This essay focuses on motivating and engaging curriculum.the Talent Aptitude Learning Progressions (see Figure 5.1). These stages of development

motivating and engaging curriculum

(making the problem “local”), and representatives from the company were invited (and came!) to review their final products. Because the most motivating and engaging curriculum is locally developed, you will generate your own community-based PBL scenarios using local issues and connections. Assessing Engagement in STEM You can assess students’ ongoing demonstration of STEM engagement using the Talent Aptitude Learning Progressions (see Figure 5.1). These stages of development provide a systematic way to describe and document evidence and provide feedback. Chapter 7 provides a detailed process for assessing talent aptitudes.

Figure 5.1 STEM Engagement

Learning Progressions STEM Engagement Emerging Progressing Advancing Teacher Rubric Demonstrates some interest in STEM activities; completes the required STEM activities with external prompting. Demonstrates interest in STEM through involvement in class activities; is self-motivate to complete the require activities without external prompting. Demonstrates high interest in and enthusiasm for STEM through active and focus involvement; initiates new tasks beyond requirements. Student Rubric I have some interest in science, technology, engineering, and mathematics (STEM) topics, and I am sometimes engage by the activities.

This meansI am interested

in science, technology, engineering, and mathematics (STEM) topics and motivate to complete the activities. I am very interest and engage in science, technology, engineering, and mathematics (STEM) topics. I am selfmotivate to engage in STEM activities. 2. Investigation When we teach to develop STEM talent aptitudes, we cultivate what Howard Gardner calls “the disciplined mind.” He concludes that schools have focused more on instilling the subject matter of science rather than on the discipline, which consists of the particular ways that scientists think and view the world.12 Scientists are investigators; they observe,

question, make hypotheses

about cause and effect, test, collect and analyze data, and verify. Investigation teaches students how knowledge is produce. It is “the interaction of content and process.” Investigation is a habit of mind and a process that can be model and learn; it is also a talent aptitude that must be identify and nurture if our students are to become disciplinary experts with the potential to become tomorrow’s innovators. While there is a renew emphasis in teaching science processes,13 an explicit

details;

Firstly, be sober

Secondly, integrity

Thirdly, passion

Further, be xcautrious

Further, be fast

Lastly, take care

Lastly, be straight

Finally, be okay