This essay focuses on Targeted Teaching and Learning Goal. Safest Running Shoe? Each year 30% of runners experience foot, ankle, shin, or knee injuries

Targeted Teaching and Learning Goal

Identifies and frames problems; analyzes causes and effects to generate solutions; selects appropriate strategies and technologies; develops a plan of action; tests and verifies. Content Standards Represent and interpret data. (CSSS.MATH. CONTENT.5.MD) Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. (NGSS Engineering Design 3-5-ETS1-3) Objective Collect, display, and describe data on foot strike impact.

Safest Running Shoe?

Each year 30% of runners experience foot, ankle, shin, or knee injuries due to foot strike impact. Design and conduct an experiment to determine which running shoe best reduces foot strike impact. Talent-Targeted Teaching and Learning Goal: STEM Stop Sports Injuries (Grades 4–6) Use problem solving to design an experiment to determine which running shoe best reduces foot strike impact. Student-Directed Talent Goal: I use problem solving to identify problems, analyze cause and effect, and propose solutions to test and verify using appropriate tools and methods.

Assessing Problem Solving

You can assess students’ ongoing demonstration of the problem solving aptitude using the Talent Aptitude Learning Progressions. 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.

five • Teach to Develop STEM Talent 99 4. Spatial Reasoning The research is clear that spatial ability is a predictor of success in STEM careers. It is also evident that we miss spatial reasoning ability when we test only with mathematical and verbal measures.18 We are failing to identify spatial aptitude and thereby contributing to the STEM talent gap. What is spatial ability, or reasoning? There are several definitions, but the dominant factor across these is visualization.

—in particular, the ability

to mentally rotate three-dimensional objects and solve problems using rotation. Spatial ability includes visual memory, complex image recognition, and the abilities to recognize partially visible objects and to estimate lengths. It is what we use to find our way out of a maze.19 Spatial reasoning.

This is  is both an innate

aptitude and a learned ability.

A study conducted among engineering students scoring “low” in spatial ability showed that, with intervention, spatial reasoning can be acquired.20 Training in spatial skills among younger students has shown promise in helping them learn new mathematical concepts.21 These findings strongly support the practice of creating and assessing spatial reasoning talenttargeted teaching and learning goals. Create a Spatial Reasoning Talent Goal The sample talent goal for spatial reasoning is for students to create a scale drawing or three-dimensional model for a building in their Healthy Community by Design plan (see Figure 5.6).

submission;

Firstly, scale

secondly, drawing

Thirdly, model

further, details

Further, concept

Lastly, process

Lastly, talent

Finally, criteria

The performance of understanding

requires them to use their spatial skills of visualization as they apply the mathematical concept of scale factor and the engineering process of designing according to criteria and constraints. The spatial reasoning talent goal could appropriately target a different STEM aptitude, such as mathematical reasoning, or one of the cross-disciplinary aptitudes, such Figure 5.5 Problem Solving Learning Progressions

Problem Solving Emerging

Progressing Advancing Teacher Rubric Solves problems with guidance and modeling of cause and effect; uses the tools and strategies provided to follow a plan of action. Identifies problems and applies strategies to analyze causes and effects; selects appropriate tools and processes to find solutions. Frames new problems and determines appropriate strategies, tools, and processes to generate verifiable solutions. Student Rubric I solve problems using the strategies and tools that are provided for me to use. I solve problems selecting from the strategies and tools.

details;

Firstly, be sober

secondly, passion

Secondly, problems

Thirdly, be keen

further, be creative

Further, be innovative

lastly, be straight

Lastly, be innovatuive