Prior Content Knowledge, Sequence, Connections, and Differentiation for All

The standards represented here are:
Standard 1: Students
Standard 2: Content
Standard 4: Instruction

Quizizz and Kahoot

I speak more on Quizzizz in my post about assessment.  In a nutshell, I use Quizizz and Kahoot for pre-assessment to determine just how much students already know before the learning begins.  I find this helpful given the varying backgrounds of my students.  Most have never experienced an engineering class before.  Using these platforms makes the process of collecting this data fun and relatively painless for all parties involved.  I then use formative assessment data to make decisions weekly.

Middle School Computer Science

Code.Org

I was trained in Code.Org CS Discoveries in the summer of 2018.  I use most of this curriculum to drive computer science instruction.  The lessons are well designed and provide opportunities for students to work on pair programming.

In addition, I used other programs such as LightBot to help scaffold students who were struggling make the transition to algorithmic thinking.  Below is a screenshot of one student working on a puzzle from Lightbot.

Code Combat

I include Code Combat in my year-long lessons as a way to continue practicing computer coding skills.  Code.Org teachers kids HTML and JAVA.  Code Combat teaches them Python.  I like Code Combat because its gamified, which appeals to those kids who lack confidence to learn to program.  Code Combat allows them to work at their own pace and can be taught either synchronous or asynchronously.  Code Combat was a great tool for differentiation.

PLTW Innovators and Makers

Here is a link to a video of a student project.  Students were tasked to create a security system to protect what they consider to be something of value.  In this project, students used prior knowledge of how the inputs and outputs worked.  They were also given the freedom of choosing what they were to protect.  Their choice then determined which combination of inputs and outputs were required.  Students used the design process to plan their ideas out before executing.  They were also given the choice to work in pairs or solo.

Biomedical Engineering

Dissection and Other Discoveries

Biomed offers two opportunities for students to further explore the human anatomy with a heart and a brain dissection.  Students learn about diseases and disorders that affect the brain along with which body functions occur in each brain region. For the heart, students learn about heart disease, which is a large concern for our community.  We discover ways to help decrease the likelihood of developing medical issues.  

Differentiation is evident when we group for labs.  I strategically place students together so that their strengths are allowed to shine.  For example, some students are great for staying on task, some are great for getting their hands dirty, and some would much rather write than put their hands-on specimens.

White Coat Seminar

White Coat Seminar is an extension of the Biomedical Engineering program.  In Biomed, students learn about the human body, the spread of infection, and inventions and innovations that support medical needs.  

In the final months prior to quarantine, I had students looking at the COVID19 map seen below.  Students

AHSM Design Challenge

To connect what is taught in the classroom to the real world, one technique I use is to invite professionals through a series of webinars.  This year, I partnered with Cleveland Clinic for their AHSM series.  Because the webinars began at 9:00am and our homerooms did not start until 9:20, I made arrangements to bring students down from breakfast early each Wednesday so they would make it to the webinar.  This webinar series lasted for 8 weeks and included introductions to several medical careers such as laboratory, respiratory therapy, sports medicine, endocrinology, physical therapy, and surgery

Intro to STEAMM video production

In understanding prior content knowledge, sequencing, and connections, I often find myself intrigued by one question...Why?  I find great joy in discovering the "why" of teaching and learning.  The latest wrench in public education, otherwise known as COVID19, has presented unique circumstances for which one must navigate in order to be successful both as a teacher and as a student.  This article, 6 Reasons Students Aren't Showing up for Virtual Learning, posted by EdWeek, is one example of my quest to discover the "why."  The article discusses barriers to why students are not logging in to remote learning opportunities.  The article also discusses some hurdles that teachers face as they transition to this new normal.