3 years, 11 months ago Heather KleinerParticipant
The group met and the charter was discussed. This meeting was used to discuss the problem and purpose statements. Members organized into 4 small working groups. Results are shown below.
T • Teachers lack capacity to teach STEM.
A • Fixed mindset
A, C • Community not aware why STEM is important (or even what it is and how it relates to real-world problems).
C • Students can’t fill jobs available (skills)
M • Basic math skills lacking.
A • Communication with community stakeholders
T • Logistics (bus)
A • Student interest declines since elementary school.
A • Relevance of Education (specific to mathematics)
C, T • Quality of the classroom (lack of content knowledge to connect to real-world)
M • Number of math teacher candidates (specific to middle/high)
M • Math phobia
T • Lack of mentors (including student mentors)
T • Lack of scientific thinking skills (processes)
M, C • Difficulty applying math and science concepts to higher order applications (putting it all together for “real world”)
T • Teacher training and resources
A • Students’ negative perception of math and science
A o Stereotypes – girls in STEM
A • Fixed vs growth mindset (including parents)
T • Lack of informed education opportunities
A • Student self-efficacy in STEM
M • Majority of schools are below average
A • Parents feel unable to help students with math
M • Students don’t master basic math skills – test scores
T, M • Teachers are not always math-proficient
T, A • Low-performing schools have few volunteers – PTA
T, C • Teaching: Pedagogy and connection to jobs
• Connect classroom content to real-world application
• Teachers need to connect to the real world and have support
• Students need hands-on activities to see application.
• Students should see technology as a resource
• Dynamic classroom
• Increased achievement level in M&S to or above the state average in each district
• Increased engagement of middle school students in Junior Achievement, connecting to high wage/high demand sectors of our region.
• Increased student progression from middle to high school with on time promotion.
Workforce Development of STEM
• Transform 6th grade arithmetic to algebraic thinking; project-based, hands-on
• Develop MS students in STEM
o Increase confidence, competence, awareness, self-efficacy
• Form alliances in community
• Problem solving
• Connection between classroom content and local real-world opportunities
The 4 A’s of STEM
… of STEM teachers, students, parents, and the community
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