Why STEM?

Why STEM? Baseline

Reflective Blog Module 1

Before Research

1) How would you describe STEM education to a friend or family member in informal conversation? STEM education is not only learning science, technology, engineering, and math in school, but incorporating those principles in the classroom as well. This includes encouraging inquiry and curiosity in the classroom as well as promoting cooperation and teamwork.

2) Why do you think STEM education is (or is not) important? STEM education is important because it prepares students for many aspects of the "real world." It helps students be creative, free thinkers and become confident, competent adults.

3) What is the value of incorporating or enhancing STEM in public education. Because STEM education has so many positive impacts on students, incorporating STEM in public education will allow students to benefit from STEM principles.

After Research

After reviewing the LiveBinder resources, some of my initial thoughts were reinforced. For example, the article "Why STEM?" talks about how STEM education "prepares students for life, regardless of the profession they choose to follow." This article also discusses how, included with the skills that I mentioned, STEM also promotes critical thinking and problem-solving, and improves engagement. These are skills that are beneficial in any field.

Another idea about the value of incorporating STEM in public education comes from the articles "Why so few?" and "Getting Girls Into STEM." One way to achieve this goal of getting girls interested in STEM is to offer it in a convenient place. By incorporating and improving STEM education in public schools girls (and boys) who go to public school are getting more and more exposure into STEM principles.

Reflection Week of 1/16/17

This week, Monday was an in-service day and I participated in ALICE active shooter training. It showed me how important it is to think about situations like that before they may happen. By having a plan, it could reduce panic at the time of an emergency. This week included several interesting activities that I really liked and would probably use in my own classroom. The first was an activity called "Marshmallows and Murder" that demonstrated different mechanisms of evolution. This was a good activity, but I would probably implement it differently than the teacher did. She put a lot of emphasis on the marshmallows, but I would probably focus more on the scenarios. Since mechanisms of evolution depend a lot on situations, I would develop scenarios that are easy to follow and understand so that students can relate to them and refer back to them when remembering terms. Another activity that I was involved in this week was in the Anatomy and Physiology class. They created maps of brain function on swim caps. This was a great way to have a more hands-on review of concepts. Students were able to see and create the structures and functions in the brain. I like the idea of creating a model like this for a body part for anatomy.

Reflection Week of 1/9/17

This week ended the second grading period, and I got to really see how much work goes into making sure everyone’s grades are in. Between grading last minute make-up work and tests, entering and calculating final grades, and keeping track of bonus points, along with teaching and making sure students are on track and have work that they may have missed, this week was a whirlwind of activity. It was especially difficult for me because I don’t have a great organizational system in place right now. My mentor teacher organizes her space very effectively, and always knows where things are, but without her here, I have been having trouble determining where I should put things. As a result, I have several piles of things both in the classroom and in the front room based on whether it needs grading, needs passed out, or is graded and ready to be passed back. Monday is an in-service day, and I would like to work out a better system then so that the space feels more organized.

Reflection Week of 1/2/17

This week, I was once again leading the classroom as my mentor teacher is still out of school. I felt that this week went very well, but it wasn't without low points. On Thursday, the Anatomy students were given a study guide for their midterm on Monday and given the majority of the class period to work through it and ask questions. Instead of working on their study guide, many of the students were playing on their phone. Since they are all seniors and I feel they should be given responsibility for preparing for their tests, I didn't fight them on it during class, but I did talk to the class about how, when they are given time in class for something like this, they are expected to, at the very least, be working on something. I told them that it is unacceptable for them to sit in class and do nothing, and if it continues in the future, 1. they will not be given time to review in class anymore, and 2. if they are playing on their phones, their phones will be collected; a policy that my mentor teacher created.

A highlight of this week was a review game that I played with the Anatomy students on Friday. Since I have been in this classroom, I have only seen these students review 1 of 2 ways, either with Kahoot, or answering questions in pairs with white boards. I wanted to try something different, and the sub that has been with me in the classroom suggested a relay race-type game that he had played with a class before. I created 26 questions that sampled all 4 chapters that were on their midterm, and created slips of paper with each question on it, as well as a key for myself and the sub. We split each class into 3 groups, and gave each team a whiteboard, marker, and eraser. The question slips were upside down on 3 tables, one for each team, and the teams were lined up behind their tables. When it was their turn, each team member would come up to the table, flip over a question, and answer it on the white board. The sub and I were monitoring the teams to mark right answers and make sure nobody was cheating. The person who was up for their team had to get a question right before their next teammate could take their turn. Each team also got 4 "lifelines" where they could ask their teammates or look up the answer. I think that the students enjoyed the competition of this game and had fun being up out of their seats to play, but I don't think that I would use it again as a review. The disadvantage of this game was that, unlike Kahoot or a white board review, all of the students didn't get to view all of the questions and answers. I am trying to brainstorm new games that might involve the competitive and movement aspects of this game while still allowing all of the students to benefit from the questions given. Another option might be to have smaller teams go around to stations, answering questions. It will get them out of their seats, and whether they remember the answers or have to look them up, it would still be a good way to review for a test.