Starting as early as kindergarten, students create visual content to demonstrate their learning, yet they are usually not taught how to make the content visually appealing and easy to understand. Design with C.A.R.P.
As it is used in teaching, the phrase “be a guide on the side, not the sage on the stage,” refers to the idea that the teacher functions as an informative facilitator, and allows students to actively interact with new information by working with one another.
How do we attract students to the field of science? What is it that is going to draw them into the field and keep them there? I believe that the answer to this question can be found by talking to scientists themselves.
While programmers can keep track of their own code in their head, it can be difficult for beginning programmers to understand the importance of writing readable code.
We are currently living in the information age. From smartphones to the satellites that transmit their data, information technology is all around us. Students need to understand how our technology works and how they too could be the future engineers that design it.
The goal of this Educational Transition Plan (ETP) is to engage students in the Engineering Design Process while they read their first classic novel of the school year.
The CHARM lab at Stanford studies haptic devices (devices that give people tactile sensory feedback) and how these devices can be used to enhance learning. The goal of this fellowship is to create a lesson plan that enhances student learning using a particular haptic device.
During my fellowship at Cisco Systems, I learned that Cisco’s TacOps (tactical operations team) can quickly deploy globally to aid the beginning stage of a natural disaster or crisis.
This ETP is primarily focuses on the collaborative process of students learning information and teaching that information to their group (jigsaw) to establish background information for an experiment using the scientific method.