ST1.3 Students are empowered to personalize and self-direct their STEM learning experiences supported by STEM educators who facilitate their learning.
Response:
Students are provided with opportunities to become the CEO’s of their learning as evidenced by their unlimited creativity in their STEM builds.
Our STEM Academy teachers serve as facilitators of learning instead of dispensers of information and knowledge.
Our STEM Academy teachers serve as facilitators of learning instead of dispensers of information and knowledge.
Narrative:
Our STEM learning activities offer a contextual, intrinsically motivating opportunity for our students to engage in reflective problem solving and critical thinking. Following the engineering design process of planning, modeling, testing, analysis, and presentation of results, allows our students the opportunity to apply and synthesize their subject matter knowledge. STEM challenges allow teachers the opportunity to capture mathematical and scientific moments that are naturally embedded in design problems. Teachers are responsible for creating unit plans that show integration of math and science concepts taught through the integration of technology.
Our STEM learning activities offer a contextual, intrinsically motivating opportunity for our students to engage in reflective problem solving and critical thinking. Following the engineering design process of planning, modeling, testing, analysis, and presentation of results, allows our students the opportunity to apply and synthesize their subject matter knowledge. STEM challenges allow teachers the opportunity to capture mathematical and scientific moments that are naturally embedded in design problems. Teachers are responsible for creating unit plans that show integration of math and science concepts taught through the integration of technology.
Strengths:
McNair STEM Academy students use their STEM Interactive Notebooks to guide their learning episodes. Students are given the opportunity to plan their STEM builds and utilize an assortment of supplies and materials they deem appropriate. Our teachers guide and encourage them to think beyond their current limitations as they seek new solutions.
Weaknesses:
We are improving in the area of providing students with learning contracts to support their growth and development. Many of our students thrive with continued feedback during their learning episodes.
Evidence:
STEM Academy Lab Schedule
lab_rotational_schedule.docx | |
File Size: | 46 kb |
File Type: | docx |
First Grade Siphon Build
Fourth Grades Cane Toad Project
The fourth grade students developed various responses to their challenge. The students used a multitude of supplies and materials to develop a prototype. Each groups ideas and vision of their finished product was very different. their teacher supported them as they designed and developed their prototypes using their knowledge of cane toads and measurement.
Fourth Grade Cane Toad Presentations
cane_toad_by_damartys_and_semora_ms._taylors_4th_grade_class.pptx | |
File Size: | 160 kb |
File Type: | pptx |
cane_toad_facts_by_antwone.ppt | |
File Size: | 882 kb |
File Type: | ppt |
cane_toads_by_trinity_hood.pptx | |
File Size: | 1296 kb |
File Type: | pptx |
Atlanta Journal and Constitution Article About the STEM Build
STEM Day 2016
STEM students shared their learning with the non- STEM classes. The following classes shared in the following labs: Ms. Pitts, 3rd grade students shared in the aquaponics lab; Mrs. Spencer's, 1st grade students shared in the coding lab; Ms. Carter's, 5th grade students shared in the science lab; and Ms. T. Taylor's, 4th grade students shared in the Robotics lab. Attached you will find the rotation for the classes.
stem_day_2016.xlsx | |
File Size: | 10 kb |
File Type: | xlsx |