ST1.3
Students are empowered to personalize and self-direct their STEM learning experiences supported by STEM educators who facilitate their learning.
At Lithia Springs High School, students are encouraged to take ownership of their learning. Self-directed learning experiences, combined with basic educational fundamentals, enable students to achieve at the highest level. The driving force behind students’ self-directed learning is choice - students are empowered to be owners and managers of their STEM learning experiences and processes.
Because our PBL units are built upon authentic and relevant problems, students are able to draw from their own social, cultural, and academic experiences to personalize their learning and maximize their productivity. Teachers further allow students to utilize a variety of tools, mentors, and formats to accommodate a wide range of style options.
Under the guidance of their teacher(s), students study the various approaches to problem-solving and are encouraged to find creative approaches of their own. They are inspired not only to succeed, but to also overcome their failures, giving them confidence and promoting growth.
Our area in need of improvement aligns with our actions for sustained practice. Currently, because self-directed learning is the corner-stone of our program, all teachers occasionally engage in the evaluation of plans and classroom observations (these activities are primarily conducted by the STEM coordinator and administrators). To improve our practice, all teachers should be engaged in consistent, on-going evaluation and observations.
Because our PBL units are built upon authentic and relevant problems, students are able to draw from their own social, cultural, and academic experiences to personalize their learning and maximize their productivity. Teachers further allow students to utilize a variety of tools, mentors, and formats to accommodate a wide range of style options.
Under the guidance of their teacher(s), students study the various approaches to problem-solving and are encouraged to find creative approaches of their own. They are inspired not only to succeed, but to also overcome their failures, giving them confidence and promoting growth.
Our area in need of improvement aligns with our actions for sustained practice. Currently, because self-directed learning is the corner-stone of our program, all teachers occasionally engage in the evaluation of plans and classroom observations (these activities are primarily conducted by the STEM coordinator and administrators). To improve our practice, all teachers should be engaged in consistent, on-going evaluation and observations.
Student demonstration of Self-Management & Metacognition Skills - –These artifacts model student contributions to learning and instruction while utilizing a rigorous cross-curriculum methodology. The student-led presentations pertain to original research conducted by students in the classroom. The interdisciplinary approach combines science, technology, engineering and mathematics in a quest to uncover student selected topics of research.
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LSHS STEM biomedical student reveals the results of impressive research.
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STEM students team up to create an award winning robot for the FIRST Robotics competition.
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Biomedical STEM students conduct data analysis for cross–curriculum projects.
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Teacher-Student Dialogue: This slideshow reveals the interaction of several teachers as they engage with students during cross-curricular projects. Instructions provide an open forum environment which contributes to the overall learning process. Students generate questions and take ownership of their own acquisition of knowledge.
Resources Secured for Self-Directed Learning: –Bomedical and engineering professionals created meaningful interaction with STEM students to greatly enhance overall learning. These community members not only provided quality supplementary resources to students, but also invaluable support, serving as an essential resource as students focused on self- learning.