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Nigel Coutts

Confronting our fears in the haunted house of the unknown - 39 views

    A recent lesson with my Year Six class reminded me of the fear teachers face when confronted by the unknown. I thought the lesson would go quite smoothly, I have taught it before but this time things went in an unexpected and frightening direction.
robert morris

STEM + Art: A Brilliant Combination - Education Week - 43 views

  • asked permission to hire an arts-integration teacher
  • and that year and subsequent years, the scores on the state assessments improved.
  • a compendium of 62 research studies that support the powerful positive academic and social effects of learning in and through the arts
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  • The research confirms what we know to be true. The arts impact all learning.
  • Neuroscience has also provided an emerging branch of research related to studying the arts. For instance, "Learning Arts and the Brain: The Dana Consortium Report on Arts and Cognition" reinforced the positive impact arts learning has on a young person's ability to retain information.

  • Neither the arts nor the sciences have a monopoly on teaching creativity, collaboration, or problem-solving skills.
  • The design process proved to be as important as the finished product.
  • Schools must provide opportunities for students to learn across disciplines. No longer can we teach in silos.
    ""Education is not the filling of a pail, but the lighting of a fire." -William Butler Yeats"
    ""Education is not the filling of a pail, but the lighting of a fire." -William Butler Yeats"
Donny Corkern

NEXMAP - 57 views

    Very cool idea for using electronic components to make interactive, 21st century books, art, etc.
Sharin Tebo

Creative Educator - Connecting Curricula for Deeper Understanding - 31 views

  • Most schools will say that they want students to have an understanding of their world as a whole, but they seldom look at topics with an interdisciplinary focus. Why? It is easy to find reasons why this disjointed approach to learning happens:

    · Some argue that there is so much content and so many skills to be learned
      in each discipline that they don’t have time to integrate subjects.

    · Others say that the each discipline has a body of knowledge and skills that
      should stand on its own and not be muddied by the intrusion of other disciplines.

    · Secondary educators say that there is insufficient common planning time
      to combine their efforts to teach an interdisciplinary course.

    · Still others say that the whole system is geared toward separate subjects
      and to break out of this would require a monumental effort.

    · Others are guided by “the tests,” which are presented by separate disciplines.

  • The ultimate goal for the study of any subject is to develop a deeper understanding of its content and skills so that students can engage in higher-level thinking and higher- level application of its principles. When students dig deeper and understand content across several disciplines, they will be better equipped to engage in substantive discussion and application of the topic. They will also be better able to see relationships across disciplines.
  • They organize students into interdisciplinary teams and coordinate lessons so that what happens in math, science, language arts, and social studies all tie to a common theme. Many times these teachers team-teach during larger blocks of time. Advocates of this more holistic approach to curriculum argue that it helps students:
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  • Of course, digging deeper doesn’t fit well in the time frame that most schools use. It takes time to link content across several disciplines, and it may be difficult to squeeze a learning activity into a 40-minute period. To change the method of learning will mean changing more than the curricula. The school structure, including the schedule and methodology will also need to change.
  • To prepare our students for an integrated world, we need to break out of the separate-discipline mentality and develop more holistic and problem/project-based approaches. Many have tried to do this, and it isn’t easy.
    STEM and STEAM--challenge to aim for more integration cross-disciplines.
Glenn Hervieux

Maker Studio - STEM Curriculum Resources by Dr. Wesley Fryer - 70 views

    Includes a great section on Green Screen movie making, along with other great STEM curriculum resources.
robert morris

Active Learning Leads to Higher Grades and Fewer Failing Students in Science, Math, and... - 44 views

  • 1. Students in a traditional lecture course are 1.5 times more likely to fail, compared to students in courses with active learning
Paul Clark

Student-Created Video Games Enter Science Class | MindShift - 39 views

    " Globaloria, "
Randolph Hollingsworth

Big Data 101: Colleges are hoping predictive analytics can fix their dismal graduation ... - 11 views

    by Libby Nelson on July 14, 2014
Amy Burns

CIESE - Curriculum: K-12 CIESE Online Classroom Projects - 6 views

    " The Center for Innovation in Engineering and Science Education"
Beverly Ozburn

STEM Across the Middle Grades Curriculum - 24 views

  • based on the current Maryland Educational Standards; the difference is the thematic problem-based approach to covering the content. Unit design within the program is driven by the grade-level science curriculum.
  • The team plans the units around an overarching question or problem that meets the following criteria:

    1. The problem is valid.
    2. Students can relate to the problem.
    3. There can be multiple paths to a solution.
    4. The problem can be applied to the various classes to truly integrate the unit across the grade-level curriculum
    • Beverly Ozburn
      Standards Based!
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    • Beverly Ozburn
      Good question is posed and students discover!
    • Beverly Ozburn
      Notice that they mention only one unit.  Probably started with one unit and can expand from there.  No need to change everything in a year.  Just take baby steps and add one good unit at a time that can be tweaked and improved the next year.
  • continue their exploration of this topic throughout their other classes as well.
    • Beverly Ozburn
      Cross-curricular = creates cohesion, greater interest, deeper learning, relevance
  • we try to include guest speakers and field trips to give the students the opportunity to engage with the content beyond the classroom.
    • Beverly Ozburn
      Could have guest/field trips be virtual through WebX, etc.
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