M8 bportfolio Meta-reflection

Carmen Reid

EDU6978 Introduction to Science, Technology, Engineering, and Mathematics (STEM) Education Research

What are some of your biggest take-aways from this class?

     The biggest take aways for me have centered around Project Based Learning (PBL) and incorporating this teaching technique in an interdisciplinary way into my classroom.  What I find fascinating about the basis of PBL is that students must have a real-world NEED to learn information (something other than a good grade) as the basis for making the projects work.  It is now apparent to me, that students will experience more positive learning outcomes with direct correlation to the number of PBL experience that they encounter. 

     The real-world scenarios of with small groups endeavoring to conduct long term collaboration projects is something I personally love.  My goal as a teacher is to help grow citizen who are well equipped to contribute and participate in the world where which we live.  As a science teacher, I see no better way to do that then through PBL. 

One major misconception about PBL that I carried was the idea that PBL is merely a “project.”  This of course is false, with PBL acting as the “unit” not the conclusion of it.  I had to rethink my teaching style and look closer at the presentation of a challenging problem and or question as the focus of the project as opposed to an actual hands on activity/physical artifact which may or may not be a part of the PBL at all.

     According to the Buck Institute of Education, “Once teachers feel comfortable with PBL, they usually say they’d “never go back.” (p. 7, Starter Kit).”  The role of a PBL teacher is one that I personally feel much more comfortable taking on.  That of a facilitator or coach.  As a teacher, I appreciate the idea of overseeing the logistical maneuvering of the project, while simultaneously assessing student learning with an occasional lecture to further understanding (and boost my own ego 😊). 

What are some important resources both written and/or from your peers? 

The two biggest resources that I plan to hold onto from this course are as follows. 

1.      Successful STEM Education web site.  This site is loaded with programs that work with students directly, both school or non-formal education programs.   These programs and projects are said to be “Exemplary Programs in Successful STEM Education.”  Many of them are funded by the National Science Foundation (like the one I chose to evaluate for my final project Foundations in Science) and are aligned with the recommendations of the National Research Council reports, Successful K-12 STEM Education and Monitoring Progress Toward Successful K-12 STEM Education.  The selection is quite vast and one thing in particular I liked about the site is that I can locate both age appropriate projects as well as programs that are geared toward specific groups of students (i.e. underrepresented minorities or female students).

http://successfulstemeducation.org/programs

2.      The Buck Institute for Education (BIE), has truly inspired me to want to be a better teacher.  Through the use of the starter kit and the videos that I found online (and those recommended in the class) I felt they helped me to get a pretty nice grasp on how to use Project Based Learning.  I bought the book for secondary teaching (before I learned I will be teaching 5^th grade next year).  I feel adequately prepared to make the necessary adaptations though and find the PBL is wonderful for all grade levels and subjects.  It is my hope to participate in some of the BIE professional development seminars on how to design, assess, and manage projects.  There is nothing better than a classroom full of engaged and motivated students and I am convinced that PBL is the way to make this happen. For me this is a resource that I am looking forward to sharing with my teaching community and hence, it is one I recommended to everyone else.

https://www.bie.org/resources  which offers more advice on what it means to be a PBL teacher.

PBL Starter Kit or PBL Handbook (both secondary and elementary are great).

     Note:  I spent a great deal of time studying the Project Based Learning Toolkit Series -Starter Kit 2^nd Edition:  To-the Point Advice, Tools and Tips for Your First Project in Middle or High School, compiled by the Buck Institute for Education.  This book caters to those of us with no PBL experience in the classroom or from professional development classes.  It is written for a teacher to use as they read, meaning to be planning a project simultaneously. 

EDSP6644 -Reflection on an Artifact Submission Format

Carmen Reid

08/13/2017

EDSP6644  Educating Exceptional Students

Blog Submission -Reflection on an Artifact Submission Format

I have chosen to reflect on my Peer Review Paper.  My paper was entitled, “What is “Best Practice” for Adolescents of Somali Immigrant Parents?  Practical tips for secondary educators.”  I found this work relevant because I work among a community that is composed of a significant percentage of refugee and other English Language Learners (ELL).  As I stated in my original piece, it is an ardent desire of mine to acquire the skills necessary to guide my students and support their families through their academic journey; one that often includes special education services (in the said mentioned case those related to English as a Second Language).  

One of the observations I have made in my teaching experience thus far has been that many (if not most) ELL were actually born in the United States.  This can often lead to assumptions on the part of the teacher regarding language expectations that are unrealistic and detrimental to academic success.  I now see the importance of communicating with parents directly and encouraging the parental relationship in a mindful manner, using special care through interpreters when need be.  A couple of the primary take aways for me has been to NEVER use students as interpreters and to encourage the use of the parents native language in the home.

This literature review has acted as a jumping board for me as an educator.  I was able to attain some of the prerequisite background knowledge regarding the Somali culture, for me the largest cultural group currently represented in my school.  It has spurred me to further my research of the historical happenings that have led to immigration as well as the religious and cultural innuendos that I may be overlooking but that may allow me to better support my students. 

In Somali culture, the educator is to the students as a mother is to her child, she is a second parent.  I humbly accept this responsibility.

M6 bportfolio Reflection

EDU6978 Introduction to STEM Research

What do you view as some of the challenges associated with implementing an effective STEM model given your current teaching context? 

·       I currently teach at a small private religious school located East of Seattle.  My 2016-2017 assignment is for 5^th grade, as a contained all subjects classroom, this will be a change from my solely science middle school curriculum last year.  Honestly, one of the greatest challenges I am grappling with is just being a new teacher and balancing all subjects!  While I desire to teach with an innovative approach, using problem based learning (PBL) models and including lots of hands on STEM work, I am also a little hesitant to stray from the current curriculum as this is my first go at it. 

·       Another challenge that I foresee is a bit of administrative resistance.  As a new teacher, I have found that one has to be careful not to step on too many peoples toes.  I worked cooperatively with my middle school team last year but, it required a lot of checking in before making decisions.  As a single 5^th grade teachers I may have a bit more latitude in this regard, however, I am not sure how to present my PBL ideas to the administration (or if I even need to for that matter).  Many of the teachers at our school are veterans and teaching methods are often quite traditional.  I am a parent of the school as well and from that perspective I know change is needed.  As a teacher, I am trying to figure out the best way to work these changes into the current school model.  That said, I have certainly been playing around with many ideas of how to incorporate my love of science into the classroom, without getting myself in over my head!

·       One final obstacle I face is a physical one.  I work in a very small facility.  My classroom is not big and I will have 20 students next year.  My ideas regarding STEM and PBL often surround stations and modules.  I like to give my students freedom to progress or hang back as needed to facilitate best practice learning.  The lack of space (and equipment at times) can be challenging to work around.  I plan to go into the building in the next week or two and get a better feel for what my options are in this regard.

What are some potential solutions and/or innovations you can create to eliminate some of these challenges? Feel free to modify prompt as applicable.

·        One resource that has proved to be invaluable has been the Buck Institute for Education (BIE), web site (http://www.bie.org/resources).  As a teacher, new to PBL they have the resources and support available to help me prepare my students for success.   They have shown me how to use Project Based Learning in my grade level and across the subject areas. I am looking forward to participating sin some of their in person professional development sessions on how to design, assess, and manage projects that engage and motivate students.   One of the challenges I thought about had to do with getting y school on board.  One of my solutions has been to share this resource with my middle school administrator.  She really fell in love with the Buck Institute and has taken it to the principle and the board.  I think this will bring coherence to PBL practices throughout our school, and support the creation of a school-wide processes with structures to support this learning model.

·        Another idea that has come to mind, of which I feel confident I will get the support of my administrators is to spend some time in other PBL focused classrooms.  My daughter will be attending Bellevue Big Picture school in the fall.  This is a public choice school that uses PBL and I am looking into visiting the Seattle Girls school as well.  Both schools should offer me an upfront look at how STEM and PBL can come together in an actual classroom.