In August, ASSET STEM Education launched Project-based Learning through Teacher Externships, an innovative program aimed at matching educators with STEM professionals in order to connect classroom learning with real-world issues and problems.The program is supported through Arconic Foundation.The program is supported through Arconic Foundation.
Early Childhood Education in the United States and the Case for STEM
Nearly 4 million children enter kindergarten each year in the United States. Unfortunately, research shows that without access to high-quality early education, too many children enter kindergarten a year or more behind their classmates in academic and social-emotional skills (US Dept. of Education, 2015).
By now you’ve at least heard of project-based learning (PBL), maybe read a success story or two about how effective it is, completed professional development around it, or observed a colleague implementing it in his or her classroom. You might even have facilitated projects with your own students that involved tackling a “real-world” problem and presenting solutions—perhaps creating a new technology or designing an actual product.
Regardless of your level of exposure to PBL, you might be wondering—beyond Does it actually work?—How do I as an educator, who is committed to not just teaching but to preparing my students to continue their educations and enter the 21st-century global STEM workforce, implement PBL in my classroom that is practical and relevant? That exposes my students to the challenges they’re likely to face in their future careers? That gives them the knowledge and skills they’ll need to tackle these challenges? That bridges the gap between what they’re learning in the classroom and what’s happening in real life by incorporating actual problems and problem-solving methods used in industry?
Because isn’t that the point?
ASSET STEM Education™ recently assessed the national educational landscape for trends and opportunities to improve STEM teaching and learning. Here are 7 key takeaways from conversations with stakeholders and surveys of teachers and administrators across the country:
Inquiry-based Schools Empower All Teachers as Collaborative Leaders and "Agents of Change"
Professional responsibility is one of the core domains of teaching practice according to the Danielson Framework for Teaching. As such, educators should actively engage in professional communities and pursue other channels to grow and develop professionally in order to enhance their effectiveness.
Continued from Taking Inquiry Back to School published 9/7/16
How can we maximize the time we have to provide students experiences that help them engage in and deeply learn what we are teaching them?
Consider this scenario:
When students walk into your room, what do they see? What do they hear? Try these tips for setting up a student-centered classroom!
Are you a tortoise or a hare? Do you believe you have a certain amount of talent, and that your talent (or lack of talent) either makes or breaks you? Or do you believe you can significantly change your level of talent with hard work and perseverance?
“Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has.” - Margaret Mead