Thursday, July 23, 2015
Tuesday, July 21, 2015
STEM, Women and Gender Stereotypes
Original Venture Beat article:
http://venturebeat.com/2015/06/20/are-girl-focused-engineering-toys-reinforcing-gender-stereotypes/
Another useful perspective on STEM, women and gender stereotypes from
http://venturebeat.com/2015/06/20/are-girl-focused-engineering-toys-reinforcing-gender-stereotypes/
Another useful perspective on STEM, women and gender stereotypes from
Are Girl-Focused Engineering Toys Reinforcing Gender Stereotypes?
theodp writes:
VentureBeat's Ruth Read casts a skeptical eye at current rage of toy segregation meant to inspire tomorrow’s leaders in STEM: "Toys geared at girls serve to get them interested in coding and building when they’re young, hopefully inspiring their educational interests down the road. But these gendered toys may be hurting women by perpetuating a divide between men and women." Read concludes, "Ultimately, girls (who will become women) are going to have to learn and work in a world where genders are not segregated; as will men. That means they need to learn how to interact with one another as much as they need to be introduced to the same educational opportunities. If STEM education is as much for girls as it is for boys, perhaps we should be equally concerned with getting boys and girls to play together with the same toys and tools, as we are with creating learning opportunities for girls."
VentureBeat's Ruth Read casts a skeptical eye at current rage of toy segregation meant to inspire tomorrow’s leaders in STEM: "Toys geared at girls serve to get them interested in coding and building when they’re young, hopefully inspiring their educational interests down the road. But these gendered toys may be hurting women by perpetuating a divide between men and women." Read concludes, "Ultimately, girls (who will become women) are going to have to learn and work in a world where genders are not segregated; as will men. That means they need to learn how to interact with one another as much as they need to be introduced to the same educational opportunities. If STEM education is as much for girls as it is for boys, perhaps we should be equally concerned with getting boys and girls to play together with the same toys and tools, as we are with creating learning opportunities for girls."
Thursday, July 16, 2015
Senate approves ECAA with support for STEM and CTE, Arts
Various sources:
The conference committee is expected to strengthen accountability measures within the bill and continue to require states to identify and support schools that need additional assistance to serve their most vulnerable students.
Earlier this Spring, ECAA suggested major progress, but educators used the amendment process
in July to persuade lawmakers to improve the bill.
The best news for STEM is support for STEM and CTE subjects and teachers. The ECAA provision based on Sen. Merkley’s (D-OR) STEM Education in the Global Economy Act, which is designed to increase student access to courses in STEM education subjects and provide additional resources to recruit, train, and support teachers of these subjects.
This past week, the Senate approved amendments to make career and technical education a core subject, to protect student data privacy, to require school districts to inform parents of state or local policies regarding “opting out” of standardized tests, to require states to set a cap limiting time spent on tests and to establish a full-service community schools grant program. Other electives were also included in the "core".
Thursday, July 2, 2015
Monday, June 22, 2015
By Tuesday....
If you haven't done so already, please acknowledge the email I sent this morning.
Thanks to those who've already begun working on the reading summaries and discussions in Schoology.
I've created a short video for those who've not yet experimented with Schoology. Please see http://nnps-secondary-stem.blogspot.com/2015/06/using-schoology-june-22-28.html .
1. By Tuesday night, please complete your longer summary (750 words MAX!) of the state or national STEM standards document most relevant to you. Paste your summary into the appropriate Schoology discussion group. I recommend writing your summaries in a Google Doc or word processor and then paste it into Schoology. In writing this summary, imagine you are preparing a one-page article introducing the standard in a teacher journal.
2. During the rest of the week, write your abbreviated summaries (250 words max!) of the other listed standards. Paste your summaries into the appropriate discussion groups. In preparing these summaries, imagine you are writing a script for a 2-3 minute introduction of the standard to a teacher team or professional learning community.
3. In preparation for our face-to-face week next week, revisit the following:
a. your STEM and STEM education definitions;
b. your STEM notebook template for students; and
c. any work you've assembled for a 7-E unit plan / lesson plans.
Also assemble any references or materials for favorite learning activities that you might bring next week while we develop our 7-E lessons. Career-focused resources will be especially important.
Call me any time.
Thanks to those who've already begun working on the reading summaries and discussions in Schoology.
I've created a short video for those who've not yet experimented with Schoology. Please see http://nnps-secondary-stem.blogspot.com/2015/06/using-schoology-june-22-28.html .
1. By Tuesday night, please complete your longer summary (750 words MAX!) of the state or national STEM standards document most relevant to you. Paste your summary into the appropriate Schoology discussion group. I recommend writing your summaries in a Google Doc or word processor and then paste it into Schoology. In writing this summary, imagine you are preparing a one-page article introducing the standard in a teacher journal.
2. During the rest of the week, write your abbreviated summaries (250 words max!) of the other listed standards. Paste your summaries into the appropriate discussion groups. In preparing these summaries, imagine you are writing a script for a 2-3 minute introduction of the standard to a teacher team or professional learning community.
3. In preparation for our face-to-face week next week, revisit the following:
a. your STEM and STEM education definitions;
b. your STEM notebook template for students; and
c. any work you've assembled for a 7-E unit plan / lesson plans.
Also assemble any references or materials for favorite learning activities that you might bring next week while we develop our 7-E lessons. Career-focused resources will be especially important.
Call me any time.
Using Schoology - June 22 - 28
This is a six minute video that will help you with this week's summaries and online discussions.
STM502 - Using Schoology from Jim Egenrieder on Vimeo.
Wednesday, June 10, 2015
STM 502 begins June 22
I'm not anticipating activity from you folks until the week of June 22 (online), but I'm happy to share the syllabus in advance for those who'd like to plan or perhaps spread the work out over a longer period.
Schoology is relatively new to me but I understand it is very popular within NNPS and I'll look forward to using it for STM 502. I'll certainly benefit from hearing how you use it with your students and I'll mimic those strategies you find most effective.
I'll continue to supplement Schoology with the cohort blog at
http://nnps-secondary-stem.blogspot.com/
I am very happy to talk with you one-on-on prior to June 22 or during that week. Call any time. And I'll look forward to seeing you June 29 through July 2.
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