In the California STEM Symposium for 2015, I hosted a Round Table Discussion about how we can...
In five stages of instruction beginning with non-STEM inquiry, learn how to show students that for doing almost everything in life — including engineering and science — they use a similar creative-and-critical process of problem-solving Design Thinking. This process can help more students, across a wider diversity, improve their confidence and motivations for STEM.
[* We can build Transfer-Bridges for Learning and Transition-Bridges for Attitudes based on Self-Perceptions.]
For the symposium, I want to emphasize two themes:
HANDOUT for the discussion; this is an outline of the "five stages of instruction." {grayscale version of pdf for black-and-white printing}
WEB-PAGE about these ideas, and MORE — When you click this link the left-side-page develops these ideas more fully in its first 4 sections ("Whole-Life Contexts" & "Two Bridges (for Learning and Attitudes)" & "Improving Diversity-and-Equity" & "Whole-Person Education") and, with “how to do it” details, when you click the link for "using a 5-step progression [of activities & bridges]."
This is described in left+right pages, briefly and more deeply.
in 2014, Build Bridges between Engineering and Science to Improve NGSS Practices;
in 2016, Use a Process-of-Inquiry to teach Principles-for-Inquiry