Inspire a New Generation of Innovators: Transform our classroom into a hub of creativity and exploration where students, a year after engaging in STEM projects, not only retain foundational knowledge but exhibit a profound understanding of the real-world applications of STEM principles. I as continue to implement my innovation plan my BHAG is to foster a learning environment that transcends traditional boundaries, cultivating problem solvers, critical thinkers, and collaborative learners who are not just consumers but creators of technology and solutions. I aim to ignite a passion for STEM that propels our students beyond the confines of the classroom, empowering them to make a meaningful impact on the world through their STEM skills and innovative mindset.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Specific Context of the Teaching/Learning Situation

• The number of students in the class impacts the group dynamics for STEM projects. Smaller classes may allow for more personalized guidance during hands-on activities. There will be a collaboration between 6 classes, 20 students each.

• Middle school level, where students are typically between 11 and 14 years old. This age group requires instructional strategies that align with their cognitive and developmental stages.

• 45 minutes per class, 5 days a week.

 

STEM Projects and Exploration

• STEM projects will be integrated—whether they will be conducted in a dedicated STEM lab, a regular classroom, or a combination. The physical space influences project complexity.

• Physical elements such as access to laboratory equipment, space for experimentation, and safety considerations relevant to STEM projects.

• Assess the availability of technology, internet access, and any potential networking issues that may affect the integration of technology in STEM projects.

 

General Context of the Learning Situation

• Learning Expectations:

  • Understand expectations set by educational institutions regarding STEM curriculum standards and assessment criteria.

  • Consider industry standards and the importance of STEM skills in future professions.

  • Reflect on broader societal needs and the relevance of STEM education in addressing real-world challenges.

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 Nature of the Subject

• STEM projects in middle school should strike a balance between theoretical concepts and hands-on practical applications.

• Encourage divergent thinking through STEM projects, fostering creativity and problem-solving skills.

• Stay updated on developments and controversies in STEM fields, integrating relevant and current content into projects such as Ethics of Artificial Intelligence (AI), Climate Change and Environmental Research, Genetic Engineering, Genetic Engineering and CRISPR Technology.

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Characteristics of the Learners

• Consider the socio-economic, cultural, personal, and family backgrounds of middle school students. These factors influence engagement in STEM projects.

• Understand the existing knowledge and experiences students bring to STEM projects. Tailor projects to build upon their curiosity and existing understanding.

• Identify students' learning goals and expectations from STEM projects, connecting these projects to their interests and future aspirations.

 

Characteristics of the Teacher

• Explore the importance of hands-on learning and inquiry-based exploration.

• A positive attitude toward STEM subjects and students' capabilities fosters a supportive learning environment.

• Have a foundational understanding of STEM concepts and the ability to facilitate inquiry-based learning.

• Effective facilitation, encouraging collaboration, and providing guidance during hands-on activities.

• BHAG for the course:

  • "A year (or more) after this course is over, I want and hope that students will undergo a transformative change in their perspectives, skills, and attitudes towards STEM, becoming enthusiastic problem solvers and critical thinkers."

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Foundational Knowledge:

• Key information to understand and remember in the future:

  • "What fundamental concepts and principles in STEM should students understand and remember to build a solid foundation for future learning and application?"

• Key ideas or perspectives important for students to understand:

  • "What overarching ideas and perspectives within STEM are crucial for students to comprehend and apply in various contexts?"

Application Goals:

• Kinds of thinking important for students to learn:

  • "How can students be guided to engage in critical, creative, and practical thinking to analyze, evaluate, and solve real-world problems in STEM?"

• Important skills for students to gain:

  • "What specific skills, including project management, should students acquire to effectively apply their STEM knowledge in complex, real-world scenarios?"

Integration Goals:

• Connections students should recognize and make within this course:

  • "What connections and interrelations should students identify among various STEM concepts and ideas presented within this course?"

• Connections students should make with other courses or areas:

  • "How can students relate the information, ideas, and perspectives from this STEM course to other courses or areas, fostering interdisciplinary connections?"

Human Dimensions Goals:

• What students should learn about themselves:

  • "How can the course facilitate self-awareness and personal growth, helping students understand their strengths, weaknesses, and learning preferences within the STEM context?"

• What students should learn about understanding others:

  • "In what ways can the course promote an understanding of diverse perspectives, collaboration, and effective communication among students in STEM?"

Caring Goals:

• Changes/values students should adopt (feelings, interests, values):

  • "What changes in students' feelings, interests, and values towards STEM do we aim to cultivate, creating a positive and engaged learning environment?"

Learning-How-to-Learn Goals:

• How to be good students in a course like this:

  • "What strategies and habits can students develop to be successful learners in this STEM course, including effective study habits and time management?"

• How to learn about this particular subject:

  • "What approaches and resources can students use to deepen their understanding of specific STEM concepts, fostering a love for lifelong learning in this field?"

• How to become a self-directed learner of this subject:

  • "In what ways can students develop the skills and mindset to become self-directed learners in STEM, setting learning agendas and actively planning for their educational journey?"

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References:

Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses.

             John Wiley & Sons.