Parking Lot Speech Change

How has your "parking lot speech" changed?  How has it been reinforced through your research and conversations?  Are you ready to deliver it?

If I was to create a parking lot speech; it would have changed based off of this experience. The more information I find out about my topic; the more my speech expands to include passion, drive, and excitement about possibilities. Now I have learned how to use background information, current practices, and ways to reform. I tell my students to use the twelve steps of the engineering design process, which takes a problem and goes through a series of steps to solve that problem. Students need to research background information, implement their plans, refine their plans, and communicate results. I am doing something similar by collaboration and performing the process of research and development. I am ready for any challenge if I feel confident that people will list. It only takes one person to make a difference!

STEM Project Plan

Updated Link:

https://docs.google.com/document/d/1E1bjOfqET5Wb_Kfce5QuLkm_qgJDmqoOl0BaUkGnorA/edit?usp=sharing

Planning Sheet and Blog Post

1) Where should you focus your energies to be sure to complete your research and planning sheet?

My energies are focused on gathering statistical data and visual representations. I also enjoy learning about the speakers that students can have an opportunity to talk about to provide them with a meaningful representation and motivation for decision-making. Research and develop involves fostering ideas, focusing on ideas, developing the ideas, testing and evaluating, marketing and developing, and launching. To engage students of all demographics, you need to have engaging resources so by having a creative and innovative mind; we can change the future. I am focused on the goal that I want obtain and the difference it would make. All demographics need an opportunity to strive in STEM.

https://docs.google.com/document/d/1E1bjOfqET5Wb_Kfce5QuLkm_qgJDmqoOl0BaUkGnorA/edit?usp=sharing

Assessments

The topic that interests me the most is my topic on Assessments. Assessments are time consuming and can often be difficult for teachers considering it is a constant process. Everything we do is based off of the assessments so we can evaluate student progress and manipulate our lessons to meet the students' needs even more. STEM relies on this process heavily to make sure that students are reaching the goals that are set for them as well as setting their own goals. STEM involves monitoring knowledge-based information, but also skills that are needed for the workforce. Assessments will develop and change over time to become more flexible and universal with the digital age. Personally, I feel like the digital age has transformed teaching and learning to involve more resources to advance skills and thought processes. Information will be stored, analyzed, and recorded for student assessments. I will use this topic in my classroom by taking more initiative to utilize multiple forms of assessments to make sure I am meeting the students needs' and learning objectives that I set for my students. I will also manipulate my lessons to make sure that I am excelling at my own expectations. We have so many resources to analyze student progress. By staying up-to-date with teaching resources' this will help me take advantage of assessment tools.

STEM education

1) How would you describe STEM education to a friend or family member in informal conversation?
Understanding the acronyms for STEM helps break down the meaning of what it stands for. Science, Technology, Engineering, and Mathematics are multiple disciplines. I describe STEM as a technique for multiple disciplines to work together through hands-on learning to enhance problem-solving and critical thinking skills. For example, I had my students create a Wind Turbine using the 12-steps of the engineering design process. The students were faced with the problem that they had to create a Wind Turbine with a limited amount of materials and time. They had to brainstorm ideas, research and generate ideas, identify the criteria and constraints, explore possibilities, select an approach, develop a design proposal, make a model or prototype, test and evaluate, refine the design, create or make a solution, and communicate the whole process and results. This helps students apply technology, mathematics, science, and engineering to make a complete product for a purpose.

2) Why do you think STEM education is (or is not) important?

I do believe that STEM is important because students need to have the ability to break down information into chunks to solve problems. We need to challenge students to reach their potential. All of these fields are growing that are in high demand so we are preparing our students to take advantage of opportunities that could shape the future.

3) What is the value of incorporating or enhancing STEM in public education. 

The public education system has such of a diverse environment where everyone learns differently. STEM provides that opportunity to meet the needs of all learners. It also provides opportunities for students to take advantage of programs, scholarships, and knowledge to help further their education. These are all important fields that work together and have a strong impact on our society. It is fields that we have lacked in and have seen a decrease in enrollment with an increase in drop-outs so we need to help provide a picture to students of what it could be like and how to get there. We need to help students understand the potential these fields have by allowing the students to be independent thinkers. Students should be responsible for their education and their future.

After Research:

1) How were your initial thoughts reinforced by the resources you explored?

It does confirm that STEM prepares the next-generation of students to succeed in life. It teaches students to critically think and solve problems. The skills help students take advantage of opportunities that appear. STEM includes all friends that solve problems and creates a multi-cultural environment. By allowing students the opportunity to perform hands-on activities and understand different perspectives, we are allowing our students to grow and be included in the competitive market.

2) What are some additional reasons to incorporate STEM education into your planning and instructions?

The STEM workforce needs to become more diverse since it is not as diverse now as compared to 2001. There is encouragement to target women and minority students that may have been overlooked in schools nationwide. It also allows students to have a global perspective that is valuable for solving problems and enhancing their education experience. By allowing students to investigate the world, recognize multiple perspectives, communicate with diverse audiences, and take action; it provides global competition and student growth. When we think that 69% of high school graduates are not ready for a college-level science class then we understand that we need to enhance the areas that our students struggle the most.

Social Sites:
Personally I have mixed feelings about using social sites for STEM. I see the dangers and the lack of responsibility for the students. I understand that social sites can be used to spread information faster and help students develop relationships with programs, clubs, organizations, and people who have experiences in fields that they are learning about and/or interested in. It does seem like an interesting idea of what they can do, but I have noticed students using social sites more for personal use that is no benefit to the class time, which is why it has to be protected and regulated.

MindMeister DOK Tool

MindMeister Link: https://www.mindmeister.com/mind-map-features

Videos on MindMeister: https://www.youtube.com/user/MindMeister

Ways to integrate Technology Tools to apply DOK standards: http://www.wbrschools.net/sites/default/files/technology/DOK/DOK_technology.pdf

MindMeister DOK Tool

MindMeister is a collaborative mind mapping software, which encourages its users to visualize their thoughts in a cloud environment. It was developed by MeisterLabs GmbH; a software company founded by Michael Hollauf and Till Vollmer. This tool provides a way to visualize information in mind maps, but it also allows tools to facilitate real-time collaboration, task management and presentation creation. It uses cloud stage to distribute changes in mind maps in real-time for users on all devices. Each Mind Map can be shared privately to an unlimited amount of users or publicly. MindMeister takes advantage of Wikipedia, Google Links and Google Images for the WunderFeatures. WunderFeatures allows users to automatically insert images (WunderBild), links (WunderLink) and notes (WunderNotes) from the web to insert into their mind map. This software is based on the freemium model, which provides three free mind maps and new features with future updates. MindMeister offers a half-yearly or yearly subscription fee for unlimited maps at a charge. The web app of MindMeister is accessible through any standard web browser. Android and iOS platforms have the option for a free mobile app. In March of 2010, MindMeister was selected by Google to take part in the launch of Google Apps Marketplace. It has been awarded 4 out of 5 stars in the Apple App Store, 3.5 out of 5 stars in the Google Play Store and 3.5 out of 5 stars in the Google Chrome Web Store. It has also received other awards like “AASL Website Awards Best Web Site for Teaching and Learning 2009” and “Innovation Award 2008 Best product in the category Web 2.0 (german)”. MindMeister is a great tool to integrate into the classroom to enforce the different levels of DOK.

MindMeister is a tool that we have not had the change to utilize in our MAT program so I wanted to do something different to explore new options. How can I use MindMeister in my classroom to apply DOK standards? MindMeister is a tool that measures levels 1 through 4 of the DOK Standards. Level one involves recalling facts or application of simple procedures. It is the ability to copy, compute, define, and recognize. To apply level one, students will use computer assisted instruction by viewing the website to understand how to use the tool. Level two is when a student needs to make decisions about his or her approach. To apply level two, students will use this web 2.0 tool to document classification, cause/effect, summarizing, and comparison. Level three is more complex when students need to use planning, evidence, and thinking to justify their choice. I will apply level three by having students analyze a problem-solving scenario to construct, compare, develop conclusions, hypothesize, and investigate through cooperative learning, debate, guided inquiry and modeled inquiry. Level four is the most complex cognitive effort since students need to synthesize their information from multiple sources. To apply level four of DOK standards, students would plan, reason, and explain their thought processes by using project-based learning, problem-based learning, research projects, and case students.  I would use MindMeister by creating an activity where students will be grouped in threes. Students will develop a hypothesis using the following question “Who consumes more energy, plants or animals?” Students will create a presentation using MindMeister to justify or refute their hypothesis using research information on photosynthesis and cellular respiration. Students will show collaboration of their ideas and present their information in real-time. MindMeister would help me apply the different DOK standards by having students recall, develop skills and concepts, encourage strategic thinking, and perform extended thinking.

MindMeister is a unique tool that allows students to customize their presentations, export maps, embed maps, task management to assign tasks and track progress, attachments, and more. This tool is a graphic organizer that allows students to breakdown information to create a conclusion in presentation form. It is designed to create a mind map diagram to visualize collaborative thinking or even create an outline, assignment, or sequence of events. It is even used in commercial settings to make simple diagrams into more complex thinking or reading. It is a great scaffolding tool. I could use this tool in any lesson, homework, or assignment that I create. The big focus of this tool is collaboration so students can develop their own ideas, brainstorm and collaborate with others. This tool is useful for me since I will be a STEM educator who needs to incorporate Common Core standards in my teaching and learning. This tool is not made for just one learner, but allows every student to incorporate his or her ideas and build learning. Students are being more proactive in their own education. I believe this tool defines what STEM teaching is and utilizes all resources that can apply DOK standards, which can be measured by formative assessments like discussion, observation, and more. MindMeister creates a collaborative environment to challenge students in a comfortable setting.

Resources

https://www.youtube.com/user/MindMeister

https://www.mediawiki.org/wiki/Extension:MindMeister

http://www.fsusd.org/Page/8772

http://artandtechnologypdu.weebly.com/art--technology-blog/dok-using-technology-tools

http://www.edutopia.org/blog/webbs-depth-knowledge-increase-rigor-gerald-aungst

http://www.wbrschools.net/sites/default/files/technology/DOK/DOK_technology.pdf

http://www.pcworld.com/article/243515/mindmeister.html

https://www.mindmeister.com/mind-map-features
https://storify.com/lafrank/best-technology-tool-for-the-classroom

Claudia from Somebody Else's Kid by Torey Hayden

A Story About Claudia

Learning diversity is an important concept to understand in the classroom. It is the understanding that every student learns differently (Exceptional Children, 2008). With that in mind, the education system has placed opportunities for students with disabilities to obtain an equal education with the No Child Left Behind Act of 2001 (Exceptional Children, 2008). Teachers are faced with many obstacles in the classroom, but the overall goal is meeting the needs of all learners. Students with disabilities require additional attention and necessary accommodations and/or modifications so he or she has a successful experience (Exceptional Children, 2008). Teachers have to reform their own practices and be open to resources around to create a positive unbiased experience.

            One student that created an impact to remember goes by the name of “Claudia.” Claudia is a young lady who comes from an upper class family and had to leave her private Catholic school after she discovered she was pregnant (Hayden, 1982). First meeting Claudia, my impression was that she excelled in school, was family oriented, and participated in church practices. At the age of 12, she is a bright young lady who was very shy. She never participated in group activities until the day her fellow classmates: Thomaso, Boo and Lori participated in quiet art time (Hayden, 1982). Thomaso began a conversation with Claudia by asking if she was placed in the class only because of being pregnant. Later on, Claudia shared her experience with me that she had only had sex once with a fifteen-year-old boy who claimed she could not get pregnant until she was further developed. She was just a child herself who was not aware of the consequences. This one mistake would change her life forever. Claudia suffered from extreme self-esteem issues and certainly did not belong in my classroom, but I wanted to make sure that I could reach out in any way that I could to help. She was placed in the class for a half a day then attended vocational and baby-care classes with high school students during the other half of the day. Claudia exhibited compassion for her classmates and showed her ability to assist with caring and looking after them. Unfortunately, she did not show this same compassion for herself since she had ups and downs. Claudia attempted suicide, but because of her experience in the classroom, she was able to go on to live a happy and successful life (Hayden, 1982).

            To make Claudia’s experiences better for her in the classroom, Claudia needed more support and people who would listen to her trials and tribulations (NCWGE, 2015). This did not involve family that believed that hiding her “mistake” would solve the problem. I had to understand that Claudia came from a family who believed her feelings should be kept inside and secluded. She received minimal attention and even less after finding out she was pregnant. Claudia’s parents did not offer support other than offering to take care of her baby after it was born (Hayden, 1982). Claudia needed a place where she felt comfortable so she could deal with her problems. Claudia’s initial reaction in the classroom was negative, but by providing her with a comfortable environment; Claudia developed the ability to talk about her problems and what she could do to solve these problems. Claudia was provided with patience and respect. By being honest with Claudia, it helped build a relationship. Claudia was provided with an opportunity to ask questions and be provided with honest answers so she could be aware of the situation and develop her own ideas. This helped enhance her critical thinking ability and problem solving skills (Charles & Dickens, 2012). Claudia was treated like she was a mature young woman by giving her responsibilities inside and outside of the classroom. Claudia would help set up classroom activities. She would also look after Boo. This provided an opportunity for Claudia to develop through social interaction while supporting her classmates academically (Charles & Dickens, 2012). Claudia was able to be involved in planning to help provide additional support to the students. She was handed responsibility as an adult by having a teacher role in the classroom. One of the interventions attempted was to provide Claudia with outside help; however, her parents denied that their daughter needed help so it was unsuccessful (Hayden, 1982). I find it important to reach out to the parents to make sure they are aware that I genuinely have their child’s best interest in mind and care about their education. Claudia was a young girl who was pregnant and needed additional support so with understanding that she would miss school, I provided her with the support outside of school to talk and an opportunity to do homework on the days that were missed by emailing her the documents and listing them on my school website. Claudia was a unique student since she did not have problems academically, but she did face emotional needs based on her pregnancy at a young age. Even though support was provided, there were drawbacks that came in the way.

            The first drawback existed with the family. Claudia had a difficult time being able to talk to her family and completely understand the results of her consequences (Hayden, 1982). She was young and confused. In a way, the family was in denial and disappointed with their daughters situation. This is a problem between the child and parent since communication is hindered resulting in emotional distress with both parties (NCWGE, 2015). I found that the mother had the most difficult time because she wanted to support her daughter and be more involved in helping Claudia, but the father exhibited strong frustration and lacked talking about the pregnancy. By parents having a difficult time talking about life experiences, challenges, and helping resources; this makes it difficult to full meet the needs of the student in the classroom. It does make it difficult on a teacher because there are limitations to our responsibilities of the student that we cannot cross. A teacher’s responsibility to the student does not stop in the classroom, but it is providing full support to the student even outside (NCWGE, 2015). By having her parents deny additional support that was offered; Claudia’s problems were not being addressed. The next drawback was reaching Claudia’s needs while addressing her classmate’s needs. Claudia was an older student who did not have academic problems so how could I use her in the classroom or address her needs? This all begins with listening and providing emotional support where it is needed. Another drawback was public support because there was not many support groups or resources for a 12 year old who was pregnant (Hayden, 1982). It almost seemed as if the world was trying to hide these experiences like Claudia’s parents were. Drawbacks are just challenges that need to be solved for the best interest of each student because it does cause issues for the student.

            Thinking about issues that students face in their own situations is a concept that all teachers should become aware of. We are here to provide support instead of cause more issues that could result in more problems. In Claudia’s situation, she faced emotional problems that were not being addressed by her family so she attempted suicide (Hayden, 1982). Because of this situation, Claudia was assigned a counselor, which her and her mother attended. This could not be discussed with Claudia’s father. Claudia still lacked the full support she needed to help talk about her problems and address her needs by her father. She was at a sensitive stage of her life where she did not completely understand what was happening to her. Claudia did not have an opportunity to use outside resources like she needed with her family being in denial so it did not provide her with an opportunity to understand more about her situation and what was about to change her life. She was still a child who was being forced to ignore the severity of her situation. She was being prevented of thinking like an adult, which should be the stage when she would be having a child, but instead she was a child who felt disappointed, lacked social interaction, no support, and felt alone in the world. If Claudia would have continued not having her own needs addressed then she would have possibly attempted suicide again, kept the child and faced many hardships as a young mother does, or not learned from her mistakes and continued to make more. Claudia needed to be able to express herself and talk to someone so my classroom was designed to provide her with real-life experiences that would address her needs.

            My responsibility was to help Claudia deal with her pregnancy, self-esteem issues, and family that provided little to no emotional support. Claudia was a pregnant teenager who had rights according to Title IX (NCWGE, 2015). By treating Claudia like a responsible young woman who could talk about her problems and find solutions, it allowed Claudia to make decisions for her child as well. She decided to place the child up for adoption after understanding that she was too young to care for a newborn. Being pregnant at 12 is a difficult challenge since there are not many girls at that age that understands what it means to be pregnant, the pregnant girl would be looked at differently, called names, bullied, parents would not let their children hang out with her, parents would believe she is a bad influence, and being pregnant at 12 forces that child to grow up faster. Teachers should always be mindful by viewing through their student’s eyes to see how they feel and gain a more personal understanding of the challenges he or she faces. Students with disabilities face so many obstacles, but it is important to create an environment where everyone supports each other and encourages motivation even in the hardest times. We are provided with so many different resources to help students with disabilities so he or she does not feel alone or face self-esteem problems. Our goals as educators is to make sure our students get the most out of their education and are provided with the support that he or she needs. By listening and giving the students the attention that they need, students become more involved in their education and are able to develop a relationship with the teacher to encourage feedback and motivation. Teachers and classrooms should not exhibit any form of bias in the classroom. We do not completely understand what each student is going through, but we need to create an environment where the students feel comfortable to express themselves and understand that he or she can make a difference. We need to remember the importance of our positions and how we can change lives!

Work Cited

Charles, Kelly J., Dickens, Virginia. (Nov-Dec 2012). Closing the Communication Gap: "Web 2.0 Tools for Enhanced Planning and Collaboration". Teaching Exceptional Children (Vol 45 n2 p24-35.)

Hayden, T. (1982). Somebody else's kids. New York, NY: Avon Books.

Pregnant and Parenting Students. (2015, July 15). Retrieved August 5, 2015, from http://www.ncwge.org/TitleIX40/Pregnant-Parenting.pdf

Skiba, Russell J.; Simmons, Ada B.; Ritter, Shana; Gibb, Ashley C.; Rausch, M. Karega; Cuadrado, Jason; Choong-Geun Chung. (Spring 2008).  Achieving Equity in Special Education:  History, Status, and Current Challenges.  Exceptional Children (Vol. 74  Issue 3, p264-288. 25p.)