Category Archives: Classroom Strategies

STE(A)M in Early Childhood Education

Posted on by
1

Written by Anne Marquardt

STEM. STEAM. STREAM. Which of these recent educational buzzwords can you decode? At first glance these acronyms—which stand for Science, Technology, Reading (or Religion), Engineering, the Arts, and Math—look like mnemonic devices for remembering the facets of classroom curriculum. Digging deeper, however, we find that STEM education is designed to make natural connections between curricular content and students’ preconceived notions about how the world works. Students who are engaged in real-world problem solving investigate science and engineering concepts, apply mathematical knowledge, and use the arts and technology to meet their goals. They creatively introduce solutions, refine their thinking when ideas fail, and construct new understandings of the world (Ansberry & Morgan, 2017). Continue reading →

Formative Assessments Using Technology

Posted on by
Reply

Written by Michael Plocher

FORMATIVE ASSESSMENTS

Assessing learning is an important part of teaching. Whether in a traditional classroom, confirmation class, Sunday school, or other learning environment, purposeful formative assessments can raise standards of achievement (Black and Wiliam, 1998). Popham (2008) and Ainsworth (2015) also tell us that formative assessments are a planned process in which teachers or students use assessment-based evidence to adjust what they are currently doing rather than using it to gather information for letter grades. The cycle of teaching new information, figuring out who understands the content, and planning for how to reach the student who does not, happens in a variety of educational settings. Using traditional methods of conducting formative assessments can be time-consuming, provides limited temporary information, and can produce results that can be difficult to interpret. Continue reading →

Teaching with Technology

Posted on by
Reply

Written by James Carlovsky

As a teacher makes decisions about teaching with technology in a classroom, three big questions come to mind:

  • Screen time: How much is too much?
  • What do standards say about teaching and learning with technology?
  • What could be a goal of teaching with technology in a classroom?

Continue reading →

Learning from Mistakes: The Importance of a Growth-Mindset

Posted on by
3

Written by Adam Glodowski

How many of us have tried to encourage our students (or children) to learn from their mistakes? Teachers often see mistakes as teachable moments and opportunities to help our students grow. But how do students see their mistakes? Most students “see mistakes as flaws for which their teacher will judge them.” (Willingham, Strayer, & Barlow, 2018, p.326) Continue reading →