The maker movement and tinker time are two hot trends in early childhood education that integrate STEAM content (Science/Technology/Engineering/Art/Math). Making or tinkering encourages learners to think with their hands. Materials are explored, manipulated and evaluated by children. Children are encouraged to “wonder” about the possibilities and develop their own understanding of how things work. Mak...

Think back to your childhood. What was your favorite memory or experience about science? What sparked your interest? How were these experiences created?

One of my favorite childhood memories about science was watching The Magic School Bus. I wish I had a  teacher as cool as Ms. Frizzle to make science fun.  Although Ms. Frizzle is a character from the cartoon The Magic School Bus, there are...

What makes a STEM project worth doing?

I recently presented a session called Building Bridges at the Scobee Education Center. My goal was to inspire early educators to incorporate more engineering activities into their curriculum. When first beginning to incorporate engineering projects, it is important that students have a real problem to solve—one that they are willing to invest time and energy into....

A few weeks ago a colleague and I had the chance to present at the Out in Space, Down to Earth STEM Educator Conference.  This conference was held at the Scobee Education Center at San Antonio College.  Our session was titled “Think Like an Engineer” and was designed specifically for educators of Pre-K students.  Engineering and early childhood may not seem to go together, but, as our participants lea...

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Training Spotlight

1st-3rd grade educators worked together to learn engaging ways to develop number sense. Students will develop fact fluency while playing games that use their number sense strategies. By learning their facts in this way, students are not merely memorizing, but rather learning to work with numbers flexibly.  “Low achievers are often low achievers not because they know less but because they don’t use numbers flexibly – they have been set on the wrong path, often from an early age, of trying to memorize methods instead of interacting with numbers flexibly.” Jo Boaler,  Stanford University, 2009

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April 8, 2019

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