1. S H A N O N C O L E , J A I M I E L I T T R E L L , M A X G L I C K M A N
M T E 5 3 3
N E I K O G I L G E N
2. Trend 1: Technology
Can be used for both math and science
Technology is a great way to engage students during a lesson.
Lessons that would normally be tedious, such as math or
science, can be more exciting with the use of virtual field trips
and streaming video ("ehow: Pros and Cons Technology in the
Classroom", n.d.). By streaming video’s students can
sometimes get a different perspective or learn a new way of
understanding a concept.
Also, it provides instant feedback. This gives students an idea
of what they know and what they need to work on
immediately. Furthermore, this provides the teacher with
more instructional time since she won’t have to assess for
3. Technologies Instructional Issues
While technology can increase student engagement it does
have its fall backs with diverse learners. Technology is always
changing and it is difficult for most schools to afford the new
equipment, making it not accessible to all students.
In addition to this, when students are granted time to use
technology in the classroom it can create a distraction. The
use of technology gives students an opportunity to divert there
attention from their assignment with social media.
Furthermore, some students may have a difficult time using
technology due to physical disabilities or language barriers.
Also, if an assignment is to be completed at home it could
cause problems because not all families have the technology
available to provide their children in order for them to finish it
4. Trend 2: Group Work
Can be used for both math and science.
Group work can be used to motive students to want
to be more involved in the learning process.
Students are given the opportunity to practice their
social skills and are given a chance to take control of
their own learning.
Working in groups provides more opportunity for
practice, offers an increased variety of activities, and
promotes student creativity ("Best Of Bilash:
Improving Second Language Education", 2009).
5. Group Work Instructional Issues
While group work can be fun and informative it can also
give diverse learners a negative learning experience.
Due to language barriers or learning disabilities some
students may have a more difficult time communicating
with their team mates, making it uncomfortable for
Also, some groups may contain a gifted student who
takes on most of the group work, not allowing the rest of
the group to benefit from the learning experience.
This example can also make some students lazy and
teach them to expect others to do their work for them.
These types of examples make for an unfair instructional
6. Trend 3: Learning Centers
Learning centers are
helpful in the classroom by
dividing the room into:
Engage students through
7. Learning Centers: Math and Science
Can use small groups to reinforce concepts taught
Hands-on activities in small groups/ individually
Experimentation and exploration
Collaboration with small teams for in depth learning
8. Positives Instructional Issues
Improves classrooms and
provides time management
Instructors can give time to
individuals and small
groups to enhance learning
Students are motivated
with fun short activities for
many learning types
Classrooms can be small
with limited space
Centers can be expensive
Additional training may be
needed for instructors
Centers create noise and
movement in the classroom
which can cause disruption
and a lack of focus
9. Math Science
Laboratories can be used to
illustrate and facilitate learning
in applied mathematics.
Hands on instruction and real-
time mathematical modeling
increases information retention
and investment (Fairweather,
Kinesthetic, auditory and visual
aspects of applied laboratory
math facilitates the learning of
scholars with multiple
Laboratory time in the science
fields has been shown to increase
concept retention and critical
Hands on scientific instruction
allows for divergent and
convergent thinking in a field
that is generally thought to be
ridged (Fairweather, 2008).
Laboratory time models rue
scientific theory, work and
discovery better preparing
scholars with a skill set that is
necessary for success in the
Trend 4: Hands-On Learning; Laboratories
10. Trend 4: Instructional Issues
Laboratory procedures and skills are not easily
taught and require a high-level of critical thinking
and meta cognitive thought.
Labs can be dangerous and require a strict
behavioral management plan.
In order to facilitate a high level of academic
achievement in a laboratory setting student
investment and prior understanding of the content is
11. STEM Lesson Plan Outline: Learning Centers
Kindergarten Double Digit Addition
Learning Objective: SWBAT add double digit numbers, without regrouping, using base-ten
blocks and counting by tens and ones.
SWBAT identify the tens and ones place in a double digit number and choose the appropriate base-ten and base-
one blocks to represent the above number.
SWBAT add base-ten and base-one blocks by counting said blocks by tens and ones, eliminating the need to add
single digit numbers to double digit base-ten numbers.
SWBAT represent the corresponding result in base-ten and base-one blocks and identify the tens and ones place.
Base-Ten and Base-One Manipulatives: Representing double digit numbers with Base-Ten and Base-One blocks.
Scholars will draw circles for each number and circle groups of ten, scholars will then place the corresponding tens block
on the group to represent one group of ten. The remaining numbers will be represented by Base-One blocks. Scholars will
then fill in a chart identifying the tens and ones values.
Drawing Base-Ten blocks (sticks) and Base-One blocks (squares) to represent a double digit number.
Scholars will be given a sheet with double digit numbers, the scholars will be required to identify the tens and ones value
for each number and draw the corresponding Tens-Blocks and Ones-Blocks to represent said number.
Adding double digit numbers with pre-drawn Base-Tens and Base-Ones blocks.
Scholars will count by tens and ones to add Base-Tens and Base-Ones blocks representing labeled double digit addition
Drawing and Adding Base-Ten and Base-One blocks to represent a double digit addition equation.
Scholars will be given a list of double digit addition equations and they will be required to draw the corresponding Base-
Ten and Base-One blocks and add the numbers by counting by tens and ones.
Note: each center will be taught independently and will culminate in a mathematics block of
learning centers, prior to the test for review.
Best of Bilash: Improving Second Language Education. (2009). Retrieved from
eHow: Pros and Cons Technology in the Classroom. (n.d.). Retrieved from
Fairweather, J. (2008) . Linking Evidence and Promising Practices in Science, Technology, Engineering, and
Mathematics (STEM) Undergraduate Education. The National Academies National Research Council Board of Scientific
Education. Retrieved from
Rongione, D. (2014). The Disadvantages of Learning Centers. Retrieved from
Learning centers are designed to help the instructor divide the classroom into helpful sections according to his or her classroom’s needs. These divisions can include subjects, academic levels, or even themes. Each learning center will have its own activities and purposes. Each activity is meant to provide students with different types of learning: observation, exploration, experimentation, and collaboration (Rongione, 2014). Normally, each center has a time limit, then children rotate to a different center for another type of learning to experience.
Learning centers can be used in both math and science classrooms. In math, instructors can use small groups to allow reinforcement of the concepts taught in class. Time in centers allows for further practice of these concepts. It also allows time for problem solving. Through problem solving in groups or individually, a child can learn to think critically about the concepts. In the science classroom, centers allow for hands-on activities and learning. Students can often explore concepts further and use small experiments when changing from center to center. Lastly, collaboration with small teams creates learning in a team setting, defining roles, and a chance for students to provide input to one another.
There are positive aspects to learning centers. Firstly, it improves classrooms and time management by allowing multiple activities to take place at one given time. Instructors can also walk around giving individual attention to those struggling or guidance to small groups. Students stay motivated to learn because of the short fun activities and it provides interest for many different learning types. Lastly, students learn to collaborate and work as a team which are essential skills. There are also some instructional issues which may arise. Classrooms can often be small with limited space to create multiple learning centers. Center and activities can often be expensive on the instructor who is trying to make fun out of learning. Depending on the center and the resources used, additional training may be needed for the instructor. Lastly, centers create noise and movement in the classroom which can be distracting for some because it disrupts the class for a small period of time.
According to The National Academies National Research Council Board of Science Education hands-on laboratory style learning is key to a scholar’s success in the STEM fields. Not only does lab time expose students to true-to-life STEM field work but it increases information retention through a combination of different learning styles and a basic sense of levity. Scholars are required to solve seemingly novel scientific research through a combination of convergent, fact-based thinking and “outside-the-box” divergent thinking, these duel processes increases a scholars propensity to develop critical thinking skills.
The positives of laboratory-style learning far outweigh the negatives, though careful consideration must be taken in order to ensure a high level of academic achievement and success. Labs must be carefully planed, managed and executed in order to maintain a physically safe learning environment. Lab skills and procedures must be taught and strictly enforced prior to any experimentation which requires quite a bit of time and effort on the part of the instructor.
The above centers will be taught in conjunction with whole and small group instruction in double digit addition. Each center will be introduced as the subject matter is taught. Prior to the exam the centers will be reviewed and implemented as a review session during a mathematics block.