Reflective Essay on Teaching Practices in STEM: Development and Diversity

Teaching science, technology, engineering, and mathematics (STEM) in a diverse classroom is both

a challenge and an opportunity for growth. Through reflection on my own teaching practices and the

developmental and diverse needs of my students, I have identified areas where I can improve and

practices I should reduce to foster better learning outcomes. This essay outlines my reflections on

teaching STEM, highlighting three practices I aim to enhance, three I intend to minimize, and what I

wish my prior teachers had done differently.

Enhancing STEM Teaching Practices

Differentiated Instruction:
One of the key strategies I plan to enhance in my teaching is differentiated instruction. This approach

is essential for addressing the diverse developmental levels and learning needs of students.

According to Tomlinson (2014), differentiated instruction involves tailoring teaching environments

and practices to create suitable learning experiences for each student. I aim to incorporate this more

by:

 Utilizing varied instructional strategies: I plan to integrate multiple methods, such as

hands-on activities, visual aids, and interactive technology, to cater to different learning

styles (Tomlinson, 2014).

 Providing choice in learning activities: By allowing students to select from various projects

or problems to solve, I can foster greater engagement and accommodate their interests and

strengths (Tomlinson, 2014).

 Scaffolding complex tasks: Inspired by Vygotsky’s zone of proximal development (1978), I

will break down complex STEM tasks into manageable steps and provide support at each

stage. This scaffolding will help students build confidence and gradually develop their skills.
Promoting Collaborative Learning:
Collaborative learning is another practice I want to emphasize more in my classroom. Johnson and

Johnson (2009) highlight that cooperative learning leads to higher achievement and better social

skills. To foster collaborative learning, I plan to:

- Organize group projects: By creating opportunities for students to work together on STEM

projects, I encourage them to share ideas and solve problems collectively. This collaborative

effort can lead to deeper understanding and innovation (Johnson & Johnson, 2009).

- Implement peer tutoring: Pairing students with different skill levels allows them to support

and learn from each other, which can be particularly effective in a diverse classroom. This

not only helps the tutee but also reinforces the tutor’s understanding (Johnson & Johnson,

2009).

- Facilitate discussion groups: Encouraging students to discuss and debate STEM concepts

fosters critical thinking and communication skills. These discussions help students articulate

their thoughts and consider multiple perspectives (Johnson & Johnson, 2009).

Integrating Real-World Applications:

Connecting STEM content to real-world applications can make learning more relevant and engaging.

The National Research Council (2012) suggests that real-world contexts help students understand the

significance of STEM disciplines. To integrate real-world applications effectively, I plan to:

- Incorporate problem-based learning (PBL): Designing lessons around real-world

problems that require students to apply STEM concepts to find solutions. This method not

only enhances learning but also prepares students for real-life challenges (National Research

Council, 2012).

- Invite guest speakers: Bringing in professionals from STEM fields to share their

experiences and discuss practical applications of STEM knowledge. Hearing from real-world
 practitioners can inspire students and broaden their understanding of career possibilities

(National Research Council, 2012).

- Organize field trips: Planning visits to local science museums, tech companies, or

engineering firms to expose students to STEM in action. These experiences can provide

concrete examples of abstract concepts and stimulate interest in STEM careers (National

Research Council, 2012).

Reducing Ineffective STEM Teaching Practices

Relying on Lecture-Based Instruction:

Traditional lecture-based instruction can be ineffective for diverse learners as it often fails to engage

them actively. Prince (2004) emphasizes that active learning strategies are more beneficial.

Therefore, I aim to:

- Decrease lecture time: By minimizing the amount of time spent on direct instruction, I can

increase the use of interactive and hands-on activities that promote active learning (Prince,

2004).

- Incorporate active learning techniques: Using strategies such as think-pair-share,

classroom polls, and interactive simulations can make lessons more engaging and interactive

(Prince, 2004).

- Encourage student-led learning: Allowing students to take the lead in discussions and

explorations of STEM topics fosters a more student-centered learning environment,

enhancing their engagement and ownership of their learning.

Overemphasizing Standardized Testing:
An excessive focus on standardized testing can limit creativity and deep understanding in STEM

education. Ravitch (2010) argues that an overemphasis on testing narrows the curriculum and stifles

innovation. To address this, I will:

- Reduce test-centric teaching: Shifting the focus from preparing for standardized tests to

promoting conceptual understanding and critical thinking. This approach encourages deeper

learning and intellectual curiosity (Ravitch, 2010).

- Implement formative assessments: Using ongoing assessments to monitor student progress

and provide feedback without the pressure of high-stakes tests. Formative assessments help

guide instruction and support student growth (Ravitch, 2010).

- Encourage project-based assessments: Evaluating students through projects and

presentations that demonstrate their understanding and application of STEM concepts. This

method allows students to showcase their creativity and problem-solving skills.

Neglecting Cultural Relevance:

Neglecting the cultural backgrounds of students can result in disengagement and a lack of connection

to the material. Gay (2010) emphasizes the importance of culturally responsive teaching. I plan to:

- Avoid culturally neutral content: Ensuring that STEM lessons incorporate diverse

perspectives and examples that reflect the cultural backgrounds of my students. This

approach makes learning more relevant and inclusive (Gay, 2010).

- Incorporate culturally relevant pedagogy: Designing lessons that are meaningful and

relevant to students' lives and experiences fosters a deeper connection to the material (Gay,

2010).

- Foster an inclusive classroom environment: Creating a classroom culture that values and

respects diversity, encouraging all students to participate and share their perspectives. This

inclusivity promotes a sense of belonging and engagement.

Reflecting on Prior Teachers' Practices

Reflecting on my own education, I wish prior teachers had:

Done More:
- Encouraged curiosity and exploration: Allowing students to pursue their interests and

explore STEM topics in depth would have fostered a love for learning and discovery.

- Used diverse teaching methods: Incorporating a variety of instructional strategies to cater to

different learning styles would have made learning more engaging and effective.

- Provided real-world context: Connecting classroom learning to real-world applications

would have made STEM subjects more relevant and inspiring.

Done Less:
- Focused on rote memorization: Relying less on memorization and more on understanding

and applying concepts would have promoted deeper learning.

- Emphasized competition over collaboration: Reducing competitive activities and

promoting cooperative learning experiences would have fostered a more supportive and

inclusive learning environment.

- Prioritized standardized testing: Placing less importance on test scores and more on

holistic development and critical thinking skills would have better prepared students for real-

world challenges.

Conclusion

Self-reflection is a crucial component of improving teaching practices and enhancing student

learning in STEM. By embracing differentiated instruction, promoting collaborative learning, and

integrating real-world applications, I can better support the diverse developmental needs of my

students. Conversely, reducing reliance on lecture-based instruction, standardized testing, and

culturally neutral content will create a more inclusive and engaging learning environment. Learning
from my experiences and those of others, I strive to continually evolve my teaching practices to

foster the growth and development of all my students.

References

Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). Teachers
College Press.

Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social
interdependence theory and cooperative learning. Educational Researcher, 38(5), 365-379.

National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting
concepts, and core ideas. The National Academies Press.

Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering
Education, 93(3), 223-231.

Ravitch, D. (2010). The death and life of the great American school system: How testing and choice
are undermining education. Basic Books.

Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd
ed.). ASCD.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.

Harvard University Press.