https://padlet.com/dbell211/xvbmvx5fpskr Diana Bell en-us 2019-02-08 04:12:57 UTC 2019-02-08 04:34:12 UTC hello@padlet.com dbell211 https://padlet.com/dbell211/xvbmvx5fpskr/wish/329071181 1. STEM lessons focus on real­world issues and problems. 
2. STEM lessons are guided by the engineering design process.
3. STEM lessons immerse students in hands­on inquiry and open­ended exploration.
4. STEM lessons involve students in productive teamwork. 
5. STEM lessons apply rigorous math and science content your students are learning.
6. STEM lessons allow for multiple right answers and reframe failure as a necessary part of learning. ]]> 2019-02-08 04:34:39 UTC https://padlet.com/dbell211/xvbmvx5fpskr/wish/329071181 dbell211 https://padlet.com/dbell211/xvbmvx5fpskr/wish/329071252 1. Although the STEM movement has taken a momentum of urgency in recent years, the need to strengthen science and mathematics education in the United States has been emphasized in multiple education reports since the early 1980s (e.g., National Commission on Excellence in Edu- cation [NCEE], 1983; National Science Foundation [NSF] and U.S. Department of Education, 1980).
2.The recommen- dations include (1) increasing the talent pool through improving K-12 science and mathematics education; (2) sustaining and increasing long-term basic research related to the economy, security, and quality of life; (3) increasing the attractiveness of the United States to recruit and retain the best and brightest scientists and engineers in the world; and (4) increasing incentives for innovation (Committee on Prospering in the Global Economy of the 21st Century, 2007).
3.Thus, the most important modern conception of STEM education might be the notion of integration—meaning that STEM is the purposeful integration of the various disciplines as used in solving real-world problems (Labov, Reid, & Yamamoto, 2010; Sanders, 2009).
4.In response to research question #2, How does STEM influence and/or impact your life? themes emerged from the survey responses that were coded into three broadly defined categories: (1) null relationship to STEM, (2) per- sonal reasons, and (3) societal issues.
5.Therefore, it is probably best to focus on shared outcomes of STEM as most stake- holders seem to agree that STEM is about creating better teachers, students, and workforce in order for the United States to better compete globally. 

]]> 2019-02-08 04:35:47 UTC https://padlet.com/dbell211/xvbmvx5fpskr/wish/329071252 dbell211 https://padlet.com/dbell211/xvbmvx5fpskr/wish/329071300 1.Inquiry-based instruction has become a hallmark of science educa- tion and increasingly in the integration of science, technology, engineering, and mathematics (STEM). 
2.According to Shulman (2005), signature ped- agogies have the following characteristics: (a) a surface structure, including specific and discernible acts of teaching and learning; (b) a deep structure, including a set of acceptable tenets regarding how to best convey and teach the content to students; and (c) an implicit structure that is made of up a group of desirable beliefs, attitudes, values, and/or dispositions that are important to the profession.
3. Based on Dewey’s philosophy that education begins with the cu- riosity of the learner, his inquiry model has five specific and cyclical stages: asking questions, investigating solutions, creating new knowledge as infor- mation is gathered, discussing discoveries and experiences, and reflecting on new-found knowledge.
4. Five essential features represent the acceptable tenets for how best to convey and teach STEM content.
5.The core value of inquiry-based learning is rooted in a belief in the power of human experience.]]> 2019-02-08 04:36:27 UTC https://padlet.com/dbell211/xvbmvx5fpskr/wish/329071300