Directions: Please answer each question in 150 words and each discussion question in 100 words. Must use in-text citation in APA style. This is a STEM Education Course.

Discussion Question 1: Collaboration is a much-needed skill in the 21st century workplace. What steps will you take to encourage and foster an environment of collaboration in your STEM classroom?

Response 1: (Jill said)- As posted by Alber (2017) in the article, “Deeper Learning: A Collaborative Classroom is Key”, a collaborative classroom environment must be fostered and can be attained by a scaffolding approach. To begin, group agreements or norms must be established. Mirroring this structure from the adult workplace, students create age-appropriate norms. These agreements should be posted in the classroom as a reminder of the group agreement if deemed necessary. Accountability within the group structure can also be reinforced with the assigning of student group roles. This assists the educator with monitoring groups and focus. With norms and roles assigned, ongoing skills to foster collegiality and collaboration are the skills of listening, asking thoughtful, open-ended questions and negotiation. Incorporating small activities or games can help teach students to work together. One such activity shared in the article was called “Build a Consensus”. With a timer set to a specific amount of time, students must plan an event such as a mock birthday party, class trip or group meal. This activity reinforces all of the skills described in a low-stakes way. In the end, it is also important to model the expected behavior one hopes so see within the classroom. By modeling listening, paraphrasing, negotiation and asking insightful questions, students have a front row seat to the 21st Century skill of collaboration (Alber, 2017).

Response 2: (Stefanie said)- Coming from the hospital world as a Director of Clinical services, I was the administrator over multiple clinical departments, all with their own goals and needs, but when they were called upon, the bigger the problem, the better they all worked together to accomplish the goal. Creating a collaborative environment within the classroom is important for students because they learn to work together and that multiple brains working together enable them to accomplish big tasks. Students need a reason to collaborate (Burns, 2016). When you can do a job easier by yourself, you do. If the questions or work is easy, most students do not have a problem just getting it done. Activities that are challenging, stimulating, multilayed and engaging requires students to engage their positive interdependence side to be successful and complete the task as a team, working together and sharing their knowledge (Burns, 2016).

Before you can expect students to be successful within a team, they must first be prepared to be part of a team and what, why, and how to be collaborative (Burns, 2016). Start by helping students to understand why they want to work as a team, model what successful collaboration looks like, and the benefits that working as a team can product. Students then need to understand the stages a group goes through when they are team building (forming, storming, norming, and performing (Burns, 2016). After students know how to work together in their groups, a teacher must then give frequent opportunities to foster that growth and practice their skills. The more the groups work together, the better they develop leadership, trust-building, decision-making, communication, and conflict-management skills (Burns, 2016). Groups of students should know what is expected of them with each activity that they are assigned. Expectations and norms allow for the students to hold each other accountable when a group member is not performing or contributing the way they should. Within the expectations and norms should also be the protocols that students would work through as they are dealing with conflict disagreement so they can learn to resolve their own issues (Burns, 2016). In order for collaboration to be successful, we must set our students up for success with the tools they need, not just expect them to know what to do and how to work together to be productive.

Discussion Question 2: Students often have misconceptions about STEM education. For example, students may feel that STEM education is only formulas, the scientific method, and has no creativity. What are some common misconceptions that students may express during your STEM unit? How will you respond to these?

Response 1: Jill wrote: When the term, STEM, is mentioned, many individuals think of male, scientists that are analytical thinkers. These stereotypes are simply not true. The study of math, engineering and science are not merely meant for students planning to enter those fields. The fields of STEM benefit all students. As society continues into an era of digital information and technology, all students can benefit from learning how to use those tools more effectively and efficiently alongside developing critical thinking and problem-solving skills. Some parents may also be concerned that an increase in the use of technology in the classroom may lead to less socialization. The tools of STEM do not hinder socialization, but may, in fact, enhance the ability to collaborate, problem-solve and communicate with peers. Lastly, in responding to the misconception that STEM is a male-orientated field of study, it is vital that women and girls interested in science, math and engineering be encouraged to pursue their passions. By supporting and building confidence in all students, the study and incorporation of STEM education can benefit all beyond the walls of the classroom (“STEM Education Myths”, 2019).

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