This essay focuses on developing STEM-specific aptitudes. American student does not meet the competencies demanded in the STEMdriven

developing STEM-specific aptitudes

What is STEM talent? We know that the acronym stands for science, technology, engineering, and mathematics, yet STEM is more than the content of these disciplines. It includes “the set of knowledge and skills and mindsets that all students and workers need to succeed in both middle- and high-skill jobs in the modern economy.”3 The emphasis here is on “all students and workers.” Yet we have evidence that the average K–12 American

student does not meet

the competencies demanded in the STEMdriven labor market.4 The number of STEM jobs outnumber the qualified candidates. Through its focus on developing STEM-specific aptitudes, the talent-targeted teaching and learning model is one solution to the causes of the STEM talent gap. Filling the STEM Talent Gap The 2018 report State of STEM explains that there are multiple root causes for the STEM talent gap, which lie in six different areas: skills, beliefs, K–12 and postsecondary education, geography, and demographics.5 As you create STEMspecific talent goals aligned with rich content and assessed in performances of understanding, you are working to fill the gaps in each of these areas. To begin, the “skills” in STEM go beyond content acquisition to include

higherorder thinking and problem

solving, the focus of the five STEM talent aptitudes: engagement in STEM, investigation, problem solving, spatial reasoning, and mathematical reasoning (see Table 5.0). The “skills” in STEM go beyond content acquisition to include higherorder thinking and problem solving, the focus of the five STEM talent aptitudes.

Table 5.0 Five Aptitudes of STEM Innovators 1. Engagement in STEM Exhibits high interest in science, technology, engineering, or mathematics content; is enthusiastic, observant, and involved in STEM activities; is self-motivated to pursue STEM knowledge and skills. 2. Investigation Uses a systematic approach to explore natural phenomenon; collects, examines, analyzes, and summarizes data; offers logical explanations; interprets and communicates findings.

3. Problem Solving

Identifies and frames problems; analyzes causes and effects to generate solutions; selects appropriate strategies and technologies; develops a plan of action; tests and verifies. (Continued) 90 Teach to Develop Talent Incorrect beliefs about what it takes to succeed in STEM careers cause students (and the adults around them) to lack confidence in their abilities: They think “STEM is too hard,” and when they don’t have the highest grades and test scores, they disqualify themselves. However, STEM is not for the “top few”:

“Innovation is not

solely within the realm of PhDs. It takes ten technicians at the middle skill level to contribute to any single engineering breakthrough.”6 As you cultivate a talent development mindset and create goals that stimulate STEM aptitudes, you are replacing these incorrect beliefs with newfound confidence. Another root cause of the STEM talent gap is the failure of K–12 and postsecondary education to fully implement the curricular shifts needed to prepare tomorrow’s STEM innovators. Project-based learning and community-based internships are two strategies for engaging students in STEM. These opportunities exist but have not been implemented to scale across all populations. In this book, the two sample STEM talent-targeted teaching and learning studies. This  Stop Sports Injuries and Healthy Community by Design.

Details;

Firstly, be keen

Secondly, be sports

thirdly, scale

Further, healthy

Further, studies

This  demonstrate how students

can develop and apply their STEM aptitudes in solving local community problems. Chapter 8 presents the 5P Planner, a design strategy for developing project-based/problem-based studies. Both geography and demographics influence the STEM talent gap. Increasingly, we see the development of “STEM hubs,” . This economic centers where the culture of STEM abounds to support students’ interest and opportunities. What happens if your students do not live in such a community? Similarly, there is a lack of STEM participation among demographic groups. This with women and minorities underrepresented in STEM education and careers.7 Talent-targeted teaching and learning promotes STEM access for all students.

Teach to Develop the Five STEM Aptitudes To close the STEM talent gaps, we must teach to develop STEM talent aptitudes. While the five aptitudes are not an exhaustive or mutually exclusive list, these traits As you cultivate a talent development mindset and create goals that stimulate STEM aptitudes, you are replacing these incorrect beliefs with newfound confidence. 4. Spatial Reasoning Visualizes and interprets images; understands and remembers relationships among objects; can construct and manipulate mental models. 5. Mathematical Reasoning Perceives patterns and relationship

details;

Firstly, be creative

Secondly, be innovative

Thirdly, images

Further, models

further, integrity

Finally,  objective

Lastly, list

Lastly, be sober

Finally, be vibrant