ST1.5
Students demonstrate their learning through performance-based assessments and express their conclusions through elaborated explanations of their thinking.
Performance-based assessments should be the core of any STEM curriculum, and we strive to ensure that we exemplify that belief. From in-class assessments, to year-long interdisciplinary units, students are continually asked to demonstrate their mastery of the standards and to provide a rationale for their choices.
In every STEM classroom, teachers drive instruction with a single question: “How do you know?” Students are expected to be able to not only demonstrate accurate content knowledge, but to also describe the rationale behind their thinking and the choices they made which lead them to their discoveries. In their mathematics courses, for example, students are not just expected to find the solutions of a given problem set; they are asked to provide a written rationale in which they explain the various concepts used to find the solution. Additionally, students are often asked to demonstrate what they have learned in front of an authentic audience comprised of their peers, educators, and industry professionals.
Due to the time constraints placed on instructors from scheduling and state-mandated assessments, it is easy for teachers to cast performance-based assessments aside in favor of simple knowledge acquisition. It is a continuous struggle to manage the complex time restraints of the high school environment with the desire to use performance-based instruction, but we are constantly searching for and implementing solutions to these issues. By continuing to increase our use of online learning and communication platforms for both students and teachers, it is our hope to allow performance-based work to coexist seamlessly with state assessments, high school scheduling, and the ever-present issue of teenage procrastination.
In every STEM classroom, teachers drive instruction with a single question: “How do you know?” Students are expected to be able to not only demonstrate accurate content knowledge, but to also describe the rationale behind their thinking and the choices they made which lead them to their discoveries. In their mathematics courses, for example, students are not just expected to find the solutions of a given problem set; they are asked to provide a written rationale in which they explain the various concepts used to find the solution. Additionally, students are often asked to demonstrate what they have learned in front of an authentic audience comprised of their peers, educators, and industry professionals.
Due to the time constraints placed on instructors from scheduling and state-mandated assessments, it is easy for teachers to cast performance-based assessments aside in favor of simple knowledge acquisition. It is a continuous struggle to manage the complex time restraints of the high school environment with the desire to use performance-based instruction, but we are constantly searching for and implementing solutions to these issues. By continuing to increase our use of online learning and communication platforms for both students and teachers, it is our hope to allow performance-based work to coexist seamlessly with state assessments, high school scheduling, and the ever-present issue of teenage procrastination.
Student Exhibitions: Students are presented with the opportunity to exhibit their work in a variety of formats and mediums throughout their time in the STEM Academy. These artifacts represent some of those opportunities, including class projects, science fair, and our annual STEM Day program where students present their best work of the year.
|
–Students in A.P. Environmental Science students created personalized newscast videos connected their learning experience using Math, Biomedical Science, Government,–AP Environmental Science, English/Literature, and Engineering.
|
This show, produced by DCTV 23, features the 2017 Douglas County Science and Engineering Fair in the first 12 minutes, and the recent AdvancED accreditation visit is mentioned around the 17 minute mark. LSHS STEM students featured @ 2:58, 4:22, 6:23, 9:27, 9:54
|
Student Portfolios & Journals: STEM students keep a portfolio throughout the academic year while they are in the STEM program at LSHS. Their portfolios consists of STEM projects, experiments, important course notes, procedures, etc. These student portfolio exists on their student account on Office 365, where teachers can keep up with their students’ progress and give appropriate feedback.
Student Investigations: STEM students are provided with opportunities to investigate problems in all STEM areas, but more specifically and organically in their science classes with labs. In their classes, students are able to see naturally occurring problems in science, investigate the reasons why they occur, and research solutions to overcome the problem.
|
STEM students discuss progressive resistance and the forces with which it is influenced.
|
LSHS STEM engineering students address the design process for structural re-modification.
|