by PRP Group, on 05/23/2022
When I started as a K–8 STEM coach at Amesbury Public Schools, I noticed that the math and science lessons we were teaching in elementary school weren’t vertically integrated with what we were teaching in middle school. To achieve that integration and help our students build the skills they need for project-based learning, I set out to get teachers invested in a shared culture that gave them a sense of ownership.
For example, we began with the idea of using a game-based approach to instill a positive attitude towards math in young students. First, we discussed the “why”: We truly wanted students to conceptually understand something before getting into the symbols and procedures of math. I encouraged teachers to set their own goals tied to this vision and discuss how team effort could help us achieve it. One of our primary challenges was to overcome some students’ apprehension about math.
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