In EDCI 53900, Competency 3, within science, technology, education and mathematics (STEM) discipline was met. In the projects noted below the ability to communicate knowledge effectively in oral and written form was displayed in the subject material effectively through the development of extensive STEM Lessons .

 

When defining the “nature of design” Hynes (2010) suggests taking into consideration the various branches of engineering alongside of the vast skill set of teaching required to educate others. He urges that the learning process for students should focus on “more general ideas within engineering which leads to the notion of introducing K-12 students to engineering design” (Hynes, 2010, p. 346). I agree with this approach  for STEM design integration for instruction. Hynes’ studies indicated the engineering design process (EDP) as being recognized by the professional community as guiding “engineers from problems to solutions” (2010, p. 346). Yet he considered curriculum building for this to be complicated which is why he advocated it be  engineering and teaching centered. Questions that arose were deciding what material would be covered and how to go about ensuring professional development for teachers. Crismond & Adams (2012) agree in researching methods in helping teachers understand the scope of engineering / design and relaying that capability to students through informed lessons (p.738).

  

The Informed Design Teaching and Learning Matrix on Table 1 (p. 748) presented by Crismond & Adams (2012) was very informative in its comparative analysis of novice and experienced building techniques. The outline of working strategies from engineering conception to completion, continual reworking and research also can be used by educators. Using the Matrix “ teachers can formulate their own formative assessment tasks, and it can help them implement evidence-based adjustments to their day-to-day instruction (p.779).

   

After studying Table 1, it was evident my teaching style in design is a culmination of several practices. In an effort to impart a clear plan to my students I stress being well-informed and prepared prior to model construction with awareness of troubleshooting. I do not have formal training in STEM education, but that of Integrated Science. In my experimental design a lot of research is conducted, brainstorming, compiling of information, and mock designs prior to instruction. However in science things can still go awry, due to operator error and we’re back at square one. Although my best project intentions are honed in “understanding the challenge” and “building knowledge”, success is rooted in continual “Iterative & Reflective Design” and idea fluency throughout the process (Crismond & Adams, 2012, p. 748-749) . 

 

Competency 3 in  EDCI 53900 was strengthened in planning the STEM approach that best represents my lesson for How Does Covid-19 Affect The Lungs: Normal Lung vs. Infected Lung is Bybee’s (2013) “Figure 8.3. Separate Science Disciplines That Incorporate Other Disciplines” (p.75). The STEM activity that was created integrated multiple disciplines and assessed the efficacy of STEM practices. Integrating technology, engineering and math across various Sciences, keeping “science (or math) as the dominant discipline and, as appropriate or needed” (Bybee’s, 2013, p. 75) is an effective method. My goal was to choose a STEM topic that was related to current world events in an attempt to grasp the attention of my students. Through the design process I effectively communicated content via an integrative process of STEM disciplines through the design and delivery of effective teaching/learning activities. My goal was to guide students in understanding that chest pains, persistent severe coughs and breathing difficulties (shortness of breath) are directly associated with Pneumonia. 

 

During the repeated inhalation and exhalation steps my hope is to demonstrate the effects of inflammation, mucus and fluid build-up in the lungs. From the data collected I would ask the students to monitor the breathing rates of each variable of the infected lung in comparison to the healthy lung. I would first demonstrate the measuring technique using a Peak Flow meter and/or spirometer.  Students would learn how to use these devices to calculate lung input and output and then graph results. Another aspect noted was the importance of continuous group discussions during the collective effort (and assessment) of the design for the purpose of building rapport with team members and signaling potential issues. Crismond & Adams (2012) stated how the influence or impact of communication issues and social encounters are not explored in the Teaching and Learning Matrix  (p.778). They point out that  “social aspects of design”…“help students develop their abilities to collaborate and cooperate in design teams” while learning from their peers (Crismond & Adams, 2012, p.778).

 

During the development of The Domino Effect: Rate of Viral Infection of Covid-19 and the Potential of Herd Immunity, I continued to acquire Competency 3 skills while writing the Unit Assessment Summary and the Lesson Summaries for the STEM Lesson. Like previous viruses, such as the flu, Covid-19 (Coronavirus) has had a major impact on our families, communities, the nation, and ultimately the world. As Scientists searched for solutions, a vaccine was created to prevent the spread of this virus. Many citizens chose to take the vaccine. Others decided not to be immunized, yet did not contract the disease. The structure and delivery of the STEM Unit was successful in guiding students through a constructed model. Learners develop the ability to clarify how immunizations and natural immunity through exposure, are able to regulate the spread of infectious disease. Students participate in groups and peer feedback is used to gauge their level of understanding of the engineering design process (EDP). As a form of assessment students explain how it is possible for an entire population to be protected through herd immunity. 

 

The STEM Unit was designed to inform students of topics relevant to current world events.  Participating learners will complete formative and summative assessments that serve as a benchmark and provide evidence of their knowledge, growth, and mastery throughout this unit. An ongoing tool that will be used will be a STEM journal. The students will collect their information, complete tasks, enter project artifacts, and complete quick checks within this journal. The teacher will be able to assess the progress of the students' group work and their group contributions through the information that will be added to the journal. The journal will be used as an information gatherer and as a reference guide. These testing measures show my ability to appropriately assess learning outcomes early on.

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To support the mastery of the Science standards taught, the students will be given a MasteryConnect quiz that they will complete online. This will be a multistandard quiz that will allow the teacher to reflect on areas of instruction that need to be reviewed, retaught, or enriched. The students will complete an error analysis following the quiz to self reflect and know where they have learning gaps. The students participating in this unit will complete formative and summative assessments. These assessments will serve to benchmark and provide evidence of their knowledge, growth, and mastery throughout this unit. An ongoing tool that will be used will be a STEM journal. The students will collect their information, complete tasks, enter project artifacts, and complete quick checks within this journal. The teacher will be able to assess the progress of the students' group work and their group contributions through the information that will be added to the journal. The journal will be used as an information gatherer and as a reference guide. 

 

As new vocabulary, concepts, skills, and processes are introduced, the students will complete exit tickets to show how well they are retaining the information. They will also complete entrance or pe-lesson tickets that will give information about what they already know and want/need to know. 

 

Rubrics will be used to assess the following:

• STEM Journals

• 21st Century Skills (Collaboration, Creativity, Critical Thinking Skills, and Communication)

• Group Participation

• Final STEM project

 

The final assessment will be a Science unit test that will include questions where the students will have to apply the knowledge and skills gained from the process to show mastery. 

Students will also submit a brief  Reflection summary on the EDP of their Herd Immunity population findings.These various forms of evaluation allow for modification of the STEM unit lesson(s) providing support that demonstrates the ability to adapt instruction and support services to the needs of diverse learners.
 

References

 

Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. National Science Teachers Association.

 

Crismond, D. & Adams, R. (2012). The informed design teaching and learning matrix. Journal of Engineering Education, 101 (4), 738-797. 

 

Hynes, M. M. (2010). Middle-school teachers’ understanding and teaching of the engineering design process: A look at the subject matter and pedagogical content knowledge. International Journal of Technology and Design Education, 22(3), 345–360. https://doi.org/10.1007/s10798-010-9142-4