Even students as young as kindergarten can engage in STEM. Teachers can build students' competency in STEM by utilizing scaffolding by deep questioning. Students then perform and enjoy at high levels of rigor. Teachers that involve students in inquiry help develop students that are capable at asking questions and solving problems (Talley, 2016).
"The purpose of STEM, as described in A Framework for K-12 Science Education (NRC,2012, p.277), is to help ensure and evaluate educational equity" (Talley, 2016, p.121). STEM experiences should build upon students' background knowledge and experiences, as well as their abilities and interests. This requires teachers to differentiate. "STEM experiences lend themselves to differentiation and adaptation because of open-ended expectations for student success. By providing for choice and voice and growth rubrics, students have opportunity to grow from where they are to where they need to be through the appropriate instructional strategies and adapted resources provided " (Talley, 2016, p. 121).
Reference:
Talley, T. (2016). The STEM coaching handbook: Working with teachers to improve instruction. Milton: Taylor and Francis.
"The purpose of STEM, as described in A Framework for K-12 Science Education (NRC,2012, p.277), is to help ensure and evaluate educational equity" (Talley, 2016, p.121). STEM experiences should build upon students' background knowledge and experiences, as well as their abilities and interests. This requires teachers to differentiate. "STEM experiences lend themselves to differentiation and adaptation because of open-ended expectations for student success. By providing for choice and voice and growth rubrics, students have opportunity to grow from where they are to where they need to be through the appropriate instructional strategies and adapted resources provided " (Talley, 2016, p. 121).
Reference:
Talley, T. (2016). The STEM coaching handbook: Working with teachers to improve instruction. Milton: Taylor and Francis.