How can STEM teachers advocate for curriculum and instructional changes?

Advocating for STEM changes requires clear objectives. I aim to cultivate critical skills in my students, preparing them for real-world STEM challenges. This benefits them by providing relevant education for future careers. Additionally, these modifications enhance my colleagues' teaching, fostering a collaborative school environment. All proposed changes align with educational standards, the school's mission, and our core values of integrity and excellence in STEM.

En lo que he observado al haber estado trabajando en el ámbito clínico y educacional como psicóloga, antes que comenzar a ejecutar un plan de modificación de curriculo o de estrategias que favorezcan un desarrollo adecuado plan educacional, hay que partir en como se encuentran emocionalmente y psicológicamente quienes desarrollan los curriculos a cambiar o estrategias a modificar. Hay que invertir en una buen apoyo socio emocional de quienes se enfrentan diariamente a relacionarse con quienes aprenden en contextos educacionales. Puede que existan muchas estrategias, brillantes y modificaciones de curriculum, pero lo mas importante es el ser mismo, es su apoyo, es estar con algún monitor. Una gran estrategia es invertir en salud mental.

Before I embark on advocating for any change in my educational setting, I recognize the crucial importance of understanding my why. It's not just about the what or the how; it's about having a crystal-clear vision and purpose driving the change. I must articulate the specific goals and outcomes I hope to achieve and passionately convey how these changes will benefit not just the students but also my colleagues and the broader school community. Aligning the proposed change with educational standards, our school's mission, and values is paramount to ensure a cohesive and purposeful direction. Armed with a strong why, I can effectively communicate my message, inspire others, and navigate through any resistance that may arise.

STEM teachers can be powerful advocates for curriculum and instructional changes. Start by building a data-driven case: Analyze student performance, compare to benchmarks, and gather feedback from peers and students. Connect your goals to broader trends: Align changes with national STEM standards, industry needs, and student interests. Communicate effectively: Use clear language, compelling data, and success stories to present your ideas to administrators, parents, and school boards. Collaborate and champion innovation: Partner with colleagues, embrace pilot programs, and share effective practices to build support. Remember, persistence and a positive attitude are key: keep advocating, refine your proposals, and celebrate small wins!

Los maestros STEM pueden contribuir por cambios en el currículo e instrucción desde la base de su amplia trayectoria laboral, evidenciando desde la experiencia qué habilidades y conocimientos necesita el alumno para desempe?arse con éxito en el campo profesional.

Lifelong learning is lifelong evidence gathering; teaching this skill set equips the student to both qualify and quantify findings to acquire a robust level of critical thinking. Facilitating learning is leading students down a path of preparing for answering questions during the young years to asking the questions during the time of higher education and beyond!

I've done a fair amount of reading research, but what stands out to me most powerfully has been, over decades, is watching children, age 6-11, reading either to learn something new, or to show off their skills. What kills motivation is lack of purpose, and that seems to include teachers telling learners what something says and asking them to repeat it.

Teachers (STEM in particular) can be innovative leaders, taking initiative to draw in and engage students, administration, and other teachers. Hands on demonstrations at family nights, PTA meetings etc. to raise money and get projects going school wide. Seeing and doing in person, up front and personal is a powerful tool for advocating.

To promote changes in curriculum and teaching methods: 1)Cross-Disciplinary Partnerships: Engaging with professionals outside of the immediate educational realm, like technology experts or educational theorists, allows teachers to formulate more comprehensive and substantiated proposals. This multidisciplinary approach underscores how technological integrations, exemplified by drones, can amplify the quality and breadth of learning across subjects. 2)Relying on Scholarly Support: Any proposed modifications must be buttressed by academic research. Citing pertinent studies, especially those illustrating drones' capacity to bolster problem-solving acumen in science education, lends credibility and persuasiveness to advocacy efforts.

Las mediciones en los procesos son fundamentales para proponer cambios y favorecer decisiones. Implementar programas breves pero robustos , midiendo habilidades antes y después de éste, es una estrategia de alta efectividad para mostrar resultados que ayuden a expandir propuestas STEM en las instituciones. Las rúbricas de evaluación son centrales para estos procesos, dise?arlas con cuidado es esencial para una medición ajustada a lo que sucede.

?? In the realm of advocating for change, allies and partners are linchpins to success. Identifying key decision-makers, influencers, and stakeholders forms the bedrock of strategic collaboration. Connecting with fellow teachers, students, parents, and community members creates a ripple effect, fostering a shared understanding of the change's benefits. In unity lies the strength to navigate obstacles and bring about meaningful transformation.

Collaboration is a key aspect of influencing curricular changes. You need to share your ideas and refine them by soliciting constructive criticism. It is from this collaboration that you can establish a team and create a movement that will effect change. It's also better when the team involves all the learning stakeholders and if possible create alliances with other education related networks then present your requests as a bigger movement.

"As adult educators, driving change requires strategic collaborations with decision-makers, influencers, and stakeholders. Engaging authorities and influencers amplifies our impact, while involving stakeholders aligns changes with practical needs. Equally vital is building grassroots support within our educational community, fostering shared purpose and commitment. Sustained communication and collaboration fortify these connections, creating a resilient network for transformative change in adult education. Let's unite for an empowered learning era. #EducationAdvocacy #AdultLearning"

Changes in curriculum and instruction in the following ways: 1. Building relationships with technology experts: By collaborating with professionals in engineering and technology, such as drone experts, teachers can gain valuable insights on integrating these tools into the classroom to enhance learning. 2) Establishing ties with industry: By forming partnerships with companies and organizations utilizing advanced technologies, like drones, teachers can secure resources and training that facilitate the implementation of educational innovations. 3) Promoting communication among peers: Sharing experiences and outcomes with other STEM educators can bolster collective advocacy for curricular changes.

Connecting with teachers from a different building or district can provide you and your team with prospectives on different learners from different backgrounds. This will allow for the implementation of examples and subjects that will allow for meaningful connections with a wider variety of learners. Additionally, do not be afraid to look for perspectives from your own students! At the secondary level especially, students are aware of their own level of engagement and will tell you if your lesson is working or not. This will also help in the implementation of your new curriculum, and allow you to make adjustments over several years as you determine what works for students and what does not.

Advocating for curriculum and instructional changes in STEM education is a dynamic and multi-faceted endeavor. STEM teachers, as advocates, must actively seek opportunities to collaborate, gather evidence, and present compelling cases for change. By understanding the educational landscape, building professional networks, and harnessing the power of technology, STEM teachers can drive positive transformations that benefit students, institutions, and society at large.

I think STEM has advocated enough and we need more Art so I propose to integrate Art and Math and Science more. We need more resources to do this but it is possible.. Art is important for our Society please don’t forget about it.

STEM educators can advocate by being more involved in the professional development process. This means that STEM educators can be more engaged in conferences and professional development opportunities in order to bring about new methodologies into classroom.

I applied to be a STEM scholar and it opened so many new doors for me. I was able to present at NSTA and receive funding for my school to implement STEM. I now am invited to STEM events in my region and I have made so many contacts. STEM educators are so exciting and they love to share.

STEAM should be the goal for all schools. Creating the correct environment to nurture individuality, difference and otherness. Students need to learn from their failures not just through success. The Arts give student ownership of their work and allow their views and opinions, their imagination and senses to be explored and investigated.

STEM teachers can advocate for changes in curriculum and instruction by: 1) Being flexible in pedagogical approaches: By adapting to various learning styles and emerging technologies, such as drones, educators can enhance the educational experience and demonstrate the effectiveness of new strategies. 2) Welcoming feedback and adjusting approaches: By being open to input from students and colleagues, educators can continually refine and improve their teaching methods, ensuring they align with current needs and technological trends.

??Being a science educator, I feel inclusiveness needs to be addressed primarily. ??For an instance, if a student got a fracture in one of his legs, the teacher must ensure that there is minimal movements near him and the activities are designed in such a manner that he doesn't have to move a lot for time being.

I fully agree on this. Encourage a flexible and adaptive approach to curriculum, allowing for adjustments based on student needs, emerging technologies, and educational advancements could really bring about a huge impact on curriculum change. This can infact help the educators in the process.

Es importante comprender que la flexibilidad y los cambios necesarios para mejorar en STEM también se desarrollan en un marco normativo nacional, al que se debe responder con pruebas estandarizadas y otras evidencias de logro, esto muchas veces se ve como un "manos atadas" por los profesores y profesoras, es necesario encontrar un punto de equilibrio entre los nuevos paradigmas educativos y las exigencias del sistema educativo, tomando riesgos, pero al mismo tiempo intentando mostrar a los directivos de las escuelas que estos riesgos son necesarios para generar un cambio

La flexibilidad es esencial al abogar por el cambio, ya que las circunstancias pueden evolucionar. Estar abierto a aprender, experimentar y ajustar la propuesta demuestra adaptabilidad. Enfrentar desafíos y resistencia es inevitable, pero abordarlos con respeto, empatía y resiliencia fortalece la capacidad de superar obstáculos. Ser flexible no solo permite encontrar soluciones creativas, sino que también facilita la consecución de objetivos al adaptarse a las necesidades cambiantes del entorno. En última instancia, la flexibilidad se convierte en una herramienta clave para el éxito en la promoción del cambio.

??Student-Teacher relationship is a bond that needs to be cherished more often. ??I would give a high-five when a low achiever show signs of progress. Additionally, I ensure that high achievers motivate and celebrate other student's success to foster inclusiveness and peer-collaboration.

?? Celebrating successes and milestones in the journey of advocating for change is pivotal. Acknowledging the efforts and contributions of allies, coupled with an appreciation for achievements, fosters a positive atmosphere. This celebration isn't just a formality; it's a tool to sustain momentum, inspire others, and cultivate a transformative culture that embraces and thrives on change.??

El efecto Pigmalión es un fenómeno psicológico que sugiere que las expectativas que tenemos de los demás pueden influir en su comportamiento. En el contexto del cambio, esto significa que las expectativas positivas que tenemos de los demás pueden motivarlos a lograr más. Celebrar los éxitos en el cambio es una forma de crear expectativas positivas. Cuando reconocemos los logros de los demás, les estamos enviando un mensaje de que creemos en ellos y que confiamos en que pueden tener éxito. Esto puede ayudar a aumentar su confianza y motivación, lo que puede conducir a un mayor compromiso con el cambio.

STEM teachers can advocate for changes in curriculum and instruction by: 1) Celebrating successes in technological integration: By acknowledging and sharing notable achievements, such as successful projects involving drones, it encourages other educators to embrace similar innovations, fostering a collaborative and aspirational environment. 2) Highlighting advancements in concept understanding: By emphasizing how technological tools, like drones, have enhanced comprehension of intricate topics, the effectiveness of new methodologies is underscored, promoting the adoption of refreshed educational approaches.

I agree on ensuring everyone involved innthe process is given opportunity to celebrate. Or rather, involving them can really help in the change process. When it comes to students, it is vital to showcase the achievements and successes of students involved in STEM programs to demonstrate the positive impact of effective curriculum and instruction.

I believe that STEM shows our students how education will help them in the real world. I can teach recycling but if develop a recycling program that includes how much money can be earned or saved (math), design recycling receptacles or programs that are user friendly (engineering), and implement programs that keep hazardous chemicals from getting in drinking water (like motor oil) for Science and add some beauty (art). I like to use STEAM and add in some beauty and writing. Students get why we do this not just knowledge.

The teaching profession has been under attack for years. One really important way to counter this narrative is to be scholarly-minded, evidence based practitioners. There are a lot of STEM packages and programs that do not have rigorous evidence behind them or are implemented without fidelity. Exemplary STEM education isn’t just fun and flashy and it cannot stop at engagement. We need to truly engage students in the scientific process to get them thinking and questioning like scientists and arguing with evidence.

In the realm of change advocacy, personal stories wield significant influence. I've witnessed transformative moments when individuals, despite facing daunting challenges, embraced change. These stories illuminate the resilience and adaptability inherent in the human spirit. Such narratives inspire a collective commitment to fostering positive transformations, reminding us that change begins with individual experiences. Let's continue sharing these impactful stories to amplify the narrative of change. #ChangeNarratives #InspirationForChange

Finding unique ways to teach the curriculum given is a great way to expand the minds of naysayers. Show student projects and examples of their work, celebrating the successes as they learn. Also consider noting what can be improved in future experiments.

Teaching is not a task completion but it should be an act of motivation, students should develop knowledge craving attitude. Application of knowledge in patient care to make difference in outcomes should be the main purpose of medical education.