Response:  The STEM faculty strives to empower students to construct their knowledge about real-world issues.  It is exciting to see discrepant events and discrepant equilibrium inside of a STEM classroom environment.  The fever and the intensity as students wrestle with the issue at hand.  And when they have become successful, the sheer exhilaration that spreads upon their face… is priceless. In a phrase…Hands down.  STEM Works, one child at a time! The STEM faculty collaborates to design relevant learning experiences that integrate science, technology, engineering, and math concepts across disciplines. They consider multiple intelligences, learning styles.  Many on the STEM Team have Gifted and ESOL Certificates. This enables STEM teachers to differentiate learning experiences for the diverse population. The capstone projects are self-directed, using technology and assessment tools for student self-monitoring. Students are empowered to personalize and self-direct their STEM learning experiences supported by STEM educators who facilitate their learning.  The STEM faculty will continue to strengthen its performance with this standard through the following goals:

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Goals 1: Implementation of Learning Contract.  The development of a learning continuum enables both teacher and student an assessment of learning expectations and outcomes. Although both parties need to be active participants, students can utilize the learning continuum towards self-directed learning, and to ascertain whether the requirements of the course have been met. The learning continuum for students can also be shared and used as a tool for critique among their peers and reflect upon each other’s work. STEM educators will continue to collaborate to reflect what outcome would be most effective for students.

Goal 2: Improve Self-Management and Metacognition Skills.  At Stone Mountain Middle, educators will continue to practice allowing students to make errors in developing an idea or concept. This is a training that new STEM teachers are learning.  Likewise, students will at times be given discrepant event inquiries.  They need “puzzling, paradoxical events that cause them to ask questions, pose hypotheses, analyze and synthesize information, and draw tentative conclusions while attempting to find an answer to the inquiry” (historytech.wordpress.com).  Students know it is okay to make errors and that errors are the mechanism towards success, and self-awareness; a process that is an integral part of their learning.  Students will continue using their engineering notebook as a tool to record success, errors, and witness the development of their knowledge.  SMMS STEM students will continue to learn how to articulate and respond to open-ended questions as well as develop strong writing skills.