By: Vicki S. Collet, author, Differentiated Mentoring and Coaching in Education
Vicki S. Collet is an associate professor in the Department of Curriculum and Instruction at the Read More
An earlier version of this blog was posted on the Motivation in Education SIG site
By: Kevin Pugh
Kevin Pugh is the author of Transformative Science Education: Read More
By Felicia Darling
Author of Teachin’ It! Breakout Moves That Break Down Barriers for Community College Students
This article was originally published as an Innovation Abstracts, Volume XLII, No. 25, July Read More
Below, we’re sharing an excerpt from Keith Sawyer’s latest book, The Creative Classroom. This excerpt highlights strategies for teachers to incorporate creative knowledge strategies when teaching math and science.
When adults think of STEM, they often relate it to complex mathematical equations, daunting engineering problems, or complex biological processes. And, oftentimes, young children have the opposite thinking. In Teaching STEM in the Preschool Classroom, the authors claim that children are natural and curious explorers of the world – particularly scientific and natural approaches. And, the authors believe that nurturing this curiosity is important in establishing STEM learning habits early on.
Experienced teachers who participate in our mathematics professional development often recognize their former students in the information we present to them about mathematics learning. What tends to be new to them is to learn that particular ways in which students approach a problem or concept say a lot about where students are in their learning.
