All you need to make the shift to STEM a reality! Now more than ever, educational leaders are encouraged to implement STEM as the foundation for preparing students with the 21st century skills required for college and career readiness. This resource makes the process of shifting to a comprehensive, integrated STEM school or district within reach! Invaluable case studies featuring current STEM pioneers from across the country model how successful, STEM-centered learning takes place. You’ll find process-specific best practices and strategies to help you: • Understand, create, and lead the STEM change process • Transform existing school programs • Prepare the school community for STEM and plan for STEM integration • Integrate 21st Century Skills, the arts, and humanities • Create essential partnerships with business and higher education Includes step-by-step checklists and visual mapping guides for successfully navigating the STEM change process. Use this groundbreaking resource to systematically implement coherent and integrated STEM instruction that transforms learning and prepares students for the global economy! Video and web content also available at http://bit.ly/TheSTEMShift. “Finally! A great book that clearly explains what STEM education is, why we need it, and how to do it well. A must-read for all educators, parents, and policymakers.” Tony Wagner, author of The Global Achievement Gap and Creating Innovators “Reading Jill and Ann’s column in Education Week has been a critical part of my weekly reading since they’ve begun writing it. I’ve learned a lot from those short snippets, and now it’s exciting to see their expanded thoughts in The Stem Shift. You can’t go wrong by reading anything they write!” Larry Ferlazzo, High school teacher and Ed Week columnist
Chapter 11: Time for STEM
Time for STEM
A pair of scientists won the Nobel Prize in physics for isolating a material called graphene, the thinnest, strongest, most conductive material in existence. They did this work during what they called “Friday evening experiments” . . . making one of the greatest breakthroughs in the last 50 years, basically during a physicists’ recess.
Lessons will not be contained in thirty- to forty-minute chunks. How could we have professionally held for so long to the belief that young people could learn best with time limitations like that? Going forward in a STEM-shifted school, lessons will be based on problems and will raise questions. Time will serve rather than dictate and divide. Time will allow for independent learning ...