The Perot Museum of Nature and Science and the University of Texas-Dallas Arts and Technology program have collaborated during the past nine months to create a series of educational games that emphasize the importance of STEM fields. The results of this collaboration are on display in the Perot Museum’s Game Lab, a dedicated space that allows guests to play the games. Game topics include saving the Earth from asteroids, controlling bee colonies, and preventing feral hogs from devastating farmlands.
From Mercury News:
San Jose’s Tech Museum of Innovation’s newest permanent exhibit “Body Metrics: Exploring the Digital You” aims to show visitors how physical, social, and emotional aspects of health are affect by environment, behavior, activity, and interactions with others. “Body Metrics” considers how we can use Big Data technology to take small steps to change our behavior and improve our mental and physical well-being. The devices used in the exhibit, including modified iPods and EEG headsets, can be worn throughout the museum, compiling data about where visitors get tense or relaxed, engaged or distracted.
The Success Project is a new partnership between the Lefkofsky Family Foundation, the University of Chicago’s Urban Education Institute, the Chicago Public School, and the Academy for Urban School Leadership. The project aims to better prepare middle grade students for success in high school by providing academic preparation, social supports, and help identifying “right fit” high schools. The project will be in 34 Chicago public schools and beginning in January, Success Coordinators will embed themselves inside 10 of the schools to work with middle school teachers, counselors, and school leaders on the programming. Staff at the remaining 24 schools will receive professional development training.
From New York Times:
The Obama administration is directing states to show how they will ensure that all students have equal access to high-quality teachers, with a strong focus on schools with a high proportion of the poor and racial minorities. In a letter to state superintendents released on November 10, Deborah S. Delisle, assistant secretary at the Department of Education, said states must develop plans by next June that make sure that public schools comply with existing federal law requiring that “poor and minority children are not taught at higher rates than other children by inexperienced, unqualified or out-of-field teachers.” States last submitted plans to address such inequities in 2006, but information indicates that large disparities persist.
From Mind Shift:
In a series of interviews, ten students at Science Leadership Academy (SLA) in Philadelphia describe their positive and challenging experience with inquiry-based learning. SLA is a partnership between The School District of Philadelphia and The Franklin Institute and has become well-known for its project-based, inquiry focused teaching style, which asks students to demonstrate their learning in a variety of ways. Students like the approach, but acknowledge that sometimes it puts them at a disadvantage when it comes to testing.