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This padlet represents my contributions to the innovate field of STEM education.

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As a curriculum developer for STEM content, I apply learning theories to the instructional design of the curriculum. I believe that a foundation of historical research strengthens my ability to choose strategies and activities capable of transforming learners. This Learning Theory Infographic is an example of my efforts to transform the learning of STEM learners and instructors through the application of learning theories.

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The development of problem solving skills and the STEM mindset requires a learner-centered approach to curriculum design. Kolb’s Cycle is used in this STEM curriculum to develop empathy. A balance between the active and reflective components of STEM curriculum is one approach I take to design curriculum for STEM processes and mindsets.

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STEM instruction utilizes problem-based learning (PBL), a form of indirect instruction. This video guides STEM facilitators to use the PBL methodology with the Engineering Design Process (EDP) toward the creation of a biomimicry solution. This learner-centered STEM instruction allows for space to differentiate and meet students’ needs. I apply indirect instruction to design and deliver PBL projects using STEM problem solving processes-EDP and computational thinking (CT).

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Assessing PBL instruction is served well with both formative and summative assessments. This 5-star rubric is part of a summative assessment for a PBL biomimicry project. The criteria of the rubric serves as a means to efficiently relay the learner outcomes for the PBL activity.

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Evidence of organization awareness is the policy analysis I conducted for the middle school in which I teach. The organizational mission and values were considered in evaluating practices, legal liability, duties, and stake holders of the morning arrival policy. I can apply what I learned about the sources of law and ethical practices to analyze similar organizational policies and make recommendations for a strengthening of mission and goals.

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Learning about the emotional intelligence, communication, and collaborative skills of an instructional coach resulted in my personal and professional growth. This padlet represents a curation of resources and tools for instructional coaching in STEM education. I could apply this personal and professional growth to coach others to increases their capacity in goal setting and problem solving.

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Attached is the reflection of my growth evidenced in the STEM curriculum Development portfolio.