Part 1: Template Research classroom management and engagement strategies, specific to a project-based classroom, that work to create a positive and supportive learning environment. F
Part 1: Template
Research classroom management and engagement strategies, specific to a project-based classroom, that work to create a positive and supportive learning environment.
For this assignment, utilize the “Class Profile” resource as a sample classroom in order to complete the “STEM Challenges and Solutions” template.
The template should include:
- Grade level
- Brief 50-100 word description of STEM learning activity
- Three examples of engagement strategies specific in a project-based STEM classroom that promote a climate of openness, respect, support, and inquiry.
- Three potential classroom management challenges in a project-based STEM classroom.
- Three possible solutions to the classroom management challenges.
Part 2: Reflection
In 250 words, summarize and reflect on what classroom management looks like in a project-based STEM classroom. How can you create a learning environment that fosters learning, engagement, exploration, and inquiry? Explain your process of managing a classroom and engaging students in order to meet the diverse needs of students represented in the “Class Profile.” Explain how you will use your findings in your future professional practice.
STEM Challenges and Solutions
Part 1: Template
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Grade level: Brief description of STEM learning activity: |
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Engagement Strategies in a Project-Based STEM Classroom |
Potential Classroom Management Challenges in a Project-Based STEM Classroom |
Possible Solutions to the Classroom Management Challenges |
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2 |
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Part 2: Reflection
,
Class Profile
|
Student Name |
English Language Learner |
Socio-economic Status |
Ethnicity |
Gender |
IEP/504 |
Other |
Age |
Reading Performance Level |
Math Performance Level |
Parental Involvement |
Internet Available at Home |
|
Arturo |
Yes |
Low SES |
Hispanic |
Male |
No |
Tier 2 RTI for Reading |
Grade level |
One year below grade level |
At grade level |
Med |
No |
|
Bertie |
No |
Low SES |
Asian |
Female |
No |
None |
Grade level |
One year above grade level |
At grade level |
Low |
Yes |
|
Beryl |
No |
Mid SES |
White |
Female |
No |
NOTE: School does not have gifted program |
Grade level |
Two years above grade level |
At grade level |
Med |
Yes |
|
Brandie |
No |
Low SES |
White |
Female |
No |
Tier 2 RTI for Math |
Grade level |
At grade level |
One year below grade level |
Low |
No |
|
Dessie |
No |
Mid SES |
White |
Female |
No |
Tier 2 RTI for Math |
Grade level |
Grade level |
One year below grade level |
Med |
Yes |
|
Diana |
Yes |
Low SES |
White |
Female |
No |
Tier 2 RTI for Reading |
Grade level |
One year below grade level |
At grade level |
Low |
No |
|
Donnie |
No |
Mid SES |
African American |
Female |
No |
Hearing Aids |
Grade level |
At grade level |
At grade level |
Med |
Yes |
|
Eduardo |
Yes |
Low SES |
Hispanic |
Male |
No |
Tier 2 RTI for Reading |
Grade level |
One year below grade level |
At grade level |
Low |
No |
|
Emma |
No |
Mid SES |
White |
Female |
No |
None |
Grade level |
At grade level |
At grade level |
Low |
Yes |
|
Enrique |
No |
Low SES |
Hispanic |
Male |
No |
Tier 2 RTI for Reading |
One year above grade level |
One year below grade level |
At grade level |
Low |
No |
|
Fatma |
Yes |
Low SES |
White |
Female |
No |
Tier 2 RTI for Reading |
Grade level |
One year below grade level |
One year above grade level |
Low |
Yes |
|
Frances |
No |
Mid SES |
White |
Female |
No |
Diabetic |
Grade level |
At grade level |
At grade level |
Med |
Yes |
|
Francesca |
No |
Low SES |
White |
Female |
No |
None |
Grade level |
At grade level |
At grade level |
High |
No |
|
Fredrick |
No |
Low SES |
White |
Male |
Learning Disabled |
Tier 3 RTI for Reading and Math |
One year above grade level |
Two years below grade level |
Two years below grade level |
Very High |
No |
|
Ines |
No |
Low SES |
Hispanic |
Female |
Learning Disabled |
Tier 2 RTI for Math |
Grade level |
One year below grade level |
One year below grade level |
Low |
No |
|
Jade |
No |
Mid SES |
African American |
Female |
No |
None |
Grade level |
At grade level |
One year above grade level |
High |
Yes |
|
Kent |
No |
High SES |
White |
Male |
Emotion-ally Disabled |
None |
Grade level |
At grade level |
One year above grade level |
Med |
Yes |
|
Lolita |
No |
Mid SES |
Native American/ Pacific Islander |
Female |
No |
None |
Grade level |
At grade level |
At grade level |
Med |
Yes |
|
Maria |
No |
Mid SES |
Hispanic |
Female |
No |
NOTE: School does not have gifted program |
Grade level |
At grade level |
Two years above grade level |
Low |
Yes |
|
Mason |
No |
Low SES |
White |
Male |
No |
None |
Grade level |
At grade level |
At grade level |
Med |
Yes |
|
Nick |
No |
Low SES |
White |
Male |
No |
None |
Grade level |
One year above grade level |
At grade level |
Med |
No |
|
Noah |
No |
Low SES |
White |
Male |
No |
None |
Grade level |
At grade level |
At grade level |
Med |
Yes |
|
Sharlene |
No |
Mid SES |
White |
Female |
No |
None |
Grade level |
One year above grade level |
At grade level |
Med |
Med |
|
Sophia |
No |
Mid SES |
White |
Female |
