I love that we both thought of this as problem solving and that its a very hands on approach for teachers (and paras!)
As a recess paraprofessional and BASC staff, I am not in classrooms when content is being taught. That being said, the steps empathize, define, ideate, prototype, and test can be used in behavioral problem solving at recess and in the BASC program. For example, if a student is having a disagreement with another student the would need to empathize with the other person, define the current issue, ideate new (or old) solutions to fix the problem, prototype a solution to try, and then test that solution to see if it works. If not they start over and try again. This parallels into the real world with any problem solving and gives these children a great place to practice these skills.
It sounds like you really care about your students! As a white student I never had to worry about if I would be represented in my classroom. Now more then ever there is such a big need for teachers like you who take information they are given and want to make a change!
I am a paraprofessional within the Issaquah School District. I work recesses and for ISD's Before and After School Care program.
Schools need to consider the populations within their schools. Teaching using only white people as examples does not allow any children of color to see themselves in their education. This is not beneficial to any of those students. To make it more equitable there should be representation of all races, religions, and genders. In my experience, the biggest barrier I have seen is teachers teaching the same way they were taught, as well as a lack of funding. 20-30 years ago we did not focus on making things equitable. Teachers who have been teaching for that amount of time never had examples of equitable teaching in their own schooling. Funding in Tier 3 schools do not receive as much funding as a higher income school as many of the families within a Tier 3 school do not have a lot of disposable income to pour into a classroom. This leaves teachers with very little money to diversify their classroom.
I had not thought of dance! I think that that is a great example of STEM with math!
From the reading I was reminded that any career using math can be STEM. This puts careers like fashion designers and people who sew or knit in the STEM field. Math is big in both of these careers and also big for STEM. To be successful in any career field, students should have a basic understanding of math to allow them to go into pretty much any field. Basic math only needs to be at around the level of Algebra 1.
I love that you put in "no matter what career path" as I think many people contribute STEM as only being important for careers in STEM but it truly does help with any career path one may choose!
Hello! My name is Katelyn V. and I am a paraeducator for an elementary school in the Issaquah School District. I am currently going to school to be an elementary school teacher. STEM has always been a valuable part of my education growing up, but also within my job. We use STEM to enhance the activities we do on a daily basis. STEM matters because without it we would not have a well rounded education, and many of the activities we run would not be educational. One thing that is not typically thought of as a value of STEM is that it creates workers who are capable and flexible in their thinking.
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