Monday, June 30, 2014

Session III - Question 2

Session III - Question 2:  Answer the first "Essential Question" in Chapter 10 regarding STEM.

20 comments:

  1. Lisa H

    After reading this chapter, I am reminded of the importance of designing instruction that is both relevant and rigorous to our students. I think the idea of engaging our students in problem solving and inquiry will provide both of those key aspects. Again, here I think giving our students some choice in their investigations will encourage our students to develop curiosity about various topics within these fields. We should provide authentic reading material in the science and math classes, using journals, informational articles, editorials on relevant topics, etc. Also, our students should practice writing in these subjects, such as learning how to communicate their findings in a lab they completed. Our gifted students should have opportunities to meet and work together on advanced projects where they will experience challenge. I like the idea of “students working on leveled problems with other students who enjoy the creative intellectual challenge.” (Kindle location 4954). Also, I think the idea of creating “out of school opportunities for students, including competitions, summer programs, and mentorships” (Kindle location 4985) can be a catalyst for helping many of our kids to explore future careers in the STEM areas. I am thinking that with the oil industry and the Medical Center in Houston, we can find and invite mentors in different fields into our schools. Maybe they are just waiting to be asked…

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    1. In response to travelingbug on July 17th,

      I agree with what you said about giving our students choice in their investigations. After all, we want them to be curious and to explore, so we need to make sure that we give them the opportunity to do so and encourage it. I also agree that students should practice writing in these subjects. Being able to put into words what you are doing or how you came to a conclusion is part of learning. I teach math, and students will oftentimes think that they won't use any of what they learn in the future unless they become math teachers. I love the idea of having professionals come in to talk to them about what they do and how they use math in their jobs!

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    2. I too agree with Lisa H. that more time should be spent developing rigorous and relevant instruction and learning in the classroom. As Lisa stated, giving students more choice in how they learn with increase and enhance their understanding of higher level subject matter. Being a science teacher I totally understand how more authentic reading needs to be included in our curriculum. I agree that we live in the energy capital of the United States. We need to involve more of the people from those industries to meet and be with our students. Show them how what they are learning has an effect on real world problems.

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    3. Laura, I agree. Kids need to see how what they are learning will impact them in real life. Last year, when I taught social studies, my kids worked on a project in which they tried to solve the issues of an African country. It was interesting to watch them research what had already been done, and try to create some new solution. Real word application to what they were reading.

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  2. In response to travelingbug on July 17th,

    I agree with what you said about giving our students choice in their investigations. After all, we want them to be curious and to explore, so we need to make sure that we give them the opportunity to do so and encourage it. I also agree that students should practice writing in these subjects. Being able to put into words what you are doing or how you came to a conclusion is part of learning. I teach math, and students will oftentimes think that they won't use any of what they learn in the future unless they become math teachers. I love the idea of having professionals come in to talk to them about what they do and how they use math in their jobs!

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  3. In order to best meet the needs of our gifted middle school learners, we must first begin with our students. We must find out who they are, as individuals. We need to know what their gifts are so that we can further encourage the development of those gifts. We need to create curriculum that involves inquiry and problem-based learning. It is critical for gifted students to have the opportunity to explore, think logically, and figure out for themselves, especially when it relates to STEM subjects. We should attempt to find professionals in the working world to come visit our classes, so that our students may see how their talents may be used later in life. We want to keep them engaged in these subjects, not to become bored with them. We should create and encourage out-of-school programs and opportunities for students including camps, competitions, advanced programs, mentoring, etc. And above all, we should ensure that we, as educators of gifted students, continue to learn and strive to understand the gifted learner.

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    1. L. Howard in response to Hannah B on July 17, 2014

      I wholeheartedly agree with you that we need to take the time to get to know what our students' gifts are and foster their development. Perhaps, during our advisory time we could talk about different fields/careers that are "good fits" for people that have certain gifts/talents/interests. Also, that might be a good time to have different professionals come in and talk about their careers in the STEM areas, as well as other careers. I also like the idea of having more camps and competitions. It gives our students a chance to develop their skills with peers that have similar interests.

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    2. In response to Hannah B on July 17th, I am in total agreement that the focus should be on helping our students find their individual strengths before pushing them in a certain direction. While STEM careers are a driving force in the global marketplace, other careers can be just as important and esteemed. The SBISD district implementation of Explore testing in the 8th grade has taken the first step in that direction. However, the GT learner can take those results as a condemnation for their career hopes as I observed with several last year. Therefore, my hope is that we as educators are helping students explore, as Hannah said, who they are in a period of time - not just one time or test.

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    3. In line with HannahB's comments concerning out-of-school programs, this made me think of "Odyssey of the Mind". Kids are challenged to come up with solutions to problems and save for a few technical rules, they are given free rein on coming with a solution. (PV)

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  4. One of the most prevalent questions from my GT students, i WHY is math relevant to my life – I know how to use a calculator?!? They love science; they love technology. I think our largest challenge is to connect STEM to real life situations. In teaching US History, we quickly dispel the stero-type that all the Founding Fathers were perfect angels by introducing them as REAL people with faults, failings, addictions, etc. The students can relate to some of their life events and challenges even though they lived 200 years ago. The Junior Achievement Program that brings in volunteers from various businesses would be one way to incorporate and develop STEM interest for a lifetime. Katy ISD has the Health Careers High School. Maybe SBISD should develop compacted curriculum for Architects, Design and Engineering? The best avenue to develop interest in STEM careers is to SHOW them how it can benefit their lives and be interesting in the process.

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    1. In Reply to Eleanor on July 23rd

      I love the idea of getting some kind of specialized curriculum focused on engineering or some related Science/Math focus. I feel like in education there needs to be more specific opportunities for kids who know what they want to do, or study in college. If they want to be an engineer, or architecture we should allow them to take specific classes that will help them to get a head start on their major in college. If they are actually interested in something why would our schools not do as much as they could to grow that enthusiasm?

      Also I agree wholeheartedly about having to make connections to real life for our students. Without them seeing how they can use the knowledge they are gaining in the classroom it does not mean anything to our students (especially GT students)!

      Ryan Harvey

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    2. I agree with Eleanor's comment that it would be beneficial if SBISD had a
      compacted curriculum aligned with specific STEM careers to provide students
      greater exposure. It would be great if we could establish partnerships with
      industries and/or universities and probably have our students engage in some sort of job shadowing or mini-internship. (PV)

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  5. The essential question in Chapter 10 I will address is: In what ways can appropriate rigor in STEM areas foster ongoing inquiry in gifted learners? Appropriate rigor in STEM areas can foster ongoing inquiry when students are presented up to date content and knowledge. Many times science text are inadequate and contain not up to date materials. Teachers have a big role in preparation of topics so that students can perform up to their abilities. Hands on labs are critical for learning and development of science content.

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  6. I always hear, "Why do I need to know this" coming from kids during less exciting parts of our science curriculum or about other classes they do not enjoy. I always try to give them examples of how they can use the knowledge that they are gaining now in the real world. At our school this year our 6th grade team did a great job in bringing in Geologists and engineers from Chevron to talk to the Science classes and attempt to get the kids excited about learning Science. I think that with all learning, and with STEM subjects, the students won't really take ownership of their learning without it connecting outside the walls of the school. Using problem based learning, especially in STEM subjects, gives the kids the power to choose and create their own learning without having to be taken step by step by the teacher. It is amazing to see students take different paths to come to a conclusion in a lab investigation and the path they take was most suited to their learning style, therefore the most beneficial to them. We have all seen the commercials on where the US ranks in Science and Math testing, and understand that we need to climb that ladder. I believe that when we get students excited about their learning, we will truly begin to rise.

    Ryan Harvey

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    1. I agree with Ryan's comment on July 28, the US ranks in Science and Math are continuing to decrease. A change must be started and as educators, we are a solid force that can make that difference especially with our high achievers. The idea of bringing in guest speakers is one that I consistently come back to as a great way to connect the outside community with that of the school however money, connections/friends willing to for free are very limiting.

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  7. I believe that the way STEM is interpreted and taught in middle school can enable students to continue to pursue their STEM education in high school. Hands on learning is great, but their needs to be more emphasis put on solving real world problems instead of just doing a hands on lab. Students need to see how scientific inquiry and results affect real world situations. Our students live in the information age. We need to pose scientific problems to them and allow them to go and find the answers and figure out how this impacts society. Once students see how STEM learning affects everyday lives I think they will find it more relevant. Too often we want them to learn a subject and we don't allow them to find out for themselves how this will impact others outside of the classroom. I believe giving students the power to choose how they learn about a topic puts them in charge of their learning instead of the teacher telling them the steps they need to take to master a subject.

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  8. Bottom line, the more you expose to the students the more they will find interests or be curious about it and want to find out more.
    Knowing this, the teachers play a big role in knowing the material, presenting the materials, and encouraging the questioning of the materials. If the teacher is not in agreement that STEM is something that could benefit students then the students will feel that and know not to take an interest in it. Looking at page, 242, “the curriculum is watered down and regularly taught by underprepared teachers.” Why? This is the first a foremost issue that needs to be resolved. We as educators are criticized on numerous occasions, having a faculty that is underprepared to encourage students to be problem solvers should not be one of them.
    Once we as educators find the importance in STEM instruction, we can create students (not just GT) to be high achieving community members. On page 243, the idea of being able to encourage, teach and create individuals who are: problem solvers, innovators, inventors, self-reliant, logical thinkers, and technologically literate would make my year successful in any class that I am teaching.

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  9. This is my answer to question # 1, for some reason it's not letting my post: I think this would work with our GT kids, especially our boys. They are reluctant to open up in class, and if they can relate to a character in a story it gives up that “in”. Also, our GT kids can journal as they read, giving them another avenue to use as far as reaching and assisting them.t:

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  10. Question #2: My son loves STEM, it's his thing. I think all teachers, even those of us who really don't enjoy it, need to show an interest in it. My son will go on and on about something that he has learned or read about science, and I try to show interest in what he's telling me. In my LA class, I need to push past my lack luster interest in science fiction and read and discuss it with my kids.

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  11. I, too, believe that stress/emphasis needs to be placed on problem solving and
    inquiry. We need to develop in our students the complex thinking skills and
    encourage them to make connections between real life and the lessons learned
    within the four walls of the classroom. Offering our students greater
    flexibility in topics can promote greater interest and spur them towards more
    in-depth exploration. (PV)

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