Shoot and Tweet (Day 1)
I have always said I would never get a Twitter account. First day of MSUrbanSTEM I learn to Tweet. #neversaynever, #firttimetweeter
Quick Fire: Video Story Problem (Day 2)
My group, WWIMS, were challenged to create a video that demonstrated a math problem from text book. Our video was about time and distance.
Cosmos Quick and Dirty Guide (Days 2 & 4)
The first assignment for the summer was to read Cosmos by Carl Sagan. The books chapters were divided between 10 groups and then each group created an image that represented the overall focus of the chapter. Next, each group had to explain the "Big Idea(s)" of the chapter, What it means for STEM educators, What performances of understanding could be done, and What questions does this raise?
Quick Fire: Where does it STEM from? (Day 4)
As a group we have decided upon the idea of
I identified a problem that I am experiencing with my students.
Amazing STEM narrative (Day 8)
Narrative of Amazing Teaching Moment: The Purpose of this lesson was to have students discover the role of “Order of Operations” and understanding why it important in evaluating expressions. To begin the lesson, students were presented with an expression to evaluate independently. The expression contained two operations and four numbers. I walked around, observing their work to see what my next step should be. I asked for volunteers to share their answers, making sure that I selected volunteers that I knew had different answers. The different answers were written on the board. Then I asked, “Why do you think we got different answers for the same expression?” Students replied, “Maybe they did the math wrong.” or “Some people may have started in a different order.” I said, “Okay, those sound like good reasons. Let’s see if that’s true.” We went through each person work to check if their math was correct. Then I asked, “If every ones work is correct, then is it the order in which they solve the problem?” I had each student tell me the order they used to solve their problem. This proved to be the reason students got different answers. After seeing this, I asked student, “What do you think can be done to keep this from happening.” I allowed time for discussion and one of the students asked me, “What would happen if we all started at the same place?” I allowed students to explore their thinking. When they were done, I explained that there is a rule for evaluating expressions called “Order of Operations”. Using order of operation ensures that if you execute operations in a specified order you would get the correct answer every time unless you do the math incorrectly. We examined the acronym “PEMDAS” Parentheses, Exponents, Multiplication, Division , Addition, and then subtraction.