According to Code.org, 90 percent of parents in the U.S. want their children to learn computer science—it will be crucial for many jobs in the near future—but only 40 percent of schools teach it. Critics claim that it is mainly the more affluent schools that offer computer science courses, thus denying those who attend poorer schools the chance to learn necessary skills. A focus on STEM is not enough: Code.org also reports that while 70 percent of new STEM jobs are in computing, only 7 percent of STEM graduates are in computer science. It is imperative that savvy schools begin to focus some STEM resources on computer science and programming.
These eager fifth and sixth graders from Birmingham Covington, a public magnet school in suburban Michigan focused on science and technology, are empowered to become self-directed learners through hands-on experiences in and outside their classroom.
The real question we should be asking is, “What do we believe should happen after the end of the school day to help ensure that students retain what they have learned and are primed to learn more?” Any answer with the word, “work” in its name, as in “homework,” is not typically going to be met with eagerness or enthusiasm by students.
Editor’s Note:This post was co-authored by Aaron Sams, CEO of Sams Learning Designs, LLC and founding member of the Flipped Learning Network.
Let’s face it. We teachers spend far too much time and energy trying to keep students quiet so that they can listen to us. We have taken countless courses and workshops on classroom management in our careers, and it seems that the underpinning goal of classroom management is for teachers to keep kids quiet so that they can learn. Is there a better way to think about classroom management?
Read Sonya Huber’s “Shadow Syllabus,” a standout post on education from 2014.