Providing science and math content online can be relatively straightforward, but engaging students in true distance learning requires more than just transmittal of information. Secondary students in particular need to be able to see and ask questions during remote STEM instruction, such as during laboratory experiments or when receiving feedback when developing their own solutions to math problems.
During a recent edWebinar, two experienced teachers explained how they made the transition from teaching in a classroom to remote STEM instruction during the spring, and how they are prepared to teach online or in hybrid settings during the new school year.
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By using a combination of programs and digital tools, middle school math teacher Kim Gardner in Utah and high school chemistry teacher Beth Tumminello in New York have found ways to provide effective remote STEM instruction and also replicate other important aspects of the classroom experience that can motivate students and enhance distance learning.
Math made meaningful
For Gardner, a Friday the 13th in March was the day when she and her students learned they would not be returning to the classroom. Fortunately, Gardner was already using a combination of digital tools to work with her students, so continuing the process online was not a huge transition.