Exploring STEM strategies

?

(Zarrinnegar, 2020) has given a lesson focused on preschool to 2nd?grade with a focus to build the design thinking in a way that is fun filled. Fun is an important part of the lesson as it is for younger kids. Hence the use of marsh mallows! I feel a bit concerned about the use of toothpicks at this age though. I hope that they do not poke themselves or others with it.

Exploring STEM strategies

Some strategies for STEM are visible in the lesson. When you solve a problem, you learn the skills of problem solving which is what all of our life needs, including employers or society (Adams, 2017). The problem-solving work in the lesson is happening through 4 steps:

1. Define a problem:?The student has been given very clear questions to define the problem. They start with building curiosity and then move to defining questions. As the student communicates the response, it coaxes him or her to think about the problem without having the support of a ready solution. It helps to set the tone for building curiosity, an important skill required for modern life (Adams, 2017).
2. Ideate:?Ideation requires the state of open minded curiosity with a sense of wonder persistent through the process (Connolly, 2018). It also requires a capacity to make mistakes and feel safe in doing so. The flow of ideation is not possible unless there is an openness in the mind to try and keep trying multiple solutions. The student can formulate multiple ways of the bridge design and finally zero in on some designs that seem best for the task given.
3. Prototype and Testing:?The student is now using his problem solving skills to build a prototype (Connolly, 2018). This is the time for building using the tools given. The student would use the designed solution, test it in the filed by using the books and go back to the drawing board if needed.

Additional Strategies

1. Real life:?Could have been relatable to real life. Students often ask or think about the purpose of the task that they are engaged in (Cox, 2020). Here media could have been used to show through time lapse how a bridge is created in reality. Using a student friendly media, the task could be related to real life. Although pictures have been suggested but nothing like a video! If possible, students can also visit a bridge to trigger their curiosity.
2. Collaboration:?There is something quite strange about a child working alone on a project such as this. The same project if done collaboratively can bring up the level of ideation among the students. it would also add the very important life skill of working with others. I would have fostered this through project based learning.

Critical Thinking

By defining the problem, the skills of building curiosity and inquiry are fostered through questioning.?Questioning plays a critical role in cultivating critical thinking skills (Lange, 2014).

By ideating over possible solutions the student develops flexibility of thinking (Adams, 2017) and capacity to make mistakes without deeming them as failure.

By building a prototype and testing the student developed the skills of testing, problem solving and the attitude of grit. The student was exposed to a new problem for which the solution was not known in advance. This helped the student to work through an original path to solution (McDougal & Takahashi, 2014). Problem solving helps students to think for themselves (Lange, 2014).

Could Have Been

Communication is an important part of any STEM based activity. It is not clear how many students are working in this lesson. It seems more of a work alone task. Due to working alone or with parents, the whole area of brain storming is missed out (Lange, 2014). In brain storming with many individuals, the communication style is challenged and hence enhanced.

Probing questions such as ‘How, What, When, Who, Which, Why, or Where’ (Science Buddies, n.d.) could have been added to go deeper into the process of building. It would have also made the problem solving richer in exploring by converting it to teach through problem solving in a more thorough way (McDougal & Takahashi 2014).

References

1. Adams, C. (2017). The 7 most important STEM skills we should be teaching our kids. Retrieved from?https://www.weareteachers.com/important-stem-skills-teaching-kids/
2. Connolly, D. (2018). STEM learning objectives. Retrieved September 14, 2020, from https://makethemmainstream.com/2018/10/04/stem-learning-objectives/
3. Cox, J. (2020, June 22). Outside-of-the-Box Teaching Strategies to Boost STEM Interest. Retrieved September 14, 2020, from?https://www.teachhub.com/teaching-strategies/2019/08/outside-of-the-box-teaching-strategies-to-boost-stem-interest/
4. Lange, S. (2014). Strategies to promote critical thinking in elementary school. Retrieved from?https://www.p21.org/news-events/p21blog/1435-strategies-to-promote-critical-thinking-in-the-elementary-classroom.
5. McDougal, T., & Takahashi, A. (2014). Teaching mathematics through problem-solving. Retrieved from?https://www.nais.org/magazine/independent-teacher/fall-2014/teaching-mathematics-through-problem-solving/.
6. Science Buddies (n.d.). What is the scientific method? Retrieved from?https://www.sciencebuddies.org/science-fair-projects/science-fair/steps-of-the-scientific-method.
7. Zarrinnegar, H. (2020, April 13). Design Challenge: Building a Bridge: Activity. Retrieved September 14, 2020, from?https://www.education.com/activity/article/design-challenge-building-a-bridge/