Unit 5 STEM

I enjoyed reading about STEM and how it compliments Project based learning. It seems to be that STEM incorporates more actively a word problem that you see on a math or science test, but instead of writing out an answer, the students are able to partake in the assignment hands on. The project that was shown in the reading, the spin off of the Rube Goldberg study( 2014) Was an exceptional project to conduct the scientific elements in education. As a student, I would have fully appreciated this type of teaching when I was in the classroom. This reading especially reminded me of the importance of design in the classroom and outside of the classroom. Project based learning and STEM utilize student voice because it allows for the student to be hands on, produce questions, use skills that the will need outside of the classroom.

I am not yet working on my STEM certificate. However, I would love to look more into it after being in a classroom, because it look like it would connect with technology and the two compliment each other just in the video and readings alone. I related this unit with my other class, Cognitive and Technology. The two classes incorporate many of the same principals. Especially between technology applications and the ideas of design with authenticity would be what we strive for in PBL. This reading and video showed a coherent depiction of optimal development the education system is doing by implementing these new methods of teaching.

The progress and opportunity that STEM, PBL, and SAMR are bringing to students and instructors today is something that will change the world of learning. It gives the instructor a chance to actually teach real world critical thinking and students to earn an education that utilizes their voice and interests.

 

References:

Essential Connections of STEM, PBL, and Tech Integration… What Would Dewey Think? (2014). Retrieved June 05, 2016, from https://21centuryedtech.wordpress.com/2014/09/15/essential-connections-of-stem-pbl-and-tech-integration-what-would-dewey-think/

PBL videos Unit 1

In the first three videos of PBL we saw elementary level, upper elementary, and higher ed. use skills from PBL in the class room. I found these videos interesting for many reasons; I am not yet a teacher so it was fun to look in on a few different levels on teaching and some different practices, the students seemed so willing to learn and excited about their curriculum, and the projects seemed very fun and intelligent. It was refreshing to feel enlightened by students excited to learn and be apart of their education in a hands on way.

I found a few things in common between the three videos; such as, each one showed a group project involving the students with people or sources outside of just their classroom. The teacher sort of loosened their reigns and let the students come up with ideas on their own. The students were extremely engaged with what they were learning. The role of the teacher was to over see with project and point the students in the right direction, then grade at the end on a rubric that put many skills into perspective. The students roles were to learn, incorporate each project to an out of class room setting; for example the architects went with a real firm, the monarch butterfly class room was in relation to a classroom in Mexico, and the worms went outside and into the community with their work. The students all had to show how each concept worked in a hands on way and not just by taking a test. I though that was so important because it really did prove that when you actually understand a concept and you can use it, you are not just cramming and memorizing for a written test.

I have never seen students to engaged and understanding than I did in these videos. As my instructor and classmates know I am not a teacher. Watching these videos gave me a feeling of overwhelming appreciation for what teachers do each day to make it so everything is possible for their students. in these videos each student was so willing to work together and understand each person had a different skill to offer to make their group work. It was definitely apparent in the architects video, because the high school-ers really had to come together to make a plan work and to present to not only their class, but an actual firm. Project based learning gave each class room real life skills in each of the videos by allowing the students to apply what they were learning as they were learning it and to apply their concepts in real life.

I definitely think that the higher ed. students achieved the gold star in PBL because their project was authentic and useful. It incorporated Critical Thinking, Math, and English (Armstrong, 2002). They were critiqued by a firm outside the classroom and their teacher. They used a real module of buildings and they had to be realistic. Their voice was apparent and it was definitely a challenge. I also think this could be said for the March of the Monarchs because the children had to use their voices to respond to others, they used many skills during their projects, it was all reflected in their work in the class and outside of it (Curtis, 2002). The Barrel of worms is the only one in my opinion that might meet all expectations of the gold star. It didn’t show much evidence that work was reflected totally outside of the classroom, however the children are the youngest of the three other examples. For being their age, they were extremely intelligent and hardworking. They seemed engrossed in their work and intuition on learning.

I loved watching these three examples of PBL, this is all a little new to me and I am already thankful for the new concepts that I am learning. The videos did a great job on showing different classroom functions and group methods. In each video it proved that learning hand on has lasting effects on the students.

March of the Monarchs: Students Follow the Butterflies’ Migration. (2002).Retrieved May 10. 2016, from http://www.edutopia.org/march-monarchs

Armstrong, S. (2002). Geometry Students Angle into Architecture Through Project Learning. Retrieved May 10, 2016, from http://www.edutopia.org/geometry-real-world-students-architects