Learning Strategies
Science, Technology, Engineering, and Math (STEM)
A strategy for initiating a STEM activity is to provide some supplies, set a goal for the students, and let them create. A big part of STEM learning involves trial and error, and error, and error, and finally success. My students will be going through this process multiple times during the unit. As I will likely be using this unit in late winter or spring, my students will have had much experience getting past an initial failure.
Hands-on Learning
All students, most especially those in the primary grades, learn best by getting their hands dirty. This type of learning raises the level of engagement and also lowers the level of off-task and counterproductive behavior.
Collaborative Learning
During this unit, the students will be working in teams. This sort of learning does pose some challenges. For example, how do I assure that all students are participating and engaged? How do I guarantee that all students assist with all aspects of the activity from set up to clean up? One benefit of a STEM learning approach is that I, as the teacher, am free to float about the room and coach as I see fit. It also allows me to monitor closely the activities of each group and intervene if necessary.
Compare and Contrast
We will be using a series of T-charts to record our ideas about benefits and drawbacks from the different sources of energy that we explore. These charts will allow easy decisions to be made when our teams must choose our preferred power source.
Rigor/Relevance Framework and Quad D
Essentially, rigor means a high level of critical thinking and relevance means that the students can connect to the content. The framework is designed with four levels in mind. They are labeled quads A through D. Activities which fall low on the Bloom’s Taxonomy chart and feature content that is not personally relatable to the student belong in Quad A. Quad B includes activities that require low levels of critical thinking but are easily connected to students. Quad C bumps up the level of critical thinking but again may be difficult to connect to for students. We at Wilbur aspire to teach in Quad D. Quad D requires high level critical thinking and is also easy for the students to feel a connection. I am designing my activities to push students to work within Quad D.
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