Presentation Title

Teaching remotely: Student engagement in STEM activities

Start

9-30-2020 2:00 PM

End

9-30-2020 3:00 PM

Short Description

Responding to the new normal delivery of instruction presents a challenge to all educators, this becomes paramount once STEM learning is included. STEM infused curriculum should be accessible to all students. How best can teachers deliver STEM education instruction remotely to engage all students? We propose to incorporate activities using different technological tools to foster student engagement and empowerment. We will provide opportunities for participants to enhance STEM skills while increasing physical movement.

Abstract

School closures resulting from the COVID-19 pandemic saw schools throughout the nation faced with a new normal reality, keeping students engaged. Additionally, educators became virtual teachers overnight; a very challenging situation. Teachers were forced to look for options to transition their live lessons to home or virtual learning without neglecting the quality of delivery of instruction and student engagement (Kamenetz, 2020; Lederman, 2020). Transitioning is important when teaching STEM lessons, as previously many teachers were more concerned with providing students with hands-on experience. Students are now faced with limited physical activity and spend more time interfacing with a computer (Harrington, 2020). Therefore, teachers must utilize a learner-centered approach to raise the bar and flip the traditional modus operandi to provide K-20 students with digital experiences that add physical movement to their engagement.

Utilizing teaching tools that will accomplish movement, active engagement, and collaboration are embedded elements in STEM lessons and aligned to elements of constructivism and growth mindset. Activities using different digital tools will allow students not only to learn valuable STEM lessons but will get them out of their seats and interactively move and learn (Harrington 2020). Consequently, students will develop “growth mindset skills such as collaboration, perseverance, and resilience that STEM builds are also evident in physical activity, making the combination logical” (Harrington, 2020).

This presentation, intended for K-20 teachers and educators, highlights the use of technology apps that promote high-quality teaching and learning while keeping students engaged. After a brief overview of active learning and raising the bar in online STEM education, participants will be divided into two groups for a timed collaborative simulation activity. One group will use Goose Chase, a Scavenger Hunt app, which will encourage students to locate and measure objects to solve mathematics problems. The other group will use TikTok, a video app, to demonstrate understanding or provide a solution to a problem. Input from both groups will be used in the closing discussion and serve to enhance future online STEM learning environment that promotes physical movement skills, engagement, problem-solving, and empowerment.

Format

Concurrent Session

Institutional level targeted

K-12

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Sep 30th, 2:00 PM Sep 30th, 3:00 PM

Teaching remotely: Student engagement in STEM activities

School closures resulting from the COVID-19 pandemic saw schools throughout the nation faced with a new normal reality, keeping students engaged. Additionally, educators became virtual teachers overnight; a very challenging situation. Teachers were forced to look for options to transition their live lessons to home or virtual learning without neglecting the quality of delivery of instruction and student engagement (Kamenetz, 2020; Lederman, 2020). Transitioning is important when teaching STEM lessons, as previously many teachers were more concerned with providing students with hands-on experience. Students are now faced with limited physical activity and spend more time interfacing with a computer (Harrington, 2020). Therefore, teachers must utilize a learner-centered approach to raise the bar and flip the traditional modus operandi to provide K-20 students with digital experiences that add physical movement to their engagement.

Utilizing teaching tools that will accomplish movement, active engagement, and collaboration are embedded elements in STEM lessons and aligned to elements of constructivism and growth mindset. Activities using different digital tools will allow students not only to learn valuable STEM lessons but will get them out of their seats and interactively move and learn (Harrington 2020). Consequently, students will develop “growth mindset skills such as collaboration, perseverance, and resilience that STEM builds are also evident in physical activity, making the combination logical” (Harrington, 2020).

This presentation, intended for K-20 teachers and educators, highlights the use of technology apps that promote high-quality teaching and learning while keeping students engaged. After a brief overview of active learning and raising the bar in online STEM education, participants will be divided into two groups for a timed collaborative simulation activity. One group will use Goose Chase, a Scavenger Hunt app, which will encourage students to locate and measure objects to solve mathematics problems. The other group will use TikTok, a video app, to demonstrate understanding or provide a solution to a problem. Input from both groups will be used in the closing discussion and serve to enhance future online STEM learning environment that promotes physical movement skills, engagement, problem-solving, and empowerment.