STEM Teaching & Learning

STEM Teaching & Learning

Next Generation STEM Learning for All: Envisioning Advances Based on NSF Supported Research
This report synthesizes a one-day National Science Foundation (NSF)-supported Forum, “Next Generation STEM Learning for All,” organized by Education Development Center (EDC) and SRI International through the STEM Learning and Research Center (STELAR) at EDC, the Community for Advancing Discovery Research in Education (CADRE) at EDC, and the Center for Innovative Research in Cyberlearning (CIRCL), working in close collaboration with NSF and the White House Office of Science and Technology Policy. The Forum engaged prominent scientists in STEM learning research and school, community, and policy leaders in addressing the question, “How can research-based findings and advances help society to re-envision STEM learning and education?” and related questions. Key takeaways discussed in the report focus on four thematic areas: (1) research-based advances; (2) multiple stakeholder communities; (3) social justice and equity; and (4) scale and sustainability. Read the report here.

Helping Teachers of Mathematics Integrate the Knowledge and Culture of Families into Their Practice 
Contrary to popular assumption – mathematics is not culture-free. This Harvard Family Research Practice post, created in partnership with TODOS: Mathematics for ALL (TODOS), an international organization that advocates for equity and high-quality mathematics education for all students, particularly those who are Latino or Latina, delves into how mathematics teachers can establish equitable, rigorous, and coherent mathematics programs in their classrooms. For example, “families, in particular parents who have been schooled outside the U.S., are likely to bring different ways to do mathematics. For example, families might use a comma, instead of a period, to indicate decimals.  Differences might also extend beyond simple functions.  For example, families might view that the long division algorithm traditionally taught in the U.S. is “inefficient” because students should be able to do the subtraction in their head. When designing initiatives for family engagement in mathematics, it is important that both schools and families are aware of these cultural differences and learn about and from them.” Read the full post here.

Professional Learning and Development for Educators
Professional-Development-Feature-Image-482x335Getting Smart has released a compendium of resources on professional learning developed in partnership with High Tech High. Their vision is that “professional learning ought to reflect what we want for young people–learning that is engaging, relevant and customized to specific, individual learning needs.” Download the resources here and an infographic here.

Tools for Promoting Learner Centered STEM
The Getting Smart blog released the Getting Smart on Learner-Centered STEM–a culmination of a seven-blog series created by Getting Smart and Harmony Public Schools over the last six months. The series and collection describe Harmony’s approach to learner-centered STEM education that prioritizes deeper, project based learning. The partners offer 11 key elements of learner-centered STEM. To see videos, images and links to more on student STEM projects and events, click here.