Imagine IT - phase 4
In this phase of the MSUrban stem project the task at hand is to verbalize the various dilemmas that may occur in implementing my ImagineIT project.
To review, my project’s big idea is, “empowering students with STEM: connections matter”. I want my students to use technology to locate, understand, and analyze science text and data to make informed personal choices.
I feel that there are two big dilemmas facing my ImagineIT and their summaries are below.
Dilemma 1 - Teaching in Urban Settings
Students learn the definition of environment and can name various ecosystems; prairie, wetland, tundra. There can be a disconnect from what students learn in textbooks and what they find in their schoolyard, park and neighborhood. Students will be taking a field trip to the Chicago River but will they be able to “see” how that river connects to their backyard? It is challenging to find other inexpensive resources where students can interact with their environment. Paperwork to make these interactions possible is another challenge. My plan is to continue conversations with the Friends of Chicago River to overcome this dilemma.
Dilemma 2 - Assessment
I implement many labs and activities to ensure that students are exposed to science content. I partnered with Friends of the Chicago River where students interact with local ecosystems. I worry that students will not connect what we learn to their personal choices. I struggle to find an assessment that can evaluate this connection. Reflective journals help but I wonder, what does the rubric to evaluate these reflections look like? I will use various exit slips as one type of formative assessment to aid in making these connections; but once the school day is over, will these connections lose meaning?
Students learn the definition of environment and can name various ecosystems; prairie, wetland, tundra. There can be a disconnect from what students learn in textbooks and what they find in their schoolyard, park and neighborhood. Students will be taking a field trip to the Chicago River but will they be able to “see” how that river connects to their backyard? It is challenging to find other inexpensive resources where students can interact with their environment. Paperwork to make these interactions possible is another challenge. My plan is to continue conversations with the Friends of Chicago River to overcome this dilemma.
Dilemma 2 - Assessment
I implement many labs and activities to ensure that students are exposed to science content. I partnered with Friends of the Chicago River where students interact with local ecosystems. I worry that students will not connect what we learn to their personal choices. I struggle to find an assessment that can evaluate this connection. Reflective journals help but I wonder, what does the rubric to evaluate these reflections look like? I will use various exit slips as one type of formative assessment to aid in making these connections; but once the school day is over, will these connections lose meaning?