This past summer I was lucky enough to be part of a grant with UW-Platteville on STEM (along with 4 kick-butt co-workers). We have done a number of things as a team to help make our school a better problem solving place. One thing from the summer course was to do a STEM assignment in one of our classes - tape it, keep student data and reflect upon it. I figured why not post it here too.
My project was to use ziggurats to help drive summation understanding. It is a project I took directly from the summer grant. And I am thankful that I was able to have the materials given to me versus me having to create the materials. Making projects during the school year itself is a tough mission; that is why getting projects during the summer is so important.
So the project had plane views of different ziggurats (pyramids) which I combined with set of blocks where I wanted the students to calculate the number of blocks in 7 layers of zigguarat, but more importantly to create a summation that would represent the total too.
There were three designs, it was a challenge for the students. Each group quickly calculated the number of blocks in the ziggurat, but to turn that into a summation proved more challenging. Especially when the summation had to have an odd number in the sequence! (It went 1 squared, 3 squared, 5 squared, and so on).
I have taught Pre-Calculus for a decade and this was the first time where I truly saw the "a-ha" moment with all my students working on summations. And unsurprisingly it is the first time I have taught summations any way besides lecture and practice. So why hadn't I done it? Plain and simple - just time.
Finding and creating projects is time consuming, and I just had not had it before this grant - that is why professional development like this and time in our district is so important. It is important for us to remember and ask for the time, without making and taking time we end up in a routine. And that routine will rarely lead to improved teaching. And small successes are the stepping stones to larger things.
Our school's larger thing now is our commitment to have all our students get a hand-on STEM experience - we do that by using homeroom time working outside of a class and a grade. We were able to do this through a grant and community support and the results are looking great (STEM progress video). It all starts with small steps - like the STEM class at UW-Platteville.
And while time is important, activities come from being fearless also. I remind myself that sometimes I just need to make the time to try something new. I need to say if it does not work it is okay, try, revise. I just need to make finding great learning opportunities a priority.