Dream It 2.

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Name : Leslie Armstrong
Course : WIPRO Urban STEM

Where are we going ?

Working with a population of students that are generally deemed less
fortunate; I would like to pose a new paradigm. I have spent over eighteen
years working with a population of students that are fortunate to be born into
unfortunate situations. Education; particularly the wave of 21st century
education makes their opportunity for success limitless. This idea of
embracing 21st century skills for success by urban students may not be an
instant salve for the bruise of their misfortune, but it provides an opportunity
for the bruise to heal internally. As an educator, I am responsible for this
internal transformation.
One common goal that I have for teachers and students is to build a
collaborative community. The work of becoming 21st century educators that
educate students for the 21st century and beyond is an immense task that
can not be executed by one. In this community, students must develop a
communicative skill set to express ideas and to understand others
perspectives. This communication must evolve into the continued practice
of using technology as an actionary tool. Oovoo is a compatible
communicative platform that can be used for video chats across various
media devices and formats. One example of this evolution is visual literacy.
Powtoons and Eduglogster are examples of tools that will be used for visual
literacy.
In contrast to this idea of working within a collaborative community,
students should also develop a sense of autonomic perseverance. This level
of independence is essential to the reflective process. Reflection is a tool
that is often undeveloped and nurtured in the traditional sense of urban
education, but is essential to the professional fields that will be at their avail
as they matriculate through the levels of education into the workforce.
Project based learning requires that students provide detailed and
multifaceted response to a complex question. Perseverance to completion
and execution of one's role is necessary.
How will this be measured ?
Prior to the conclusion of the year, students will assessed based on the
quality and quantity of artifacts they have compiled within their digital
portfolios. Their artifacts must correlate to the previously stated objectives.
Rubrics will be used to evaluate student artifacts. In order to gage my
success with STEM coaching students that I teach directly and indirectly, I

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would analyze the data gained from the mean categorical scores on their
rubrics. For example, if students are required to use audio technology to
enhance a meme, and the quality of the audio is poor or nonexistent in the
majority of their work, that is a direct indication of reteaching to achieve
student success. This may also be an indicator to analyze the mode,
frequency and opportunity of communication between student and teacher.
Another key focus would be gathering bi-weekly attendance data for
specified classes. Student attendance is directly connected to their
experience and interest in education. STEM, student centered instruction
and relative teaching entice students to attend.
What are the hindrances ?
As a level one school, we are considered to be an exception within
unacceptable circumstances. We all know the myriad of internal and external
ills that exist in the urban environment. Our success is measured by various
metrics; one being the number of students that stood at the top and on the
right side of the bell curve. Our practice has been to ring that instrumental
bell until the test scores come home. Instrumental teaching creates
instrumental students that play the same song and a change in their melody
frightens them. I am faced with students that feel a great level of initial
discomfort with a format that requires that they be evaluated based on a
developed product through their own efforts. Math is often the gateway into
making through this maze of fear.
STEM & Math the Gateway Moving Ahead By Looking
Back
Having standards in mathematics is important because it helps teachers
or instructors to recognize and identify the most appropriate content for a
particular target class; in addition, it acts as a guideline with respect to what
or where instructors should start teaching math, to what extent and how
they may go about it (Wenrick, Behrend, & Mohs, 2013). Through standards,
math instructions are increased in the sense, teachers and instructors are
able to tailor and align their teaching and instruction techniques in a way
that enables them to achieve the objectives and learning outcomes
stipulated by the standards (Wenrick, Behrend, & Mohs, 2013). Apart from
standards, teaching methods and approaches should always encourage
students to behave, have attitudes and beliefs that helps them master as
much content as possible; as far as math is concerned (Wenrick, Behrend, &
Mohs, 2013). Math is about learning of formulae or patterns and applying
them in various situations presented in class and outside the learning
environment. Students who are good at grasping of such patterns and
translation of the same excel in my classes as well as other environments
where application of such concepts are needed. Practice outside of class is

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also a way of ensuring development of math skills (Wenrick, Behrend, &
Mohs, 2013).
Traditionally, math was taught through direct instruction and
memorization of procedures and facts (Wenrick, Behrend, & Mohs, 2013).
Today, the teaching of math has relatively shifted towards the constructivist
approach, which emphasizes the use of group works, and manipulative and
focuses more on the development of thinking and cognitive skills.
Constructivism is a math teaching system influenced by Piaget, Jean and is
basically based on active engagement of students in the learning process
(Gales & Yan, 2001). While traditional math teaching system influenced by
skinner emphasizes the use of drills, recitations, and rote memorization as
the foundations for assessing and reinforcing learning, constructivism
method emphasize the use of students own experiences in learning mathproblem-based learning approach-, assuming that math knowledge is innate
(Gales & Yan, 2001). The constructivism system considers learning math as a
collaborative process in which students can learn from their peers, through
the guidance of a teacher, as such, they will be able to come up with their
own answers and solutions; it does not require rote memorization (Wenrick,
Behrend, & Mohs, 2013). This contradicts the traditional system which insists
on a regimented and sequential methods, that are ineffectively delivered
direct knowledge transfer from teacher to student (Wenrick, Behrend, &
Mohs, 2013). A combination of both approaches will satisfy CPSs and Area
Instructional Offices mandates. Paramount is the benefit of building
understanding communally.
I have always believed that my greatest accomplishment as a teacher
comes anytime I manage to influence students positively, even if it is just a
single student. Going a step further; the greatest accomplishment will be
increasing student attendance and achievement through STEM. In this
regard, I have had a myriad of meaningful classroom achievements that
have impacted the students I have taught; however, the greatest and the
most meaningful classroom achievement, which I still remember to date is
how I managed to get all the students in my class to get an average of grade
B; not a mean feat for any elementary school teacher. Throughout that year,
2011, students in my class outperformed all other students in the state in the
percentage of students at above proficiency with excellence on the state
tests. This positively impacted on the students in the sense that it motivated
them, not only love the subjects that they were taking or the classroom
experience, but to also work smart and hard in their overall schoolwork,
including in extra-curricular work.
To achieve this, I employed various key strategies including tailoring my
classroom instruction to the learning interests and needs of the students; I
ensured that the classroom was responsive, and that the learning
atmosphere of my class was family-based or community-based (Gales & Yan,

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2001). Ensuring a responsive classroom meant building a positive teacherstudent relationship (Gales & Yan, 2001). I evoked the students learning
curiosity; the students need of wanting to know more about any subject that
interested them; thus I encouraged them to embrace and practice personal
and group research. I opened up my office and became accessible to all the
students, without any preference whatsoever. This is to say, I encouraged the
students to first seek the assistance of fellow students when they did not
understand anything or had a problem grasping some concept; they could
also come and see me in my office any time during school hours with an
problem that they had (Gales & Yan, 2001). This helped in connecting
emotional and social learning with academic skills; students were thus able
to build positive relationships amongst themselves, as well as with me, their
teacher; they were able to manage their behavior; in fact, they took an
active role, an initiative in their own learning/education (Sawyer & RimmKaufman, 2007). Together with the entire class, we worked together to coconstruct to crate rules and expectations for a positive classroom
environment that was in sync with the teachers and students learning
goals.
This will help develop a positive language and learning environment that
will play an important role for the rest of the class day. In fact, I will identify
those students who opt to sit at the back of the classroom and whisper
during lessons; I will then rearrange the classroom sitting arrangement and
ensure that such students sit at the front. Further, studies have shown that
logical consequences are important in addressing misbehavior by students
(Boynton & Boynton, 2005), I will design a myriad of deterrent consequences
to send a message that misbehavior is the problem. The focus will not be on
punishing students, but will be focused on providing students with an
opportunity to correct their behaviors and learn from such unfortunate
behaviors and mistakes (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger,
2011).. This is because I consider the approach of logical consequences as
effective in reducing misbehavior in addition to being respectful to students
and in encouraging both emotional and social growth by enabling students to
take responsibility of their actions. It helps them constructively and positively
understands how their misbehaviors affect others (Durlak, Weissberg,
Dymnicki, Taylor, & Schellinger, 2011).
With regards to ensure complete participation of the entire class in a class
warm up activity, I will implement some sort of a reward system that will
offer bonus marks for participation (Durlak, Weissberg, Dymnicki, Taylor, &
Schellinger, 2011). Most importantly, I will encourage students to be
courageous and offer their contributions without the fear of victimization or
intimidation; inn my class there is no wrong answer. A positive language will
also go a long way in setting the mood every day (Durlak, Weissberg,
Dymnicki, Taylor, & Schellinger, 2011). I will thus use positive tone and words
to encourage active learning and promote a sense of family, as well as self4

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discipline to achieve learning goals (Osterman, 2004). As a long term
approach, to ensure that this does not happen again in my future classes, I
will carefully endeavor to model expected behaviors. In order to promote
autonomy and ensure that learning is both engaging and active for the
students, I will provide the students with structured choices in class warm up
activities, as well as in other learning activities. I often ask myself what can
stop a student from understanding what I teach in my classrooms; in this
case, mathematics. I am powerless to change a students home
environment, I cannot perform brain surgery to reverse neurological
damage, but I can prepare substantially to offset student contextual
misconceptions. A major initiative that I have utilized to prepare lessons are
the STEM habits of mind. One such habit is the use of precise language in
communication. I closely examine the content of student responses as they
participate in math talk or science chats. From these observations, I can
identify misconceptions and determine the levels of support each student
group needs. I have also begun observing my colleagues as they teach
various math and science lessons. The focal point of these observations is to
identify misunderstandings or deficits that hinder their understanding. The
impact after collaborative chats with these teachers has initially been
substantial; real time feedback reduces student loss of knowledge and
confidence. Teachers are able to rework their lessons immediately.
Developing a partnership that is non evaluative is also a means to increase
teacher buy in to STEM.
Regardless, my goal is to ensure that my students master number facts,
have strong computational abilities after mastery of the basic concepts, and
then be able to connect conceptual or abstract aspects of what they learn
from my lessons with reality (Durlak, Weissberg, Dymnicki, Taylor, &
Schellinger, 2011). This is a concept of transfer of knowledge. It is also
important that the connections in mathematical experiences be easy for
students to follow and connect with. This is as far as numbers and the
quantities they stand for are concerned. Students need to grasp the
representations of quantities in order to be successful in understanding math
concepts. In a class of students from diverse levels and background; success
is not only measured in terms of test results and grades (Durlak, Weissberg,
Dymnicki, Taylor, & Schellinger, 2011). Many students do not understand
math concepts due to lack of comprehension of math language. This is as far
as writing, reading, and speaking are concerned(Durlak, Weissberg,
Dymnicki, Taylor, & Schellinger, 2011). However, I must admit that test
results and grades are very important therefore, I determine success for such
a class in terms grades and test scores. Most importantly, I consider the
effort that is put by each student during a class or even when handling
assignments and class projects. Doing this will ensure that students find it
easy to handle verbal and written directions as well as explanations(Durlak,
Weissberg, Dymnicki, Taylor, & Schellinger, 2011). When this happens, they
will also find it rather easy to translate word problems and solve them. All
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this is made possible through the foundations laid out by instructors or
teachers or tutors. It is the role and responsibility of educators to ensure that
all students excel and are achieving at the highest levels. This is because
educators are the ones tasked with teaching and educating students by
ensuring they create high expectations and developing effective school
programs and teaching strategies that are responsive to the needs of diverse
students.
An effective lesson plan and environment is tailored to the students
learning interests and needs. The plan is differentiated; its instructions are
tailored proactively by modifying learning activities and curriculum to meet
the students individual needs (Reis, McCoach, Little, Muller, & Kaniskan,
2011). It maximizes students learning potential through activities such as
variable pacing, learning-teaching groups, and offering a myriad of
instructional materials to be used. The lesson plan is aligned to the current
best practices in math instruction. It make math seem real since it focuses
on teaching the learners in the context of their everyday lives, at home, at
school, as well as in the community. It identifies that math does exist just on
a chalkboard, on paper, or on a whiteboard. Children today learn math well
by doing hands-on activities and projects, and being reminded that the math
that they are learning is part of their day-to-day lives (Reis, McCoach, Little,
Muller, & Kaniskan, 2011). This is exactly what this lesson plan does; it
utilizes movement activities as a tool to develop the young learners oral
counting skills as well as gain their attention. Using sorting, animal bear, and
colors for reviews and discussion also underlies this fact; it makes young
learner view and consider number as part of their everyday life. Students
eat gummy bears, and they are asked to share their answers with their group
partners with regards to the number of gummy bears they ate and their
favorite color (Reis, McCoach, Little, Muller, & Kaniskan, 2011). Further, this
lesson plan considers and teaches math across the curriculum and not as an
isolated subject; it blends math concepts with music, language arts, science
projects, and art. Most importantly, this lesson plan individualizes its
instructions for math to the needs of the students; it builds on what the
learners already know. It provides students independent practice by making
the students work in small groups, thus enabling them to practice. Most
importantly, this lesson plan ensure that the materials that students are
subjected to read are matched to their individual ability and their day-to-day
life experience with toys, colors, and activities (Reis, McCoach, Little, Muller,
& Kaniskan, 2011). The plan provides and enables students to play an active
role in the learning experience, engaging their passions and personal
interests, as well as emphasizing hands-on and problem solving learning.
Classroom activities and discussions are meant to be used in order to explore
various ideas. Just as any typical effective lesson plan, this plan also uses
meaningful, real-world data and examples to engage the students.

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Unit lesson plans
Unit plans involve lessons plan that aid in the saving of time as the
sequential order creates organization hence time saving. In this paper,
integrated unit plan will emphasize on the welfare of different learners (Reis,
McCoach, Little, Muller, & Kaniskan, 2011). The integration of content
ensures that much is taught in an optimal amount of time. The activities will
outline what is required of the learners and the expectations of the teacher
after each module. Five lesson plans will be based on the following topics All
About Me, Creating A Model Community, Repurposing My Communities
Waste , Smoking; A Health Problem Within My Community and
Communicating Beyond The Boundaries of My Community . These topics
represent the ideas of transformation through healing within. In each
module, students will attack complex issues and represent their learning in
various formats. For example in the All About Me module students will be
required to present themselves to their fellow students using digital media
such as Microsoft Word ppt. PowToons or Befuncky.com .
President Obama coined the phrase Yes We Can and STEM represents
the Yes And movement. Both quotes represent the goal of the Wipro Urban
Stem Experience that will change the minds of the those that are fortunate
to be deemed unfortunate.

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References
Boynton, M., & Boynton, C. (2005). Educators Guide to Preventing and
Solving Discipline Problems.
Clement, R.(1991). Counting on Frank. Gareth Stevens Publishing.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger,
K. B. (2011). The Impact of Enhancing Students Social and Emotional
Learning: A Meta-Analysis of School-Based Universal Interventions. Child
Development, 32(1), 405432.
Gales, M., & Yan, W. (2001). Relationship between constructivist teacher
beliefs and instructional practices to students mathematical
achievement: evidence from TIMMS. New York.
Osterman, K. F. (2004). Students Need for Belonging in the School
Community. Review of Educational Research, 70(3), 323367.
Reis, S. M., McCoach, D. B., Little, C. A., Muller, L. M., & Kaniskan, R. B.
(2011). The Effects of Differentiated Instruction and Enrichment
Pedagogy on Reading Achievement in Five Elementary Schools. American
Educational Research Journal, 48(2), 462501.
Sawyer, L. B. E., & Rimm-Kaufman, S. E. (2007). Teacher Collaboration in
the Context of the Responsive Classroom Approach. Teachers and
Teaching: Theory and Practice, 13(3), 211245.
Wenrick, M., Behrend, J. L., & Mohs, L. C. (2013). A Pathway for
Mathematical Practices. Teaching Children Mathematics, 19(6), 354.