This month we celebrated two special holidays, Mother’s Day and Teacher Appreciation Day. We invited students and teachers across the country to participate in a contest where students could code a virtual greeting card to honor their mothers, teachers, and caregivers.
Of all the amazing virtual cards we received throughout the contest, the coded cards below were especially impressive, so we want to show off these students’ hard work! Scroll down to check out our contest winners and see what some very talented students were able to code with STEMscopes Coding!
See our winning cards:
For more information visit https://info.stemscopes.com/stem-resources
Jenny Stallworth is a dynamo of an educator. She has taught almost all STEM subjects, homeschooled her four children from Pre-K through middle school, and written curriculum for STEMscopes Math and STEMscopes Science over the past six years. Now she has added to her glowing resume by contributing to the development of STEMscopes’ first-ever middle school math curriculum.
Throughout this past year, COVID-19 has reminded us that things don’t always go according to plan. The pandemic has required many of us to stretch our boundaries and adjust to new ways of life. When thinking about how the pandemic has affected both teachers and students, one can only imagine the scope of teachable life moments that have crossed their paths. With the weight of health, safety, stress, and a continuously changing school environment, it’s likely that both teachers and students have made their fair share of mistakes. Could this be a good thing, though? Mistakes are bound to happen, and most can be turned into a wonderful learning tool. Perhaps, by sharing mistakes, teachers can support students’ SEL, which in turn would help enhance their learning, confidence, and cooperative peer relationships. We thought we’d review the four types of mistakes that shine a light on growth opportunities for both teachers and students.
Imagine two classroom scenarios. In the first scenario, a teacher gives a 15-minute lecture on multiplying fractions and then, without asking if they have questions, gives students a worksheet to complete. In the second scenario, a different teacher introduces the same topic by reviewing relevant vocabulary, using visual aids, and leaving plenty of time for questions and discussion.
Topics: distance learning