My changed Perspective on STEM

My perspective on STEM is changed. From looking at it from the perspective of technology and engineering and staying closed to it, I see it now as a design process and hence am intrigued as to how I can use it in my classes.

The big ideas and how to use them?

1. The one idea that I was bowled over is EDP (Billar et. Al, 2014), Engineering Design Framework. I like it because not only it talks about an original solution, it moves in a cyclic way by creating a feedback loop that feeds into redefining the problem. I can use it in designing my lessons. There is no final design of a lesson plan that is a fits-all. The smart teacher would use EDP and keep re-looping the feedback back into the lesson plan design work.

2. STEM involves collaborative work and that brings forth the need for and hence the development of soft skills (Bell, 2010) . When students work together toward solving a common problem, they develop skills that will be required in their chosen careers in the future such as communication, presentation skills, team-building, conflict resolution, organization, and planning.

3. I can provide middle school female students with an open-ended, complex, problem to solve (Burrows et al, 2018). Girls are under-represented in STEM, but taking on a problem that encourages community development and is relevant to girls would help involve them better.

4. I learnt it is good to bring in topics around which STEM projects are created from certain areas such as construction and design, water, environment, mixtures, technology, nutrition, and genetics (Caparo et. Al., 2016). This helps give a focus to the project work entailed.

5. The biggest learning for me was that STEM needs to start early (Lyon et.al, 2010). Students need to get engaged in meaningful STEM learning in the early grades (by middle school), in order to retain their interest.

How would I share?

“Professional development is not effective unless it causes teachers to improve their instruction”, Mizell (2010). One of the ways of professional development is to share what we know with others. Here is how I could share my knowledge:

1. Individual: I could video tape myself teaching in a class and share it with colleagues for a discussion and feedback. I could also put it up on social media for comments and vast reach.

2. Collaborative: I could work with a group of colleagues and discuss a STEM project in details to implement it in the classroom. Then we could all implement it in our classes and then meet for an analyses and comparison of notes.

3. Virtual: I could have an online space on any of the social media platforms and share and invite other teachers to share their work in STEM. This could eventually turn into a course run online.

References

1. Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House, 83, 39-43. source?

2. Billiar, K., Hubelbank, J., Oliva, T., &Camesano, T. (2014). Teaching STEM by design. Advances in Engineering Education, 4(1). Retrieved from https://files.eric.ed.gov/fulltext/EJ1076147.pdf

3. Burrows, A., Lockwood, M., Borowczak, M., Janak, E., & Barber, B. (2018). Integrated STEM: Focus on informal education and community collaboration through engineering. Educational Sciences, 8(4). doi: 10.3390/educsci8010004. Retrieved from https://files.eric.ed.gov/fulltext/EJ1174955.pdf

4. Capraro, M.M., Whitfield, J.G., Etchells, M.J., &Capraro, R.M. (2016). A companion to interdisciplinary STEM project-based learning: For educators by educators (2nd ed.). Boston, MA: Sense Publishers. Retrieved from eBook Central (accessed through LIRN).

5. Lyon, G.H., Jafri, J., & St. Louis, K. (2012). Beyond the pipeline: STEM pathways for youth development. Afterschool Matters, 16, 48-57. Retrieved from https://files.eric.ed.gov/fulltext/EJ992152.pdf

6. Mizell, H. (2010). Why professional development matters. Oxford, OH: Learning Forward. Retrieved from https://learningforward.org/docs/default-source/pdf/why_pd_matters_web.pdf