Motivating students through providing a middle school STEM rotation class
Today, STEM is taught, perceived, and practiced in many different ways. There is a need to design an embedded curriculum that represents all of the disciplines of STEM. "The reason behind all of this is simple: if we do not design lessons and units that will strengthen students' commitment to learn, then we cannot expect them to take an active or in depth approach to learning" (Silver Perini, 2010, p.324) This will empower students to become conscientious and well informed global citizens. All children, regardless of academic level, should be exposed to a STEM education in order to increase the diversity of students in STEM careers. "Lack of motivation is commonly recognized as a significant problem in American education" (Brophy, 2010, p.301) A classroom's social climate, the students' own expectations of their performance, and the value in which the student places on his education are the main issues that deter motivation in students. A dynamic classroom should be full of engaged students who are collaborating, communicating, and performing to solve relevant problems in which students can relate. This can be achieved when teachers reflect on how things work, or do not work, in the classroom. Gathering data and analyzing the results will help teachers to improve students' level of motivation. The teacher is the key component in creating an environment using appropriate strategies that will engage students to attain a growth mindset. In this paper, I will share how the results of a climate survey can empower me to regulate my learning activities and styles to provide my students with a STEM environment that is favorable to engagement and motivation.
2016 IEEE Integrated STEM Education Conference (ISEC)