Michael's Updates
Module 4: Multiculturally Inclusive & Adaptive STEM 



Module Overview:In the fourth module we will be exploring multiculturally inclusive and adaptive STEM for the diverse populations of elementary students you will be working with as a future teacher. Inclusive STEM refers to an approach to science, technology, engineering, and math education that is designed to be accessible and welcoming to all students, regardless of their race, gender, ethnicity, ability, or socio-economic status. Inclusive STEM education seeks to break down the barriers that have traditionally limited participation in STEM fields to certain groups of students, and to promote diversity and equity in STEM education and careers.
Inclusive STEM education involves creating learning environments that are sensitive to the cultural and social backgrounds of all students, and that promote a sense of belonging and engagement in STEM learning. This can involve curriculum design that reflects the diversity of students, incorporating diverse perspectives and experiences into STEM topics. It can also involve fostering an inclusive classroom culture, where all students feel valued and supported. Inclusive STEM education also aims to provide support and resources to students who may face barriers to their participation in STEM, such as students from low-income backgrounds, students with disabilities, or students from underrepresented minority groups.
In Module 4 we will be focusing on E and M within the (STEM)2 lesson planning framework. Educational research suggests that there are significant gaps within the STEM fields. Starting with a brief overview of the history of science and STEM within the contexts of inclusion and multicultural diversity, we will be reading several articles and cases on inclusive STEM. More specifically, we will be looking at how science educators are creating educational programs and opportunities to close the gender gap in STEM. We will also be looking at partnerships between STEM educators and at risk communities in the Southwest. Module four will also identify ways to support English Language Learners within your STEM lessons and activities.
In addition to inclusive and adaptive (STEM)2 we will be reviewing ecology and the most common ecosystems in Utah and the Southwest. There will be a special field trip to the Red Hills Desert Garden to learn about common desert plants and discuss the value of educational partnerships with natural history museums and botanical gardens such as Red Hills Desert Garden. 


Module Objectives:
  1. Explore the educational value of incorporating exceptionally adaptive and multiculturally inclusive (STEM)2  elements in your science lessons and activities.  
  2. Review ecology and ecosystems for the elementary grade levels. 
  3. Experience and discuss the educational value of visiting and forming educational partnerships with local museums and botanical gardens.


Key Terms:By the end of this module you should be able to define, discuss and apply the following key terms within your educational practice:  
adaptive STEM, multicultural STEM, Universal Design for Learning (UDL), ecology, biome, ecosystem, habitats, plants, food webs, plant succession 


Module Sections: 

Module Assignments & Timeline
  • Week #8: Start Reading Module 4 (Sections 1 & 2) and Finish Designing STEM/SS Learning Center (click here). Begin working on SEEd Toolbox Areas 5 & 6 (click here) 
  • Week #9: Participate in the Family Night and Test Out the STEM/SS Learning Center (Click here)  and continue working on SEEd Toolbox
  • Week #10: Practicum Week (no classes) 
  • Week #11: Finish Reading Module 4 and turn in SEEd Toolbox Areas 5 & 6 (click here).

Skill One

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Skill Two

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Skill Three

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