Cross Contextual Education
Humanities and Social Sciences [HASS] is a critical learning area for students in the primary years as it provides students with the essential skills and expertise required to be engaged and informed global citizens. In the Australian HASS curriculum, students are introduced to a range of different cultures, perspectives, and societies, allowing them to gain a holistic understanding of the world they live in today (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2022). This understanding is achieved through not only the content knowledge, but also by the application of curriculum key concepts and the use of an inquiry-based pedagogy. Throughout the inquiry learning process, students learn to apply critical thinking skills
I really agreed with this point as I see ways to bring in these elements of alternative knowledge into the classroom to create interest and better acknowledge different types of thinking.
Common Core also shows that students that are coming out of this curriculum are more prepared to enter college by using their critical thinking
Through these conversations students were able to develop a more concrete understanding of the concepts taught in the explore portion of the lesson. Dr. Bradbury also supports students’ engagement by providing real life connections of heat transfers to students’ lives, shown in 5:52-6:31 min and 9:19-11:26 min of the video. These real life connections Dr. Bradbury made can make abstract ideas such as heat transfer, more concrete because students can match experiences they have had in real life to the ideas being taught in class. Another area where Dr. Bradbury supports student learning is where she writes important concepts on the board, as well as
No matter their perceived abilities or geographic locations, all learners can access resources, experiences, planning tools, and information that can set them on a path to acquiring expertise unimaginable a generation
This exercise helped me to become more aware of the types and levels of questions that I ask my students as a teacher. It is easy to ask low level knowledge questions but those do not get student actively involved in critical thinking. The higher level divergent questions allow students to show creativity and to pull from their own base of knowledge and experiences. Divergent questions are good for getting students engaged because there is no one right answer.
It also shows students abilities to understand facts and use discourse and syntax in order to form complete claims, which are supported by evidence. It demonstrates students ability to form conclusions about the lesson in front of them. In Lesson One I will use higher order thinking questions in order to ascertain students level of comprehension of basic concepts surrounding the Renaissance. Questions like “What does rebirth mean when talking about culture?” in addition to “How do the inventions of the Renaissance compare with the devices used prior to the Renaissance?”
Minorities are underrepresented in the field of science, technology, engineering and mathematics (STEM), and there are factors that contribute to this phenomenon. (Lancaster & Xu, 2017). One contributing factor to the underrepresentation of minorities in STEM is the achievement gap between minorities and whites. Unfortunately, many studies affirm that educators have low academic expectations for students of color (Olszewski-Kubilius, 2003). Thereby, students of color complete fewer advanced courses and less rigorous curriculum than their white counterparts (2003), and these advanced courses, specifically in mathematics, are required to enter into the STEM curricula at post-secondary institutions (Diemer, Marchand, McKellar, & Malanchuk, 2016).
Background I have created a simple child base curriculum on real pumpkins. Children will have the opportunity to expand their knowledge on pumpkins through: language, mathematics, life sciences, health and safety. I have also incorporated 2 different abilities accommodations for speech and vision impairments. The activities that I choose are built on the child’s interest and they are free to explore. The children are encouraged to contribute to their findings.
Mission and Vision The Discovery Center for Evaluation, Research, and Professional Learning, located at Miami University, serves as Ohio’s only comprehensive Center for research, evaluation, and professional learning in S.T.E.M. fields. The Discovery Center has the mission to provide comprehensive, high-quality research, evaluation, assessment, and professional development services, to improve teaching and learning outcomes for all learners. By increasing S.T.E.M. learning outcomes a culture of scientific curiosity can be fostered.
So, when your child wants to go into a STEM based career, they will not get that training inside their home Ec class, because the class does not receive enough funding to provide the tools. Home Ec classes are being limited in so many different ways; although the largest of these is in the lack of educational tools. Many youth do not pursue engineering because they do not see how it connects to their lives and interests. Concerned about this problem, the National Research Council suggested ways that teachers can make engineering more relevant and accessible to youth who have not traditionally pursued careers in this field. (Sias Pg. 4)
According to a report “Fostering Exploration and Excellence in 21st Century Schools” by Economist Intelligence Unit in February 2018, sponsored by Google for Education, it is important to consider the rapidly changing labor market due to the introduction of Artificial Intelligence (AI) when teaching students. Active learning, problem-solving, classroom discussions, project-based learning and personalized learning are key strategies for helping the students gain the required skills. The four Cs that are crucial in helping students cope with these sudden changes are Collaboration, Critical Thinking, Communication and Creativity. At the same time, foundational literacies such as mathematics, science and reading will always remain important.
It is important to learn how children are thinking, what causes that thinking, and when/how their thinking is changing over time. Theory of mind is of particular importance
I have a hard time planning math activities for my students’ that is beyond the basic mathematics counting and shapes. I want to create fun math activities that keeps the children interested. I am having a hard time keeping the children interested when I do math activities in a small group setting. My goal as an educator is to help my student meet their goals for the school year that is set by the parents along with the teachers. Also preparing children for kindergarten.
Evolving methodologies for curriculum and instruction are essential to improving how we educate. McMillian positions that essential to this is understanding the value of scientific inquiry. He explains, “the principles of scientific inquiry provide the foundation for conducting studies…analyzing educational problems, making decisions, and designing, conducting, reporting, and evaluating” (McMillian, 2016, p. 7) to provide significant benefits for engaging students and affecting achievement. Among the changing methodologies is the consensus that the use of STEM-education concepts are necessary to prepare students for 21st century skill-building. Subsequently, this has led to an instructional methodology that highlights math-centered curriculum, and the instruction of science and technology as independent of core content.
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