STEM Educator | Teacher Educator | Texas Barbecue Enthusiast Opinions are my own.
Austin, TX
Joined August 2014
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Below is a picture of me from the 2005-2006 school year--my first year teaching high school. A lot has changed in the almost 20 years since that picture was taken. One thing that has not changed is my passion for teaching science. Looking forward to a great year.
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In some big news, I am excited to share that I will be returning to the classroom teaching high school science in @DelValleISD . I am looking forward to contributing to the great work already occurring in DVISD.
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Check out my latest article: Is STEAM compatible with a Three-Dimensional, Phenomenon-Driven Approach to Science Education? linkedin.com/pulse/steam-com… via @LinkedIn
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Check out my latest article: Good Questions to Ask When Interviewing for a Teaching Job linkedin.com/pulse/good-ques… via @LinkedIn
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Check out my latest article: What Makes a School a "Good School" for a New Teacher? linkedin.com/pulse/what-make… via @LinkedIn
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In the next installment of the Important Questions in K-12 STEM Education, I answer this question for STEM subjects. In the webinar, I identify 6 features of professional learning experiences, that when present, increase the likelihood of impacting teachers' instruction.
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Unfortunately, research shows most PL experiences for teachers have little to no impact on teachers' instructional practice.
This begs the question, what makes effect PL experiences for teachers?
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Summer break means sleeping in, going to the pool, and for teachers, Professional Learning! And, professional learning is big business--over $18 Billion is spent on teacher professional learning each year.
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I would love to hear your thoughts on how AI can or will impact STEM education in the comments below.
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In my next instalment of the Important Questions in K12 STEM Education series, I address just this question and a related question: is AI going to fundamentally change the nature of teaching and learning of math and science? Find out my answer here: bit.ly/43U5pya
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AI is here. And it is in our schools. Which begs the question, should we be afraid of AI in STEM education?
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Well constructed engineering design challenges are great ways to highlight how we can use ideas and skills drawn from multiple STEM disciplines to solve authentic problems and make the world a better place.
Check out the video here: bit.ly/4am9rle
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In my next episode of the "Important Questions in K-12 STEM Education" series, I provide one answer to this question, focusing on the role engineering design challenges can play in highlighting the relevancy of what students are learning.
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What I think students are really asking is "why should I learn this new idea or skill because I do not see it being relevant to me now or in the future."
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A question students frequently ask their teachers is "when will I use this?" Or, "when am I going to need to know this?" I asked this question pretty frequently myself when I was a student in elementary, middle, and high school.
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3. Asking review questions contextualized in new, real, and interesting phenomenon.
4. Providing students with feedback to support learning.
I would love to hear how others approach helping students pass end of year exams in the replies below.
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Four key components of effective test review and preparation are:
1. Asking students for answers and reasons for their answers.
2. Making student thinking visible.
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As a caveat, there is no better approach to preparing students for the test than providing effective learning experiences throughout the year. However, there are more effective ways to review material and prepare students for the test.
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In episode 7 of my webinar series, Important Questions in K-12 STEM Education, I provide answers for educators on how to effectively review for the end of year tests. Check out the recording here: bit.ly/3TDzNYS
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