Thank you to everyone who joined us as we discussed The Art of Engineering Practices and Creative Design in the K-12 Learning Space.
We discovered a lot of overlap between STEM, the arts, and design. In fact, engineers often use design to think outside the box, accomplish a task, or solve a problem.
Continue to think about ways STEM and the arts are complimentary and seek opportunities to collaborate with colleagues who can bring a different perspective to the conversation.
Don’t forget to check out our Storify below, because it’s jam packed with resources and ideas you can use in your classroom right now. If you have questions, reach out. And remember to follow the Tchers you connected with in the chat, so we can continue the conversation and get better together!
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As a first generation college graduate, a decision I made early in life was to have a growth mindset. If you’re new to the term growth mindset, or maybe just on the hunt for resources, check out Teaching Channel’s Growth Mindset Deep Dive. While many people assume things in my life have come easily, I’ve spent my entire existence struggling to succeed. Blessed or cursed (depending on your perspective) with an insane amount of drive as well as a natural curiosity toward all things, my life has been a constant cycle of discovery, failure, retooling, and — mostly — eventual success.
This lifestyle has carried over into my classroom, as I believe that regardless of the content I’m teaching, it’s my duty as an educator to prepare all of the young people that walk through my door to face the challenges that lie ahead of them. That’s why I’m such a staunch advocate for the incorporation of the engineering design process into all classrooms. The EDP is the epitome of growth mindset and transcends the classroom into every facet of day-to-day life.
In that spirit, I continue to refine my practice. Every year, I identify one area of my instruction as a point of emphasis. In the past, these areas have ranged from classroom management, to individualized learning plans, to the integration of technology. One area I’ve been putting off is refining the writing process that occurs within my STEM course. Why have I been putting it off? Quite honestly, I struggle with writing. I believe in the value of writing, but freely acknowledge that it’s not a strength I possess. Opening up this area of my practice could be humbling, but it’s my hope that we (myself as well as fellow educators) will all benefit from this experience.
The National Board Certification process was one of the most effective exercises I’ve been involved in. The initial process, as well as my subsequent renewal, have proven to be invaluable to my development as an educator. The challenges presented to me have encouraged continued growth within this profession.
I found one of the most difficult aspects of the certification process to be the videotaped reflective piece. This component forced me to critically analyze virtually every aspect of my practice. Lessons learned through critical analysis of the recording have compelled me to find solutions to a wide variety of minor issues that were possibly hindering the success of my students. The videotaping has had such an impact on my classroom that I continue the practice to this day.
As the school year is approaching its second semester, I’ve started to both reflect on the progress I’ve made as well as look ahead to the standards that need to be addressed by the end of the school year. As a STEM teacher within Greenon Local Schools, my primary focus is on Science and Engineering Practices. Something that has always been a major challenge is how to accurately take inventory of the standards and then develop an outline that ensures the needs of my students have been met by the time they leave my classroom.