DEEP in thought…

The buzz around my school this week (other than our FCAT testing) is focused on the Legislative Update, specifically the revision of the ESEA, aka, No Child Left Behind, STEM, and the defining of effective teachers. The resources that my graduate course is currently providing grant me great insight and I actually feel confident discussing the aforementioned topics. It’s been exhilarating!

I was highly impressed with the NSTA’s synopsis as to what is taking place in Washington, and what caught my eye was both NEA and the AFT are very critical of the plan that is being proposed as I write. Once again, the revision to the ESEA relies on standardized tests “to identify winners and losers.” Please note if you haven’t already, the “blueprint” that is being considered places the responsibility for success on teachers, 100%.

Detailed data can be found on the administration’s goal for higher standards with focus on STEM instruction “for all students, including English Language Learners and students with disabilities. http://science.nsta.org/nstaexpress_2010 03 14_legupdate_nonmember.htm (Retrieved 3/16/10)

For some reason I am finding myself deep into dialogues that are taking place regarding reform issues, STEM, science inquiry, and science literacy. Another great article which correlates to the above can be found Scientific American Magazine (February 2010). www.scientificamerican.com/article.cfm?id=start-science-sooner&print=true (Retrieved 3/15/10)

The editors’ article: Start Science Sooner Excellence in science education must begin in kindergarten was well-written and timely. “A 2009 study found that Head Start children in Florida ended their pre-K year with significantly lower readiness scores in science than in any other domain.” As a Florida educator, this hit home.

Educational researchers at Purdue University have developed an approach which ties literacy into science beginning with kindergartners. What I really liked was the means in which the editors state that other curriculum need not go by the wayside to make room for science. Science would be integrated into the reading block utilizing nonfiction books. What a ‘novel’ idea! As a fifth grade teacher, teaching all content areas, the question of where to fit something else in occurs frequently in elementary schools. Having a reading block which focuses on scientific inquiry via reading and writing in journals…incredible! I am really entertaining the possibilities behind this idea. Here’s the link if you’re interested: www.purduescientificliteracyproject.org (Retrieved 3/15/10)

Let me know your thoughts!