"STEAM Education is the ultimate vessel for learning. It combines real-world issues, problem-based learning, collaboration, technology, community partnerships, and an environment where failure is seen as opportunity for learning. The result is an education that prepares students with both the hard and soft skills necessary for success in the global 21st century workforce." J. Saltsman
My Philosophy of EducationPurpose
My goal in the classroom is to inspire and facilitate student exploration and discovery. Through the use of modelling and executing integrated digital experiences, I have found it to foster creativity, innovation, collaboration and communication skills. Students learn to problem-solve, develop critical thinking and decision-making capabilities. Guided inquiry and project-based learning helps students to locate, organize, synthesize and share gained knowledge about real-world issues. With much attention being given to the need for preparing students for 21st century careers, a robust education in STEM is critically important. According to the NSPE (National Society of Professional Engineers), the “continued economic prosperity and national security of the United States” relies upon a strong foundational understanding of STEM concepts and practices, and that the elementary and middle school is the prime time to lay this foundation for students. Presentation In the classroom, using a variety of media to present the lesson is crucial. Equally as important is students sharing what they have learned through technology, as it is an essential 21st century skill. Staying on top of the latest trends in education is important to me. I also believe that it is important to be a lifelong learner. In addition, I believe in giving back to the community through professional speaking engagements and workshops. Curriculum Delivering learning experiences which are aligned with the CCSS and the NGSS is essential. Lessons should always begin with the desired results, followed by determining acceptable evidence. This allows for planning meaningful learning experiences and instruction that sets the stage for successful learning. Assessments are formative and summative, including traditional tests and quizzes, yet moving beyond to student rubrics, project notebooks, journals, self-assessments, peer-to-peer assessments and more. Questions I ask when planning for learning:
Classroom Environment At the heart of a solid STEM program lies a solid foundation for student empowerment. In the classroom, the following is apparent:
Motivation, Engagement and Conduct Motivating and sustaining student interest, engagement and appropriate conduct is always my goal. Of course, letting the class flow and having fun is also important! Having students who are self-directed, interested and engaged in their activities allows for deeper learning and a higher level of involvement and expression. This can be accomplished with learners of all types and abilities through differentiation and variety of hands-on activities. Theory, Application and Diversity As an educator, I have a firm belief in infusing all learning experiences with multiple paths to learning and and allow for different modes of presentation and assessment. Each student is different, and learns differently. Applying Gardner’s theory of multiple intelligences, students learn uniquely within intelligences which include visual-spatial, bodily-kinesthetic, linguistic, logical-mathematical as well as intrapersonal and interpersonal. Applying these has become much easier with the advent of meaningfully integrated technology and thoughtful planning for learning on all levels. A Short, Reflective NoteWhat is the True Role of the Educator?
Being an educator is a humbling and challenging role. We need to consistently ask ourselves essential questions about balancing everyday curricular goal with our broader philosophical goals. These questions form the framework of an educator's guiding framework.
Asking important questions that drive our framework may include: How can we best describe the role of an educator? What would it look like to be a co-creator of fluid knowledge, or a cartographer with an ever-changing map? How would a classroom look as the transfer of information flows through discovery, inquiry, self reflection, and group reflection? What questions should we be asking? (How do I?, Do I? When I… When do I?) How does it look as the the student interacts with this information? How does this information help to create benefit? How does this make the world a better place? Adam Fletcher, in his article The Architecture of Ownership, has defined meaningful student involvement as "the process of engaging students as partners in every facet of school change for the purpose of strengthening their commitment to education, community, and democracy." He talks about patterns of student involvement as integral for building the “architecture of ownership.” These patterns are: students as planners, students as decision-makers, students as teachers, and what he calls “working with, not for.” (ASCD, Educational Leadership, Nov 2008, vol 66, no. 3, Giving Students Ownership of Learning) I like this concept of working with our students, and not for them. I have always felt that when students know something deeply, and take ownership over it, they will love and protect it. This is one of the concepts that drives my curriculum decisions in science, and helping students to make sense of the natural world around them. In a quick-paced, information-driven, tech-savvy world, it is easy to lose sight of our purpose as educators and learners. It is seductive to think we have the answers. However, it is essential that we carve out space for reflection, and use this to drive our educational objectives. This is one of many ways that we can explore when considering the balance of pedagogy within education. There are no answers here, only more questions. However, I am always grateful for opportunities to meet and share ideas with educators and administrators who are searching and reflecting on their practices. It is refreshing and certainly inspiring to find teachers who practice the art fo teaching. I will continue, as always, to explore these concepts on my journey as a learner, an educator, and cartographer of an ever-changing map. Feel free to leave a comment! Teaching During a PandemicIt is April something, 2020. Distance Learning has been in full swing for almost a month at the high school where I am currently teaching Earth and Forensic Science.
Logistics Students log on to Google Hangouts daily for attendance, view presentations via my shared screen and take notes on the packets that are posted on my Google site. We discuss, I answer questions. Time is short, the classes are reduced to 29 minutes. I alternate between presentation days, independent investigation days and lab days. On lab days, I present them with a virtual lab or a revised in-class lab that they can conduct at home. Small group work is encouraged. Work is submitted through Google Classroom. Students receive grades for their completed work. Google Earth, Edpuzzle, Quizziz, YouTube and even Netflix are a variety of resources used to deliver engaging content. Beneath the Veneer This is what teaching through a pandemic looks like on the surface. But underneath it all, what is really our role as educators, particularly in times such as this? I believe that it is to provide community, structure and support in a time when nothing looks or feels the same as it has been. My freshmen are still adjusting to high school, finding their way academically and socially. They are less mature and need support. My seniors are perhaps hit the hardest: committing to college, unable to visit them, worrying about financial aid, or if colleges will even be open and missing many of their high school rites of passage. Parents are reconsidering sending their children away to school, thinking to keep them close by in case things take a turn again in September. Many families are dealing with loss of loved ones, or ill family members, or the fear surrounding this novel virus. Many are facing changing financial status in a climate where 6.6 million people applied for unemployment in the past three weeks alone. In the light of this, teaching content needs to take on a different lens. Flexibility, compassion, community, structure and support are the core in which lessons should be loosely wrapped. Check in with students, make sure they are doing okay. If they are absent, reach out to parents. In the past three weeks alone, I have found out about grandparents and uncles passing, a student home alone because both parents are essential workers on the front line, a student with anxiety is having intensified symptoms and can't log on, another who has started on a medication and can't wake up on time. Teachable Moments As educators we can choose to make this about teachable moments. We can teach our students compassion by asking them each day "Are you doing okay?" or being kind to each other as we navigate all the instant demands the technology of distance learning entails. We can teach them about being adaptive, which is an essential skill for success. This entails being able to adapt and excel in response to rapid changes in their environment. We can gently hold them accountable, which ultimately empowers them to rise above adversity to complete a goal. We can help them manage stress. We can model coping skills and offer resources for handling stress. It doesn't have to be fancy. It could simply be starting class on line with a deep breath. Or crazy hat day. Or bring your pet to school day. Or a day off from class. They may not remember your class content, but by equipping students with these skills, they will have a better base for success in whatever life experiences they may have in the future. -RG |
Rebecca Glavan, Educator
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