Iterative Instruction

On a path from turning projects to purpose and embracing critiques.

Photo of T.J. Edwards
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I recently posted a blog where I reflected on recent work in my Technology, Engineering, and Design class. My working theme for foundational projects is the design and fabrication of assistive technologies. It seems students are embracing the empathy that is baked in to that sort of product design, and, as a result, I see them interpret a deeper purpose in the projects (ROSE). Event though I'm not being super intentional about the science and math yet, I could definitely see how I might bring those in.

A THORN is how to handle higher level math...say pre-calc and beyond. From my experience, the practical application of the really high level math is in cutting edge science research and engineering. Is STEM really for all if that is what we are working towards?

[Optional] Synthesize a little! In one sentence, describe something you learned from your empathy exercises or analogous research.

We feel so compelled in school to push students toward more and more rigorous coursework (ie. AP courses). Is that because we students to be STEM professionals (ie. can do all of the sci and math before college)? OR Would we prefer for students to more simply think like STEM professionals (ie. creative & critical thinking, applied technology, etc)?

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Photo of Erin Quinn

I think you've pointed towards something many teachers struggle with in STEAM/STEM - what about math? How might we integrate math meaningfully into interdisciplinary task design?