Comments on: The Wonder of STEM

By: Anne Jolly

Anne Jolly — Wed, 26 Sep 2012 18:36:16 +0000

Pretty good thinking in both the morning and the afternoon, Carolyn! I’m sitting here mulling over the word, “ambiguity.” That’s a concept I hadn’t really honed on . . . and you’re right. Deliberate ambiguity creates a lot of opportunity for divergent thinking. I’m trying to think of other ambiguous ideas that middle schoolers might be able to struggle with – really I’m trying to think of ideas that would be good discussion starters and would begin building the ability to grapple with ambiguous ideas. It’s easier for me to think of examples in literature than in STEM. Help, someone! Ambiguity is a quality, top-notch idea.

By: Anne Jolly

Anne Jolly — Wed, 26 Sep 2012 18:28:43 +0000

You are SO “right on” in your response, Cal! Ongoing professional learning is the only way teachers have a chance to get this right . . . and keep on getting it right. Think about doctors, dentists, and other groups of professionals who spend time learning and staying on top of new ideas and researching things that work. Of course, teachers need these opportunities! But the opportunities are sometimes far and few between, not of good quality, and with little or no follow-up. And they often occur at the teachers own expense. I remember the days when five of us science teachers threw a cooler with food and drink in the trunk of a car and drove to an NSTA meeting two states away, where we all stayed in the same room at the Days Inn. We were on our own with trying keep up with our learning. I really think the tide is beginning to shift – don’t you?

By: Anne Jolly

Anne Jolly — Wed, 26 Sep 2012 18:21:25 +0000

You know, I think many talented teachers have always taught this way – being aware the helping kids learn to think and solve problems was what would help them the most in life. And it does add excitement and ownership to the learning process.

By: Carolyn DeCristofano

Carolyn DeCristofano — Mon, 24 Sep 2012 23:09:39 +0000

An addendum:
Hi, again, Anne (and others): Just want to clarify that in my post I was speaking of two different types of examples of ambiguous problems to solve: An engineering probem (one where we were trying to get something to work a certain way – the working model of the maple seed) and an inquiry-based problem (the one where we were trying to answer a question – the “how many roofs” question). I see these as two distinct, but highly effective starting points for engagement and wonder. Their efficacy, I think, comes in large part because of the ambiguity, which prevents the solution from becoming formulaic and predictable. There! Much better thinking in the afternoon!

By: Carolyn DeCristofano

Carolyn DeCristofano — Mon, 24 Sep 2012 13:27:11 +0000

Anne,
As always, a thought-provoking post. One pivotal week of my professional learning came in the 90′s, when Masschusetts was implementing a statewide systemic initiative to change math and science learning. Among other things, we were given what we were not yet calling design challenges to solve. I particularly remember us being challenged to create a working model of a maple tree seed pod. Period. In another activity, led by the talented Sue Doubler (of TERC and Lesley University), we tried to answer one question: How many roofs have you lived under?

Of course, in both of these experiences, as individuals, teams, and a whole class, we all soon realized that there was ambiguity built into the initiating challenge or question. On purpose. We were left to struggle with what to do with that ambiguity.

Should the maple seed pod be a double pod (the one that looks a bit like dragonfly wings?) or a single? Did it matter? What does a working model mean? Did this have to look anything at all like a maple seed pod, or did it just have to spin? Could it work if it didn’t have the same shape? Even after we answered those Q’s, of course we had to solve the problem. Likewise: What counts as “living” somewhere? Do you live in a dorm and therefore count that building’s roof? If you live in a basement apartment, are you living under a “roof”?

While the ambiguity and the possibiity of multiple solutions exists in every field, the E is a great vehicle for bringing these elements of engagement into the classroom.

By: Caroline Goode

Caroline Goode — Sun, 23 Sep 2012 22:15:16 +0000

Anne, Reading your blogs really gets me thinking! Your question about receiving professional development that helps teachers to support their students as they problem-solve is right on. My question is, how can teachers effectively model true inquiry and problem-solving if they have never had the opportunity to experience the model themselves? The National Institute of Health’s (NIH) Curriculum supplement series (http://science.education.nih.gov/customers.nsf/WebPages/CSHome) focus on the process of scientific inquiry. I have used the supplement, “Doing Science: The Process of Scientific Inquiry” with teachers as an introduction to the inquiry process and to help them better understand how to model the process in their classrooms.

By: Bobbie Andrews

Bobbie Andrews — Sun, 23 Sep 2012 18:52:55 +0000

Love this, Anne!!! I taught at the 2nd and 3rd grade level, and loved the type of teaching that you describe. It keeps the excitement and questions everything.