STEM Education - Innovation in Policy and Practice
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Five Observations Regarding Teaching Similarity According to Common Core

Five Observations Regarding Teaching Similarity According to Common Core | STEM Education - Innovation in Policy and Practice | Scoop.it
“For the last two months I taught geometry according to Common Core, at least as it is interpreted by EngageNY in its Module 3 (Similarity and the Pythagorean Theorem). I am "off the reservation" in...”
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STEM Gateways Act Introduced to Promote STEM among Underserved Groups | Triangle Coalition for Science and Technology Education

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Growth Mindset and Why It Matters

WKCD has assembled five short videos that provide a lively introduction to growth mindset and why it matters, for students as well as teachers.
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Community counts: Fostering rural STEM education

Community counts: Fostering rural STEM education | STEM Education - Innovation in Policy and Practice | Scoop.it
Nationally, 1 in 5 students attend school in a rural district. U.S. efforts to improve STEM education may unintentionally have overlooked the unique challenges faced by rural communities. These communities share characteristics, such as high rates of poverty, low student expectations, low teacher pay, and high rates of administration turnover. In addition, dispersed resources, community values, and lack of understanding of the potential of STEM education inhibit change. We don’t have to read research papers to understand the challenges of rural education. The movie “October Sky” depicts conflicts that arise within a coal-mining town as a group of students work hard to win science competitions by designing, building and testing rockets. Implementing rural STEM programs requires understanding the nature and needs of unique communities. The Costal Rural Systemic Initiative (CRSI) represents one effort to create sustained improvement of math and science education along the eastern seaboard. In this region, districts contain few staff with many job functions, lack of highly-qualified educators for STEM disciplines, inadequate data for decision-making, and a host of other challenges. To rectify the situation, and ultimately increase student performance in math and science, CRSI created a model to provide districts with the infrastructure, data and resources designed to withstand personnel changes, make informed decisions, and identify additional resources required for teacher and student success. The initiative relies on Continuous Improvement Teams to implement and manage an eight-step process from data collection to intervention implementation. A second study of rural STEM education in Appalachia by April D. Haight and Wilson J. Gonzalez-Espada reinforces existing research on the importance of placing science and math education in relevant and accessible contexts during teacher professional development and classroom learning. In addition, the authors note that in rural communities “geographic or social mobility” conflicts with strong ties to family and friends. Even so, many youth leave home for larger, urban settings; they often depart unprepared and undereducated to meet the expectations of the new environment. Far to the west of Appalachia, rural communities in Colorado experience similar challenges. Dan Morris, executive director of eNetColorado, explains that the conversation around STEM education in Colorado often unwittingly excludes 80% of school districts – those effectively rural in nature. According to Tod Lokey, director of online learning for the San Juan Board of Cooperative Educational Services (BOCES), while wonderful resources exist within the region, few students can access them due to district boundaries. He points out that in large urban and suburban districts students transfer schools to attend specialized programs and achieve their goals. Most rural students do not have that luxury. One study of high-school mathematics courses shows that students in urban districts have access to twice as many advanced math courses as their rural peers . Source: Graham, Susanne E., Carsey Institute, University of New Hampshire, Issue Brief NO. 7, Fall 2009. Large districts draw upon resources and talent to concentrate excellence in STEM and arts education creating academies and vocational schools. In the San Juan BOCES region, many pockets of excellence exist. Unfortunately, because of a district-based system of education, administrative and financial barriers often preclude students from taking advantage out-of-district resources. Dawn Olson, superintendent of the Huerfano School District Re-1 in Colorado, sees computer technology and Internet access as a way to achieve equity and access in rural communities. According to Olson, students must have access to the technology and resources of the 21st century. She asks, “What world are we preparing students for? If they do not learn to access information and use technology, they face limited futures.” Formerly a teacher and principal in a rural South Dakota school, Olson participated in a statewide effort to modernize and outfit schools with the latest resources. After many years in South Dakota, Olson accepted the role of superintendent in in the Huerfano School District. When asked to compare computer and technology access and use between the two states, Olson expressed surprise at the lack of resources and use of technology in some rural areas of Colorado. She attributes the difference to the efforts of a strategic governor in South Dakota and other leaders in the mid 1990’s who made access a priority. In Grand Junction, Colo., the John McConnell Math & Science Center testifies to the passion of individuals for improving rural STEM education. A retired physicist, McConnell began as a volunteer and mentor in local schools. Soon McConnell and his wife, Audrey, found themselves traveling widely to bring hands-on, inquiry-based activities to schools throughout the rural west. They visited schools with as few as six students and districts where an 80-mile bus ride was the daily norm. They founded the Center in 2000, starting in a local elementary school.Expanded and renamed, the Center provides teachers with the training and resources to replicate the many hands-on activities McConnell developed to simplify complex scientific concepts and actively engage students. Today, the Center houses exhibits and provides life-long learning opportunities for the community. Like LEGO pieces, rural communities need to snap together resources to create a lasting and effective STEM education infrastructure. Developing a data-driven, blueprint provides an important foundation for improvement. The challenge may require rural communities to dissolve traditional district boundaries, adopt and train educators in the effective use of technology and distance learning, and partner with members of the community, local industry and post-secondary education. Doug Haller is the principal of Haller STEM Education Consulting. Haller is an education consultant specializing in strategic planning and market analysis to drive design, development and sales of niche education products for clients in the for-profit, nonprofit, and education and public outreach fields. His creative approach is based on years of practical experience as an educator, instructional designer and education consultant. Check out his blog, STEM Education: Inspire, Engage, Educate. Resources Blanton, Roy E. and Hobart L. Harmon, Building Capacity for Continuous Improvement of Math and Science Education in Rural Schools, Rural Educator, 2005. Graham, Susanne E., Carsey Institute, University of New Hampshire, Issue Brief NO. 7, Fall 2009. Haight, April D. and Wilson J. Gonzalez-Espada, Scientific Literacy in Central Appalachia Through Contextually Relevant Experiences: The “Reading the River” Project, International Journal of Environmental & Science Education, Vol. 4, No. 3, July 2009, 215-230.
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Fractions: Using a Number Line to Teach Fractions

Fractions: Using a Number Line to Teach Fractions | STEM Education - Innovation in Policy and Practice | Scoop.it
“Teachers in this multimedia presentation from Doing What Works demonstrate the use of a double-scaled, open number line to teach fractions to upper elementary students.”
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Sparticl

Sparticl | STEM Education - Innovation in Policy and Practice | Scoop.it
The best science on the web -- a place where you can search, learn, share, contribute, and earn points and rewards!
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Coding Nation | Kapor Center

Coding Nation | Kapor Center | STEM Education - Innovation in Policy and Practice | Scoop.it
The Kapor Center has collected information on 300+ programs or software that teach youth and adults elements of computer science and coding. This is not an exhaustive list, as this field is rapidly growing. As stated in the introduction, we’re hoping that the larger community will help us to frequently update this list as programs continue to launch. The primary objective of this Coding Landscape Database is to catalogue organizations that provide some type of coding training. We’ve generally categorized the range of programs into these clusters: Bootcamps: Intensives that prepare participants for at least entry-level developer positions.Certifications: Trainings that result in a certification/credential, badge, or belt to identify skill development progress.Corporation-focused: Courses that provide training to corporations or on behalf of a specific corporation.Hackathons: Event in which individuals collaborate in a short and intense time period (typically 24 to 72 hours) to build a mobile or web application.There are many valuable networks and support organizations that help convene and/or advocate for people who work in the tech and coding space. These organizations were not a focus of this data collection effort, and many are not captured in this database. General STEM-oriented programs were also not a focus of this effort and are largely not included. For an organization to be categorized as a bootcamp, it had to have an intensive program over a set period of time that prepares a participant for at least an entry-level coding job. - See more at: http://kaporcenter.org/coding-nation/#sthash.dnW2snwc.dpuf
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Living in the Last Mile: How to Improve Rural Internet Access

Living in the Last Mile: How to Improve Rural Internet Access | STEM Education - Innovation in Policy and Practice | Scoop.it
Hello, my name is Ben and I live in the last mile. I am part of the 30% of Americans who don’t have real broadband access at home. And no, this is not by choice…entirely.

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A Periodic Table of Visualization Methods


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Which states have aligned #math instruction with new standards

Which states have aligned #math instruction with new standards | STEM Education - Innovation in Policy and Practice | Scoop.it
“Forty-six states, the District of Columbia, and the Virgin Islands have adopted the Common Core standards, and tests based on these standards are set to go into effect in 2015. Here are some resources to help you understand what to expect.”
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Common Core "are better than 85 or 90 percent of the state standards they replace."

Common Core "are better than 85 or 90 percent of the state standards they replace." | STEM Education - Innovation in Policy and Practice | Scoop.it
“A major requirement for the Common Core State Standards was that they be internationally benchmarked. But there has been debate about how well the standards match those of countries like Singapore.”
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Recent Polls: 75 percent of teachers support the Common Core standards

Recent Polls: 75 percent of teachers support the Common Core standards | STEM Education - Innovation in Policy and Practice | Scoop.it
"...one of the greatest pieces of misinformation being spread about the Common Core State Standards (CCSS) is that educators oppose them."
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STEM Education: Case for sySTEMatic Change | Infographic

STEM - or science, technology, engineering and math - is the key to success for our global future.
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8 math talks to blow your mind | TED Blog

8 math talks to blow your mind | TED Blog | STEM Education - Innovation in Policy and Practice | Scoop.it
Mathematics gets down to work in these talks, breathing life and logic into everyday problems. Prepare for math puzzlers.
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Before Reading or Watching Videos, Students Should Experiment First

Before Reading or Watching Videos, Students Should Experiment First | STEM Education - Innovation in Policy and Practice | Scoop.it
The study’s conclusion suggests that the current model of the flipped classroom should itself be flipped upside down. The researchers advocate the “flipped flipped classroom,” in which videos come after exploration and not before.
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Musselman / Science: Mining for Chocoate Chips: A Model for STEM Integration

Musselman / Science: Mining for Chocoate Chips: A Model for STEM Integration | STEM Education - Innovation in Policy and Practice | Scoop.it

Via The SRI & ETTC at Stockton University
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Girls Who Code

Girls Who Code | STEM Education - Innovation in Policy and Practice | Scoop.it
Launched in Spring 2012, Girls Who Code is a national nonprofit organization working to close the gender gap in the technology and engineering sectors. With support from public and private partners, Girls Who Code works to educate, inspire, and equip high school girls with the skills and resources to pursue opportunities in computing fields.
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Photovoice: understanding high school females’ conceptions of mathematics and learning mathematics - Springer

Photovoice: understanding high school females’ conceptions of mathematics and learning mathematics - Springer | STEM Education - Innovation in Policy and Practice | Scoop.it
AbstractPhotovoice is a participatory action research tool that is grounded in the literature for critical consciousness (Wang & Burris, 1997). Four creative high school girls who reported struggles with mathematics were given cameras and asked to take photographs to answer the following questions: (1) What is mathematics? (2) What is your ideal learning environment? (3) What things impede your learning of mathematics? Within-case and cross-case analyses of the photographs and interview responses were conducted. Each individual case was analyzed using the work of Belenky, Clinchy, Goldberger, and Tarule (Women’s Ways of Knowing, 1986) who investigated women’s epistemological perspectives. The girls were either silenced (disconnected from the mathematical knowledge of the teacher), received (lacked confidence to do mathematics independently), or “fragily” subjective (viewed mathematical knowledge as personal rather than imparted by the teacher) knowers of mathematics. The use of photovoice has the power to facilitate the nurturing of silence as it moves toward the “roar which is on the other side of silence” (Belenky et al., 1986, p. 4).
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Why Student-Centered Learning Can Change the World - Mind/Shift

Why Student-Centered Learning Can Change the World  - Mind/Shift | STEM Education - Innovation in Policy and Practice | Scoop.it
"Correa asked his students this question in an attempt to bring student-centered learning to an impoverished Mexican town located near a dump where it’s not uncommon to find dead bodies on the street. With that question, Correa not only gave his students something to look forward to in coming to school, but also a clear path to “measurable” achievement."
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STEM Education Data and Trends | NSF.gov

STEM Education Data and Trends | NSF.gov | STEM Education - Innovation in Policy and Practice | Scoop.it
How well prepared are the students in my state in science and mathematics? Am I doing enough to help my child as a parent? What are the career opportunities in science and engineering fields? How much do science and engineering workers earn? This website allows you to explore the answers to those and other questions, by providing easy access to data on science, technology, engineering, and mathematics (STEM) education and related careers. Click headline to access website with hot links to all of the categories--
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Math Standards: Dr. William Schmidt's Presentation

Math Standards: Dr. William Schmidt's Presentation | STEM Education - Innovation in Policy and Practice | Scoop.it
Dr. William Schmidt today released key conclusions from his research detailing how the Common Core State Standards (CCSS) for mathematics can potentially improve the performance of U.S. students if implemented appropriately. In an event co-sponsored by Achieve, Chiefs for Change and the Foundation for Excellence in Education, Dr. Schmidt presented a briefing on his work: Common Core State Standards Math: The Relationship Between High Standards, Systemic Implementation and Student Achievement. Download the PowerPoint.
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APA Style Blog: How to Cite Social Media in APA Style (Twitter, Facebook, and Google+)

APA Style Blog: How to Cite Social Media in APA Style (Twitter, Facebook, and Google+) | STEM Education - Innovation in Policy and Practice | Scoop.it
"Thanks to developments in technology and feedback from our users, the APA Style team has updated the formats for citing social media, including content from Twitter, Facebook, and Google+."
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There are some good resources from social media. Here is how to cite them -
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