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Teaching

This describes the role of the teacher in planning and implementing STEM-related experiences both inside and outside the traditional school day.

Teaching within the Exploratory Model involves sponsoring or leading extra-curricular, after-school STEM-related experiences (programs) for students that choose to participate.

The teacher:

  • Takes the lead role in planning and facilitating the club or after-school program
  • Provides direct instruction while leading students through investigations
  • Connects business/industry skills to classroom instruction
  • Provides authentic, real-world experiences through technology integration
  • Fosters collaboration, communication and social skills within the learning environment
  • Commits to ongoing professional development in STEM content and pedagogy
  • Provides connections to outreach/service learning projects for students
  • Embeds a variety of technology in the instructional process

Teaching within the Introductory Model involves planning and implementing STEM-related experiences that are in addition to the regular curriculum and taught to selected students (i.e. grade-level band) during the school day. Teachers may plan units as a grade-level or content-area team.

The teacher:

  • Provides direct instruction while leading students through investigations
  • Connects business/industry skills to classroom instruction
  • Provides authentic, real-world problems within STEM content
  • Provides an opportunity for students to participate in guided inquiry and problem-solving
  • Selects cross-curricular STEM content
  • Provides service learning projects for students
  • Embeds a variety of technology in the instructional process, including presentation tools, i.e. PowerPoints, smart boards, multi-media, prezi, etc.
  • Engages with professional learning communities

 

Teaching within the Partial Immersion Model involves planning and implementing STEM-related experiences that are integrated into the regular curriculum. Teachers plan integrated yearlong units as a grade-level or content-area team. The teacher takes on more of a facilitator role in guiding student learning through inquiry.

The teacher:

  • Encourages student participation in identifying problems/projects
  • Provides limited direct instruction while facilitating students moving through STEM investigations
  • Provides an opportunity for students to participate in guided inquiry and problem-solving
  • Assists in the selection of cross-curricular content that is embedded into the traditional curriculum
  • Provides instruction in product development
  • Engages with professional learning communities
  • Provides authentic, real-world problems within STEM content
  • Connects business/industry skills to classroom instruction
  • Provides opportunities and protocols for students to research and participate in outreach/service learning projects
  • Embeds a variety of technologies in the instructional process, including using technology as a facilitator of student learning in investigations and problem-solving, i.e. data analysis, research, creation of multi-media

Teaching within the Full Immersion Model involves planning and implementing STEM-related experiences that are the curriculum. Teachers plan integrated year-long units as a school team. The teacher acts as a facilitator in guiding student learning through inquiry.

The teacher:

  • Facilitates student participation in identification of problem/project
  • Provides a facilitative role while students move through STEM investigations
  • Provides an opportunity for students to participate in open-ended inquiry and problem-solving
  • Assists in selection of rigorous cross-curricular STEM content as the focus of the school curriculum
  • Facilitates instruction with the outcome of product development
  • Involvement in professional learning communities with other instructors at their grade level and additional grade levels, in their school.
  • Provides authentic, real world problems within STEM content
  • Connects business/industry skills to classroom instruction
  • Provides opportunities and protocols for students to research and participate in outreach/service learning projects
  • Provides opportunities for students to conduct research in STEM-based content with links to university/college labs
  • Embeds a variety of technology in the instructional process, including using technology as a facilitation of student learning in a transformative instructional manner, i.e. using technology tools such as spectrometers, PCR machines, digital microscopes, robots, etc.
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