In this unit, you learned about how students’ developmental levels and diversity impact teaching and

learning in STEM areas. Reflect on your own teaching in science, technology, engineering, and mathematics

and the development and diversity of your students. Based on your reflection:

 list and discuss three things that you would like to do more often or better when teaching STEM to

your students

 list and discuss three things you would like to do less of when teaching STEM to your students.

These “more” or “less” items should be related to student development and diversity.

If you are not currently teaching, instead of reflecting on your own teaching, reflect on STEM teaching that

you have received as a student.

 What do you wish that prior teachers had done more and less of?

The readings this week addressed important STEM education ideas and methods of learning. I researched

different psychologists' learning theories first. I learned about moral development in children and how they

learn and act from Kohlberg's theories. McLeod (2018) expanded Erickson's psychosocial theory in

additional readings. Using Erickson's eight phases, I gained insight into children's personality development

at various levels. I also acquired Vygotsky's sociocultural theory, which emphasises culture and language in

growth and learning. For this portfolio project, I will reflect on my STEM teaching practises and list three

things I would want to do more of and three things I would like to do less of.

If I think on my science, technology, engineering, and math instructions along with the students' progress

and diversity, I want to do the following three things more often:

1. Giving information in different ways. Seifert and Sutton (2009) say students want to learn in diverse

ways. Chick (2010) classified sensory learning modes as VARK visual, auditory, verbal [reading/writing],

and kinaesthetic. STEM students may utilise any of these sensory methods to learn. Therefore, I will give

learning material and information in diverse ways to fit different learning styles. For instance, I will show a

movie, publish a poster, and let students bake a cake to teach fractions. Increasing the frequency of

information presentation will help me tailor material to students' learning requirements.

2. Considering culture while creating STEM lesson plans- I typically consider culture. It's important to

conceptualise cognition and culture together. A project on foreign currency will be done by kids. STEM

projects and helping each other comprehend their classmates' language and culture are stressed in

Vygotsky's sociocultural theory.

3. Inclusive Classroom Practise: I aim to promote inclusive classroom practises, including knowing students'

backgrounds, experiences, and perspectives, creating a respectful and positive environment, and

incorporating diverse content to foster diverse thinking and problem-solving skills.

Three things I'd prefer to do less while teaching STEM:

1. Gender Discrimination: I would not enable it in class. STEM disciplines were forbidden in rural India,

where I taught, and females were expected to pursue home science. I will support STEM education and give

equal opportunity to both genders in the classroom to encourage more females to pursue STEM careers.

2. Distributing praise and criticism: Seifert and Sutton (2009) explain that instructors occasionally give boys

and girls different praise and criticism, even if they want to be fair. They praise guys and criticise girls more.

I will praise and criticise students using a similar approach—another behaviourist distinction. According to

Seifert and Sutton (2009), teachers may accidentally laud females' successes and criticise guys for bad

behaviour.

3. Varied Learners Obstacles: StemPDNet (n.d.) states that “a diverse society is a source of inspiration and

thus diverse learners in a classroom are an advantage, not an obstacle for good STEM teaching” (p.4).

Diverse students will inspire the class, not hinder it.

The diverse backgrounds of students may improve communication and teamwork. Diverse classrooms

stimulate creativity, critical thinking, and problem-solving because each student provides unique views.

To conclude, understanding student growth and diversity and how it affects my STEM teaching and learning

in all classrooms is crucial. I can create learning chances for my kids by studying their progress.

McLeod, S. A. (2018, May 3). Erik Erikson’s stages of psychosocial development.

SimplyPsychology. https://www.simplypsychology.org/Erik-Erikson.html

Seifert, K., & Sutton, R. (2009). Educational psychology (2nd ed.). The Saylor

Foundation. https://www.saylor.org/site/wp-content/uploads/2012/06/Educational-Psychology.pdf

StemPDNet (n.d.). Culture, equity, and diversity in the STEM classroom.

https://stempd-net.eu/wp-content/uploads/2018/11/IO3-culture-equity-diversity-report.pdf