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Sense the Hudson - Student developed environmental sensors classroom project
Abstract
Sense the Hudson is an innovative new project which integrates science, technology, engineering and mathematics (STEM) skills into a robust interdisciplinary curricula and teacher development effort in which high school students design, build, test, deploy and interpret their own environmental sensors.
... Using the sensors, the students then collected and analyzed data from their own water-monitoring network. The project aimed to increase engagement in STEM courses, awareness of STEM careers, and STEM career aspirations (Hotaling, Stolkin, Bonner, & Kirkey, 2008One group of students explored ways to improve their environment through a revitalization project while carefully documenting their progress. By using Global Learning and Observation to Benefit the Environment (GLOBE) protocols to collect and visualize their data, students were able to see how modifying aspects of their environment helped to improve water quality. ...
Around the nation, students are working with scientists, teachers, and community members to conduct scientific investigations and carry out engineering challenges related to issues that affect their communities, such as food deserts, urban heat islands, and water and air quality. Through such experiences, students come to understand the role that science, technology, engineering and mathematics (STEM) can play in improving people's lives—and how they themselves can contribute to those changes.
This guide for educators who work with discouraged and defeated learners recommends ways to prevent problems and offers approaches to develop positive attitudes. The introduction dispels common fictions about discouraged learners. Part 1, "Profiles of Our Other Youth: Discouraged and Defeated Learners," describes behavioral and life situations, including low self-confidence, fragile home lives, and a perception of success as a matter of luck or task simplicity. "Harmful Adult Reactions and Behavior," part 2, recommends flexible strategies and avoidance of subtle behaviors that develop discouragement. Part 3, "Helpful Adult Reactions and Behavior," enumerates strategies: expect success, insist on responsibility, and emphasize real cause and effect relationships. Teachers should stress concepts and reward practical strengths. "Diversity in Learning and Teaching," part 4, discusses understanding and responding to different learning and teaching styles. Part 5, "Goal Settings, Attaining, Scoring," recommends goal strategies and offers an attainment worksheet. "Working with Abrasive Kids and Building Responsibility," part 6, focuses on difficult behaviors and their causes. Part 7, "Conflict Resolution with Discouraged Kids," identifies types of conflicts and the adult's problem-solving role. "Final Guidelines" outlines methods involved in working with discouraged students, including encouraging a sense of control and avoidance of patronizing. Sources are appended. (CJH)
Incl. bibliographical notes and references, biographical notes on the authors
Estudio del funcionamiento cerebral en condiciones tanto óptimas como depresivas, y los efectos del estréss en la salud y en el aprendizaje y por tanto en la enseñanza.
Achieving Academic Excellence through Rigor and Relevance, Report prepared by the International Center for Leadership in Education - ©
- W R Daggett