This essay focuses on Sports Injuries and Healthy Community. You’ll review examples of goals from the two STEM talent-targeted studies
are useful for talent scouting and identifying a learner’s natural inclinations that can be developed. How to Use This Chapter In the following chapter, each of the five STEM aptitudes is defined and explained as it relates to real-world achievement and to developing STEM talent, our longterm goal for students. You’ll review examples of goals from the two STEM talent-targeted studies, Stop Sports Injuries and Healthy Community by Design, already introduced in Chapters 2 and 4.
continue to emphasize how the STEM talent goal is designed to motivate and engage learners and develop their talent along a continuum. The Talent Goal Frames provide examples of how to cultivate the aptitudes in the context of STEM content standards and learning objectives. The student-directed goals explicitly target the behaviors associated with each aptitude (see Table 5.1). Use these sample Talent Goal Frames not as “prescriptions” but as models for transforming your existing curriculum. Table 5.1 Student-Directed Goals in STEM Aptitudes 1. Engagement in STEM I demonstrate engagement in STEM.
interest in science, engineering, or mathematics activities and looking for more ways to become involved in them. 2. Investigation I conduct an investigation by asking questions that can be explain by systematically collecting, displaying, and interpreting data. 3. Problem Solving I use problem solving to identify problems. They analyze cause and effect, and propose solutions to test and verify using appropriate methods. 4. Spatial Reasoning I use spatial reasoning to visualize, remember, and understand relationships among objects. 5. Mathematical Reasoning I use mathematical reasoning to recognize. This is the patterns in numbers or shapes, determine the rules, and apply mathematical knowledge to solve problems.
Firstly, be sober
secondly, be creative
Thirdly, be innovative
further, be straight