Session 1
💡Rich Tasks and Context by Jennifer Piggott📌The key lessons that I gained from the article is rich tasks are accessible to a wide range of learners and challenging the learners to think. Rich tasks also encourage collaboration and discussion for the learners. From the article, we can put into practice in the classroom by giving the students rich task such as the context could be a problem but it could also be a series of related tasks that is rich. We also can develop rich classroom with communities of enquiry, collaboration, promoting communication and imagination. Since the article goes into further detail on the value of rich activities in fostering deep knowledge, I would implement its main ideas in my classroom.
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Session 2
💡Mathematics Concepts using STEM Connections by Mollie H. Appelgate, Christa Jackson, Kari Jurgenson, and Ashley Delaney 📌The article tells about relating math to practical fields like engineering and design can help students learn in a more interesting way. There are two examples. First, lesson on volume. Students build and measure boats to gain knowledge about volume. They learn that there are several ways to measure volume, including milliliters and cubic centimeters. The second is a lesson on triangles. Students build and test various bridge forms to gain knowledge about triangles. They find that because triangles do not collapse under the force of gravity, they are the strongest shape for bridges. The article suggests that in order to provide a more relevant, interesting, and successful learning experience, teachers could include STEM principles into their mathematics lessons.
💡Engaging with Rich Tasks📑Paper Cup Challenge📌 Preparation for Implementation:
💡Mathematics Concepts using STEM Connections by Mollie H. Appelgate, Christa Jackson, Kari Jurgenson, and Ashley Delaney 📌The article tells about relating math to practical fields like engineering and design can help students learn in a more interesting way. There are two examples. First, lesson on volume. Students build and measure boats to gain knowledge about volume. They learn that there are several ways to measure volume, including milliliters and cubic centimeters. The second is a lesson on triangles. Students build and test various bridge forms to gain knowledge about triangles. They find that because triangles do not collapse under the force of gravity, they are the strongest shape for bridges. The article suggests that in order to provide a more relevant, interesting, and successful learning experience, teachers could include STEM principles into their mathematics lessons.
💡Engaging with Rich Tasks📑Paper Cup Challenge📌 Preparation for Implementation:
What potential alternative solutions exist for the task? Students could experiment with different folding techniques to create an ideal cup. Students could create a cup with a wider base to provide more stability. Students could create a cup with a narrower top to prevent water from spilling out.
What is the preferred setting for the task: individual or group work? We prefered in group work. Group work makes the students collaborate with the other students and communicate to discuss how to make the paper cup. Group work also can encourage collaboration and problem-solving.
What questions would you pose to stimulate your students' thinking?
How can you create a cup that is both strong and hold as much water?
What materials could you use to make your cup more water-resistant?
How can you design a cup that holds as much water as possible?
What different shapes could you use to create a cup?
How engaged were your students during this task? The students were very excited in hands on activity and try a lot of possibilities to fold the paper and make a cup from it. In the beginning, they were confused about how to fold the paper. But after discussing with their group, they are able to make a cup from the paper. They were so curious how to make a paper cup that can hold water and when they succesed, and when they succeeded, they were so happy.
What was the quality and nature of your students' work and outcomes? My students's work appears to have good quality, engaging, and focused on collaboration, creativity, and problem-solving. This suggests that the paper cup challenge was a successful STEM activity that fostered valuable learning experiences for the students.Â
Session 3
💡STEM habits of mind: enhancing a PBL design challenge-integrated STEM instruction approach by Paul A. Asunda and John Weitlauf📌In order to address global concerns, this article highlights the need of keeping diverse STEM graduates. The article's purpose is to further the continuing conversation about multidisciplinary STEM education among educators, employers, parents, and other stakeholders. It draws attention to the connections between mental models and the Common Core State Standards, Next Generation Science Standards, and Standards for Technology Literacy. The author makes the case that these standards will serve as the foundation of strategy for planting the STEM values through real-world problems that encourage PBL-integrated STEM education.Â
Rich Tasks and STEM Habits of Mind📌Based on Paper Boat Challenge that we already did, I find a number of STEM habits.
💡STEM habits of mind: enhancing a PBL design challenge-integrated STEM instruction approach by Paul A. Asunda and John Weitlauf📌In order to address global concerns, this article highlights the need of keeping diverse STEM graduates. The article's purpose is to further the continuing conversation about multidisciplinary STEM education among educators, employers, parents, and other stakeholders. It draws attention to the connections between mental models and the Common Core State Standards, Next Generation Science Standards, and Standards for Technology Literacy. The author makes the case that these standards will serve as the foundation of strategy for planting the STEM values through real-world problems that encourage PBL-integrated STEM education.Â
Rich Tasks and STEM Habits of Mind📌Based on Paper Boat Challenge that we already did, I find a number of STEM habits.
Engineers, when we build and construct the boat from the paper and prepared materials.
Experiments, when we tried and test the boat and see what will happen.
Measurements, when we measured the amount of rice with spoon.
Predictions, when we predicted what will happen with our boat after testing it on the water and pour the amount of rice.
Session 4
💡Culture and geography: how do primary students map their local environments? by Tom Lowrie, Robyn Jorgensen, Tracy Logan, and Danielle Harris 📌The article tells us how primary school students may learn about their local communities and expand their knowledge of geography and culture by participating in meaningful mapping activities. Mapping gives the students a chance interacting with their environment, understanding spatial relationships, and creating a feeling of place.
💡Activities to Promotes STEM Habits 📑Map Challenge📌 Preparation for Implementation:To prepare for the implementation of your chosen task, please respond to the following queries:
💡Culture and geography: how do primary students map their local environments? by Tom Lowrie, Robyn Jorgensen, Tracy Logan, and Danielle Harris 📌The article tells us how primary school students may learn about their local communities and expand their knowledge of geography and culture by participating in meaningful mapping activities. Mapping gives the students a chance interacting with their environment, understanding spatial relationships, and creating a feeling of place.
💡Activities to Promotes STEM Habits 📑Map Challenge📌 Preparation for Implementation:To prepare for the implementation of your chosen task, please respond to the following queries:
- What is the preferred setting for the task: individual or group work? This map challenge activity would be suited for group work. Working in groups allows students to collaborate on ideas, share their perspectives, and combine their strengths to create a comprehensive and accurate map. The task also encourages problem-solving skills, communication, and teamwork. Â
- What questions would you pose to stimulate your students' thinking?
- What are the key elements of a map that will help us effectively communicate the location of the hidden place or object?
- How can we utilize landmarks, cardinal directions, and symbols to create a clear map?
- What factors should we consider when hiding the place or object to make it challenging yet achievable for the other group to find?
Session 5
💡Helping Children Learn mathematics by Robert E. Reys, Anna Rogers, Sue Bennet, Audrey Cooke, Kylie Robson, and Bronwyn Ewing 📌The article discusses various methods and strategies for enhancing learning and teaching through assessment and feedback. The article emphasizes the importance of understanding practices that can enhance learning and teaching, evaluating methods for gathering information about what students have learned, and investigating how learning, activities, feedback, teaching, and evidence connect to each other. The article explores the use of assessment strategies such as assessment for learning, assessment as learning, and assessment of learning. It provides examples of classroom assessment tasks and discusses the importance of observing and recording students' behavior and understanding during classroom activities. The distinction between assessment of learning (summative assessment) and assessment for learning (formative assessment) is discussed. There are four phases of assessment: planning, gathering data, interpreting data, and using results for future lesson planning. The article also emphasizes the integration of assessment with teaching and learning experiences and the use of diverse assessment methods to document and understand students's learning effectively.
💡Helping Children Learn mathematics by Robert E. Reys, Anna Rogers, Sue Bennet, Audrey Cooke, Kylie Robson, and Bronwyn Ewing 📌The article discusses various methods and strategies for enhancing learning and teaching through assessment and feedback. The article emphasizes the importance of understanding practices that can enhance learning and teaching, evaluating methods for gathering information about what students have learned, and investigating how learning, activities, feedback, teaching, and evidence connect to each other. The article explores the use of assessment strategies such as assessment for learning, assessment as learning, and assessment of learning. It provides examples of classroom assessment tasks and discusses the importance of observing and recording students' behavior and understanding during classroom activities. The distinction between assessment of learning (summative assessment) and assessment for learning (formative assessment) is discussed. There are four phases of assessment: planning, gathering data, interpreting data, and using results for future lesson planning. The article also emphasizes the integration of assessment with teaching and learning experiences and the use of diverse assessment methods to document and understand students's learning effectively.
Session 6
💡STEM Education K-12 : Perspective on Integration by Lyn D. English📌The need of STEM integration, with a fair representation of the four disciplines (Science, Technology, Engineering, and Mathematics) is the essential point of the article. A major concern highlighted in the paper is the inequitable representation of STEM disciplines in research and learning outcomes. It emphasizes the under-representation of mathematics and engineering in studies to STEM education. Focus on integrating STEM disciplines into the curriculum with a fair representation of science, technology, engineering, and mathematics. By integrating STEM disciplines into the curriculum, primary school teachers can help students develop the skills and knowledge they need to succeed in the 21st century. The skills are critical thinking, creativity, collaboration, and communication.
💡STEM Education K-12 : Perspective on Integration by Lyn D. English📌The need of STEM integration, with a fair representation of the four disciplines (Science, Technology, Engineering, and Mathematics) is the essential point of the article. A major concern highlighted in the paper is the inequitable representation of STEM disciplines in research and learning outcomes. It emphasizes the under-representation of mathematics and engineering in studies to STEM education. Focus on integrating STEM disciplines into the curriculum with a fair representation of science, technology, engineering, and mathematics. By integrating STEM disciplines into the curriculum, primary school teachers can help students develop the skills and knowledge they need to succeed in the 21st century. The skills are critical thinking, creativity, collaboration, and communication.
Session 7
💡Designing a Children's Recreation Room by Mi Yeon Lee 📌This article explained about project-based learning (PBL) activity that engages students in STEM education. The activity is the students desig a children's recreation room. They are grades 5 and 6 of primary school. The project combines real-world problem-solving scenarios with STEM (science, technology, engineering, and mathematics) knowledge and abilities. PBL is an effective way to teach STEM because it increases student interest, encourages critical thinking, and improves teamwork and communication abilities. This paper offers an illustration of how Project-Based Learning (PBL) may be applied in the classroom to enhance STEM education for upper elementary school students.
💡Designing Rich Tasks📑Paper Helicopter ChallengeOur group design rich tasks activity called Paper Helicopter Challenge. The explanation of the activity. The activities are explained in the slide on the side.
💡Designing a Children's Recreation Room by Mi Yeon Lee 📌This article explained about project-based learning (PBL) activity that engages students in STEM education. The activity is the students desig a children's recreation room. They are grades 5 and 6 of primary school. The project combines real-world problem-solving scenarios with STEM (science, technology, engineering, and mathematics) knowledge and abilities. PBL is an effective way to teach STEM because it increases student interest, encourages critical thinking, and improves teamwork and communication abilities. This paper offers an illustration of how Project-Based Learning (PBL) may be applied in the classroom to enhance STEM education for upper elementary school students.
💡Designing Rich Tasks📑Paper Helicopter ChallengeOur group design rich tasks activity called Paper Helicopter Challenge. The explanation of the activity. The activities are explained in the slide on the side.
Session 8
💡Using Weather to Teach Graphing by Mi Yeon Lee📌The article focuses on integrating STEM (Science, Technology, Engineering, and Mathematics) education into elementary school science lessons to reinforce understanding of weather components such as temperature, precipitation, clouds, and wind. The activities described in the article aim to enable students to observe and collect data on natural phenomena, analyze data, find patterns, and make evidence-based claims. It emphasizes the importance of hands-on graphing activities to make students comprehend the mathematical concepts. The activities described in the article provide an opportunity for elementary school students to engage in STEM education, make a connection between science concepts with mathematics, engineering, and technology. By integrating real-world data collection and analysis, students develop essential skills for scientific inquiry. I could use the concept of designing activity that enable students to observe and collect data on natural phenomena and analyze data. I also could implement this activity in my classroom.Â
💡Using Weather to Teach Graphing by Mi Yeon Lee📌The article focuses on integrating STEM (Science, Technology, Engineering, and Mathematics) education into elementary school science lessons to reinforce understanding of weather components such as temperature, precipitation, clouds, and wind. The activities described in the article aim to enable students to observe and collect data on natural phenomena, analyze data, find patterns, and make evidence-based claims. It emphasizes the importance of hands-on graphing activities to make students comprehend the mathematical concepts. The activities described in the article provide an opportunity for elementary school students to engage in STEM education, make a connection between science concepts with mathematics, engineering, and technology. By integrating real-world data collection and analysis, students develop essential skills for scientific inquiry. I could use the concept of designing activity that enable students to observe and collect data on natural phenomena and analyze data. I also could implement this activity in my classroom.Â
Session 9
💡Practices for mathematics and science integration by Zandra de Araujo, Deborah Hanuscin, and Samuel Otten📌This article explores the integration of mathematics and science in the classroom. The teacher facilitated discussions and activities that encouraged students to use mathematical thinking in the design of their scientific procedures and support their engagement in scientific argumentation. Integration through discipline practices with effective instructional practices in both mathematics and science provide opportunities for students to engage in these practices. Use mathematical thinking to design science experiments. This strategy can help students develop a deeper understanding of both science and mathematics concepts. It can also help students develop their critical thinking and problem-solving skills. This article highlight the integration between science and math to improve learning, foster deeper comprehension, and get students ready for success in STEM disciplines in the future. Teacher could provide more meaningful and engaging learning experience that will increase lifetime enthusiasm for science and mathematics.
💡Practices for mathematics and science integration by Zandra de Araujo, Deborah Hanuscin, and Samuel Otten📌This article explores the integration of mathematics and science in the classroom. The teacher facilitated discussions and activities that encouraged students to use mathematical thinking in the design of their scientific procedures and support their engagement in scientific argumentation. Integration through discipline practices with effective instructional practices in both mathematics and science provide opportunities for students to engage in these practices. Use mathematical thinking to design science experiments. This strategy can help students develop a deeper understanding of both science and mathematics concepts. It can also help students develop their critical thinking and problem-solving skills. This article highlight the integration between science and math to improve learning, foster deeper comprehension, and get students ready for success in STEM disciplines in the future. Teacher could provide more meaningful and engaging learning experience that will increase lifetime enthusiasm for science and mathematics.
Session 10
💡STEM education K-12: Perspectives on integration by Lyn D. English📌The paper discusses the importance of integrating Science, Technology, Engineering, and Mathematics (STEM) disciplines in education. The paper discusses the importance of elevating mathematics and engineering with integrated STEM education. It also provides an example of how mathematics and engineering can be integrated within modeling with data activity. Overall, the paper acknowledges the STEM integration in curriculum documents and policy reports. Integrating mathematics and engineering into science lessons. This can be done by combine mathematical concepts and engineering design principles into science activities and projects. By integrating mathematics and engineering into science lessons, teacher can help the students develop a deeper understanding of all three disciplines. Besides, help them develop their critical thinking, problem-solving, and communication skills. The paper by promotes a paradigm change in STEM education by highlighting the significance of combining STEM fields to provide students a comprehensive education. Teachers may help students become problem solvers, critical thinkers, and innovators who are ready to explore the possibilities and problems of the future by using integrated STEM techniques.
💡STEM education K-12: Perspectives on integration by Lyn D. English📌The paper discusses the importance of integrating Science, Technology, Engineering, and Mathematics (STEM) disciplines in education. The paper discusses the importance of elevating mathematics and engineering with integrated STEM education. It also provides an example of how mathematics and engineering can be integrated within modeling with data activity. Overall, the paper acknowledges the STEM integration in curriculum documents and policy reports. Integrating mathematics and engineering into science lessons. This can be done by combine mathematical concepts and engineering design principles into science activities and projects. By integrating mathematics and engineering into science lessons, teacher can help the students develop a deeper understanding of all three disciplines. Besides, help them develop their critical thinking, problem-solving, and communication skills. The paper by promotes a paradigm change in STEM education by highlighting the significance of combining STEM fields to provide students a comprehensive education. Teachers may help students become problem solvers, critical thinkers, and innovators who are ready to explore the possibilities and problems of the future by using integrated STEM techniques.
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