engages
students & develops a sense of control.”
- “Students
are active the entire class.”
- “It motivates disinterested
kids.”
- “Some LC's and modules were more interesting than
others.”
- “Kids are highly motivated-they come in excited.”
- “The
students now see a reason for mathematics.”
- “The kids just
love coming to class.”
- “Some students say they don’t
like it, but they certainly don’t act like it.”
- “Motivation
depends on the kids-the hands on type jump into it while the ‘academic’ types
are a little more hesitant.”
Student Initiative?”
- “The program teaches kids to gain initiative.”
- “They
take initiative but do need encouragement once in a while.”
- “Students
get such a sense of ownership.”
- “This is a lower performing
group, so they tend to hold back.”
- “Classroom management
is a challenge.”
Skill Development?”
- “It had a major impact on student learning.”
- “The students
understand what they are doing-that makes their learning
so much more effective.”
- “As the students went through the year they just
got better and better.”
- “I expect them to be very well prepared
because of the problem solving skills.”
- “Gets them to think
differently.”
- “They may be a little less prepared for traditional
classes-there is less algorithm but better understanding.”
- “They
learned how to learn.”
- “On a museum field trip the IMaST students
showed a much higher understanding and asked much better questions.”
Academic Preparation?
- “They'll be better prepared for high school than with any other
curriculum.”
- “I
expect IMaST will help the students to
be able to compete academically at any level.”
- “I am confident that they are academically
prepared.”
- “Transfer from math activities to worksheets is
difficult.”
- “I expect their future academic work to be high.”
- “With
supplements, academic preparation is a ‘1’.”
- “I’m
a little worried about their test performance.”
- “They will
be well prepared for science as well as math.”
- “This kind
of instruction has to positively impact retention.”
- “I’m
waiting for test scores to see about skills.”
- “Kids seem
ready to go to the next level.”
Cognitive Integration?
- “Integration is a definite strength.”
- “Integration is great
idea.”
- “Writing helps language skills.”
- “I
love that aspect, the way it fits together and with reality.”
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