Final ImagineIt Report
My ImagineIt project focuses on encouraging and empowering students to be future leaders through the integration of STEM across the curriculum. My objective is to provide instructional support to teachers so that they are able to embraced a STEM instructional model that immerses students in exploration, creativity and real world applications through problem based learning.
In phase 4 of my ImagineIt project I considered the two dilemmas that I faced when implementing my big idea. One of the dilemmas I faced was how to simultaneously implement a new math curriculum and integrate STEM into the classroom without overwhelming myself or the teachers. The other dilemma I faced was how to do I encourage teachers to administer authentic student assessments versus the traditional models of multiple choice, true or false or short answers?
The book,” What Should I Do” helped me to realize that you have to face your fears and simply make the decision that you feel is best because every answer is a possibility.
The feedback I received from my colleagues, two MSU colleagues and administration, gave consideration to pacing, timing and process when addressing the integration and implementation of curriculum and how to combine the efforts of implementing a new curriculum and STEM integration. It was suggested that I have teachers use the engineering design process as they teach and reference the STEM Habits of Mind that were established for the school while they teach.
The focus group consisted of 4 teachers, a 2nd grade teacher, a 3rd grade teacher, a 5th grade teacher and one middle school math teacher. These teachers helped me to see STEM in Action and to learn that you can face your dilemmas. When visiting classrooms, I saw teachers using the engineering design process while delivering instruction in math, reading and science. Teachers were actually excited and saw the benefits of using the engineering design process. They also found that the new math curriculum provides resources to produce authentic student and authentic assessments.
In writing the implementation report and where we are now, I can say that I am very happy with the progress that has been made at our school. We are still a work in progress but you can definitely see the difference STEM integration has made. I have come to learn that before teachers can encourage and empower their students, I have to encourage and empower the teachers.
As I prepare to implement round 2, the focus will be to target student assessments. STEM integration is a very large task in itself and I will continue to target problem based learning.
In phase 4 of my ImagineIt project I considered the two dilemmas that I faced when implementing my big idea. One of the dilemmas I faced was how to simultaneously implement a new math curriculum and integrate STEM into the classroom without overwhelming myself or the teachers. The other dilemma I faced was how to do I encourage teachers to administer authentic student assessments versus the traditional models of multiple choice, true or false or short answers?
The book,” What Should I Do” helped me to realize that you have to face your fears and simply make the decision that you feel is best because every answer is a possibility.
The feedback I received from my colleagues, two MSU colleagues and administration, gave consideration to pacing, timing and process when addressing the integration and implementation of curriculum and how to combine the efforts of implementing a new curriculum and STEM integration. It was suggested that I have teachers use the engineering design process as they teach and reference the STEM Habits of Mind that were established for the school while they teach.
The focus group consisted of 4 teachers, a 2nd grade teacher, a 3rd grade teacher, a 5th grade teacher and one middle school math teacher. These teachers helped me to see STEM in Action and to learn that you can face your dilemmas. When visiting classrooms, I saw teachers using the engineering design process while delivering instruction in math, reading and science. Teachers were actually excited and saw the benefits of using the engineering design process. They also found that the new math curriculum provides resources to produce authentic student and authentic assessments.
In writing the implementation report and where we are now, I can say that I am very happy with the progress that has been made at our school. We are still a work in progress but you can definitely see the difference STEM integration has made. I have come to learn that before teachers can encourage and empower their students, I have to encourage and empower the teachers.
As I prepare to implement round 2, the focus will be to target student assessments. STEM integration is a very large task in itself and I will continue to target problem based learning.