As Science Laureate at Teaching Channel, one of my roles is to highlight exemplar modules of instruction. In my mind, that means that these units not only have to be aligned to the standards, but also need to be both unique and engaging.
One problem with innovative lessons is that they often involve costly or custom-made components. To help address these issues, the editorial team at Teaching Channel asked me to create a series of videos that show educators how to build different testing mechanisms that I use within my own middle school classroom setting.
Tch DIY: Build & Tch is a new series where I, along with my students, will not only highlight four outstanding modules of instruction, but we’ll also provide a step-by-step video on how to construct wind turbine stands, shake tables, an electromagnetic dropping mechanism, as well as an air compressed rocket launcher.
Science is an amazing thing.
It’s a basic human desire to try to understand the world around us.
Why do we feel compelled to do this? To fulfill our innate curiosities? To leverage this knowledge to improve the quality of our lives? To explore the unknown? For each of us, the answer may be a little different — and that’s the beauty of it.
The questions that advancements in science generate help everything else flourish. Mathematics make sense of our observations and help us with future predictions. Language arts allow us to share our findings and collaborate. Philosophical debates and the fine arts provide a platform for us to both process and express our thoughts, which in turn help us develop an ethically acceptable line in the sand.
Literally and figuratively speaking, science is the catalyst of our existence.
This Earth Day — April 22 — the March for Science will occur in 605 locations around the world.
It’s not only a celebration of science, but also a means of raising awareness and generating dialogue. As such, I‘m proud to say I will be participating in the satellite march this Saturday in Yellow Springs, Ohio. Regardless of whether you’re a “science geek” or not, I’d encourage you to learn more about the event by exploring the official website.
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.