A Strong STEMS^2 Unit

A strong STEMS^2 unit could have many different forms, but there should be a general outline.  The first big step would be to plan our goals and objectives.  It would be difficult to accomplish something if you don’t know what it is you want to accomplish.  So a strong STEMS^2 unit should have clearly written outcomes. 

Once you have that the rest of the unit should have certain qualities.   A unit should have culturally responsive concepts, which includes math problems/activities that involve ethnic components, local Hawai’i context, or daily life materials.  Since I still believe in “one shoe size doesn’t fit all,” STEMS^2 can benefit greatly from incorporating Universal Design for Learning (UDL) concepts.  For a unit this means incorporating three aspects, and they are as follows:

1.      Multiple means of representation- Using multiple tools to convey a lesson, topic, or vocabulary.

2.      Multiple means of expression- Having students demonstrate their knowledge in multiple ways.

3.      Multiple means of engagement- Giving students options to engage in the lesson or activity that stimulates them.

In our day and age it could also help greatly for students to be able to include technology in any, or all, of the three previously stated UDL concepts. 

Lastly for qualities, I feel the STEMS^2 units should allow for flexible grouping.  Some parts of the unit should allow for students to work in groups or as individuals.  In any lesson it is also important to have additional resources/tools for students that need extra help or more of a challenge.  This should also extend to the student’s homework and test as well.  These last few qualities keep in mind the students who may need more help in understanding certain concepts. 

Experiences can help tremendously in making things memorable. The experience doesn’t need to be something everyone is familiar with.  It really depends on what your goals and objectives are.  If your goal is to expose students to different careers and how those careers use math then students will be engaging in possibly new experiences depending on the career they are being introduced to.  However, you could have students and teachers engage in experiences that are familiar, but show something different and or in depth about it.  For instance, some of my students are into skate boarding so when they had to learn about quadratic equations I used skateboarding as an example.  I couldn’t get them to use actual skateboards, but tech decks were good substitutes.  In any case the experience should be meaningful to the students. 

Time is also something that will depend on your goals and objectives.  Some goals and objectives can be accomplished in a fairly short amount of time where others will take longer.  For instance, if your objective is just to create a way to make students more comfortable with each other a good community building exercise will suffice to complete your goal, and community building activities can take up only 10 minutes.  On the other hand, if you wish to change a person’s attitude toward mathematics that could take a substantial amount of time more.  If I had to put a time limit on learning experiences I would say one week per math concept.