Category Archives: STEM

What skills do students really need to compete in a global economy?

STEM learningThe alarm bell has been sounding for a while now about a shortage of skilled STEM workers in the U.S., with business leaders often calling on schools to do a better job of preparing students for a hypercompetitive global economy. As a result, we’ve seen a dramatic, nationwide rise in STEM initiatives—from large federal programs like Educate to Innovate to your local elementary school’s afterschool robotics program.

Others, however, say there is no evidence of such a shortage and that other factors are at play, such as businesses not being willing to pay higher wages that would attract more skilled workers. Some critics have even suggested that focusing too much on math, particularly algebra, is taking away from other, more critical skills students need to be learning.

So what’s an educator to do? In the December 2016/January 2017 issue of Educational Leadership, McREL’s Bryan Goodwin and Heather Hein try to get some answers by taking a look at what the research says about the skills gap and how to best fill it.

There is evidence, for example, that the skills employers across multiple industries are most looking for are critical thinking, problem solving, collaboration, and communication. The skill they’re least interested in? Applied math. Other studies show that the bigger issue may be the way math is taught: A 2004 study, for example, shows that American teachers often downgrade complex, heuristic-type problems into simplistic, formulaic ones that don’t engage students in real problem solving. Another, more recent study seems to bear this out—college students identified as needing remedial mathematics actually performed better when they were placed in more challenging statistics courses, which researchers say were more practical and engaging.

To succeed in a global world, the authors conclude, students need both hard and soft skills, basic and applied knowledge, and, perhaps most important, not just computational skills but the creative thinking needing to solve real problems.

Read the entire column.

Posted by McREL International.

Today’s “high tech” students need “high touch” learning environments

texting during classWe’ve all seen it: A group of teenagers sitting together, perhaps at a restaurant or the mall, but all of them glued to their phones, barely interacting with the friends right next to them. As common as this sight has become, it still gives us pause. What, you may wonder, is this doing to our kids?

In September’s Educational Leadership, McREL’s Bryan Goodwin takes a look at the effects of our “plugged in” culture on students and their teachers. One clear effect, he finds, is how students relate to others: One analysis of more than 70 student surveys, for example, found that empathy among college students is at its lowest level since 1979—a whopping 40 percent lower.

Not surprisingly, researchers and educators alike have noted a loss in the ability of students to have deep, empathic conversations. In an article for The Atlantic, one such teacher in Kentucky described how, in a classroom interview activity, most of his high school students were unable to move beyond the scripted questions and engage in more spontaneous, authentic dialogue. His solution? He asked his students to record their conversations on their smartphones, watch them later, and self-assess their conversation skills.

Teachers need to keep in mind, too, the importance of modeling empathy. Goodwin notes a recent Stanford study, in which middle school math teachers who engaged in an exercise on the importance of empathy cut in half the percentage of student suspensions over the school year (from 9.6% to 4.8%).

Today more than ever, teachers need to show and model empathy and provide opportunities for students to make real human connections, Goodwin concludes. While we can’t expect kids to give up their phones altogether, we can help them balance their “high tech” lives with “high touch” learning environments.

You can read Bryan’s entire Research Matters column here.

Posted by McREL International.

GreenSTEM Model: Steps for an instructional approach

The 5th-grade class gathered by the creek that ran between their school and neighborhood, reminiscing about years past when it was safe to play in and around this water. The creek was now stagnant, cloudy, thick with algae, and foul-smelling. Thus began their yearlong GreenSTEM project that used STEM concepts and processes to investigate the problem with the creek, and inspired students to design and carry out a solution.

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Look Before You Launch: 6 questions to ask before you add more tech to your school

Over many years of guiding schools and districts on integrating technology and instruction, the costliest mistake I see is the rush to purchase hardware and software without first identifying a clear purpose and plan for the new technology. This kind of oversight can lead to misuse or neglect of expensive equipment and systems, resulting in little of the intended impact on student learning outcomes. Before you add new technologies to your school or district, here are six vital questions—and a few related ones—I recommend you ask first to help you look before you launch.

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Sometimes the best technology is no technology

In 1989, I became the principal of a technology magnet school. Nine years later, I was named an Apple Distinguished Educator. As the lead author of Using Technology with Classroom Instruction that Works, 2nd Ed. (2012), I remain an active proponent of technology-infused learning. Technology enables learners to do or create things that might not otherwise be possible. Knowing all of this, you might ask why I, of all people, would ever advise educators to restrict technology in the classroom.

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GreenSTEM: Inspiring and empowering learners to change the world

How do we teach our students to pursue a line of inquiry that connects personal, community, and global decisions to an understanding of relevant science, technology, engineering, and math? “GreenSTEM” is an engaging and innovative approach for both students and teachers.
In an effort to distinguish traditional science, technology, engineering, and math (STEM) programs from those with a focus on ecology and sustainability, some educators have recently been adding “green” to STEM programs. The concept is so new that a standard definition of GreenSTEM—one that fuses the real-world connections intrinsic to STEM learning with the deeper concept of sustainability—has yet to be penned.

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Our 10 (or 11) most popular blog posts of 2014

Educators face many challenges each day—large and small—that when addressed effectively have the ability to inspire better teaching, leading, and learning. Our staff continually ask themselves the same question you might ask yourself: As educators, how can we make a bigger, better difference in student engagement and knowledge?

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Do school structures create obstacles for STEM learning?

STEM is a hot education initiative these days, with numerous schools investing energy and resources to create more, and more robust, learning experiences for students in science, technology, engineering, and math, all with a goal of boosting student interest and readiness for post-secondary STEM education and careers. Yet despite the investment and focus, research studies show that many of these efforts fall flat, producing few, if any, gains in student achievement and interest.

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Leveraging technology to focus on learning

Mobile technologies are an integral part of our daily lives. Where is the closest gas station? Ask Siri. Which toaster is best for my needs? Check customer reviews on Amazon.com. Going out to dinner with friends? Ask Yelp for a good restaurant within five miles of your house, make reservations on OpenTable, and forward the reservation to your friends, complete with driving directions. Mobile technologies have made our lives easier and are transforming the way we work and get things done. It isn’t about the device, but what the devices allow us to do. How can we translate this savvy use of technology into classroom learning experiences?

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An AWSM way to increase middle schoolers’ math success

How does student work inform instruction? I read Katrina Schwartz’s MindShift blog post, “How Looking at Student Work Keeps Teachers and Kids on Track,” and immediately found connections to McREL’s Institute of Education Sciences (IES) study of a formative assessment model for middle school math, now completing its third year. Not only does Ms. Schwartz highlight the use of student work as a method for improving student learning and teacher practice—a cornerstone of our study—but she also relates this to mathematics.

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