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⇒A STEM System⇐

Disclaimer The model for ⇒A STEM System⇐ presented herein seeks to stimulate considerations for more effective methods of presenting STEM education in high schools. It in no way is a criticism of current efforts to enrich the lives and experiences of high school students with STEM activities and is not a replacement for the many fabulous offerings already being provided by industry, government agencies, educational institutions, and nonprofit groups.


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⇒A STEM System⇐

Frame 1 - A Quick Comparison of Traditional STEM and ⇒A STEM System⇐ 20th Century Traditional Sciencerich engaging with the Sciencepoor

Teacher

A few STEMspecialists help the science-poor occasionally , usually externally to the classroom assembly line.

Lonely Expert: On a timed assembly line, expected to take 30 disparate raw material parts and make a standardized product.

⇒A STEM System⇐ The science-rich, as STEM Catalysts, engage frequently with the science-poor to interact directly with students and support teachers.

Part of a multidisciplinary team of complementary fellow experts aided by external working STEM specialists.

20th Century Traditional

Students

Each science student is expected to meet the same standards set by science educators Student works alone or in a partnerships with 2 or 3 classmates; individualized instruction is limited.

Grading

All measured against one set of requirements established based on foundation for STEM careers.

⇒A STEM System⇐ Future STEM-specialists and future citizen/voters held to different standards, which is now possible through the Instructional Team using formative and summative testing. Work in large 4-year span teams; individualized instruction facilitated. 2 grades given: Foundational for STEM careers Conceptual STEM for all Passing Foundations grades not required for graduation.


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⇒A STEM System⇐

Frame 2 - A Quick Comparison of Traditional STEM and ⇒A STEM System⇐ 20th Century Traditional School Architecture

At best, classroom/lab equipped for one science.

⇒A STEM System⇐ Large working area equipped for all sciences and related technologies, with appended varied instructional rooms.

20th Century Traditional

Integration

3 Sciences are independent and siloed Projects must be single subject

The Courses

Biology

STEM 1

Chemistry

STEM 2

Physics

STEM 3

AP and Others

STEM 4 an elective; AP; and Others

Instructional Unit

Teachers work alone

⇒A STEM System⇐ Sciences are fully integrated, with Engineering and Technology added Practice labs and Student Projects may be single subject or integrated like the real world.

Team of 4 Teachers Biology Chemistry Physics Engineering plus STEM Catalysts plus Administrative Aide


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⇒A STEM System⇐

Frame 3 - A Quick Comparison of Traditional STEM and ⇒A STEM System⇐

20th Century Traditional Class Size/Organization

30 or fewer; 2 or 3 partners for lab

⇒A STEM System⇐ 100 or fewer; teams of 10 or fewer with member changed as projects change.

Formative to Identify needs Testing

Mostly summative and same for all

Summative, split between Foundational and Conceptual

20th Century Traditional

Resources

Student Projects

Textbook(s), often augmented with media

Teacher generated

⇒A STEM System⇐ Internet, Library of textbooks and media, + science and engineering references; periodicals (e,g,, Discover, Science)

Team (STEM specialist, teacher. writer, editor) generated with most based on current industrial/research activities and community issues. Must meet guidelines.

Comparisons merged  
Comparisons merged