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      <title>A Beginner&#39;s Guide to Becoming a STEM Teacher: Lesson Three [Self-Reflection and Lesson Refinement] by M N (Lemoen22)</title>
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      <description>Post your self-reflections to the questions provided.</description>
      <language>en-us</language>
      <pubDate>2024-09-23 23:10:06 UTC</pubDate>
      <lastBuildDate>2024-11-04 09:10:49 UTC</lastBuildDate>
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         <author>melissaneo22</author>
         <link>https://padlet.com/melissaneo22/selfreflection/wish/3198906893</link>
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         <pubDate>2024-11-03 09:59:22 UTC</pubDate>
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         <description><![CDATA[<ol><li><p>I think the unique problem is the strongest as a different activity from day to day experiments can help keep students engaged in the project.</p></li><li><p>I can provide better scaffolding and success criteria for students so that students are working towards a clear goal. This helps to focus on the STEM aspects of the project instead of doing a lot of clarifying. </p></li><li><p>I would refine by adding more engaging teaching moments to help students relate better to the problem and show them a potential prototype. This helps them be clear of the success criteria. </p></li><li><p>I would like to incorporate aspects of heat transfer such as convection and radiation in the lesson to stretch students' learning in this project. I may want to find a safe way for students to experience cooking without major safety risks. Could experiment with doneness of egg. </p></li></ol>]]></description>
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         <pubDate>2024-11-04 09:09:15 UTC</pubDate>
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         <link>https://padlet.com/melissaneo22/selfreflection/wish/3200157149</link>
         <description><![CDATA[<ol><li><p>The strongest aspect is that the problem statement presents a very real problem that Singapore faces, and recycling is relatable to the students who have seen recycling bins in their housing estates, as well as have it in school. </p></li><li><p>The topic may be quite difficult for LA students since it spans </p><p>across different  topics, and students will need to use their knowledge from different topics to come up with the prototypes. </p></li><li><p>I can provide some examples of successful prototypes so that students have ideas they can adapt from </p></li><li><p>If given the time and resources to do anything, I would bring my students on a learning journey to a Materials recovery facility or to pulau semakau so that they can better understand the problem. I will also invite government agencies like NEA to look at the students' projects </p></li></ol>]]></description>
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         <pubDate>2024-11-04 09:10:48 UTC</pubDate>
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         <link>https://padlet.com/melissaneo22/selfreflection/wish/3200157563</link>
         <description><![CDATA[<ol><li><p>I think incorporating the aspect of elderly makes the idea generation process more humanistic rather than just creation of a pure idea that works.</p></li><li><p>Could have made the problem introduction more relatable to the students </p></li><li><p>For example asking them if they have seen their grandparents struggling with actions that require height/ issue with space constraints in SG</p></li><li><p>I feel that LA students would need more scaffolding to build a functional prototype. I would want to also incorporate the break down of how the data collected is integrated and interlinked.</p></li></ol>]]></description>
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         <pubDate>2024-11-04 09:11:13 UTC</pubDate>
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