Core Administrative Activity 2F

Critiquing the Role of Sponsoring a Co-Curricular Activity

Critique
The learning experience of a STEM (Science, Technology, Engineering, and
Mathematics) Club fits perfectly with the vision statement of Salem Avenue Elementary School.
The vision statement wants students to collaborate, communicate, think critically and be creative.
The learning experience of the STEM Club provided an opportunity for the students to enhance
their abilities in all four (4) of these critical skill areas. The alignment of this co-curricular
activity to the vision and mission statements of the school demonstrates a relation of this club to
the overall education of the students.
Students were able to collaborate because they were placed into groups with students
from mixed grade levels which provided additional challenges for collaboration that are not
typically encountered in their grade level classrooms. The students were able to communicate
with one (1) another as well as use a variety of resources about the topic of focus to enhance
their understanding. The Engineering Design Process was followed to aid the critical thinking of
the students. Finally, the bridges that the students created were an expression of their creativity
but they had to use resources to defend their thinking when modifying their product.
The students who participated in this opportunity were motivated to participate from the
beginning. Students voluntarily submitted an application for the program and the tryout process
was a measure to determine students who did not want to participate. During tryouts, the
students who did not voluntarily submit the application were identified by the subjective rubric.
Another measure taken to motivate the students in the learning experience was to design
miniature challenges at the beginning of each session to stimulate thinking and allow the students
to communicate with club members other than their group members.
Discipline measures for the club were explained in great detail on the initial application
and again on the itinerary given to the students who were accepted into the club. Classroom
management strategies proved efficient enough to maintain student behaviors during club
sessions. For any behaviors that surfaced during the sessions, the use of time away from the
desired activity was effective. Students with attendance issues were given a notice of possible
dismissal after two (2) absences if another club session was missed.
Student performance was measured by the effectiveness of their final products. Students
was able to test and modify their bridges throughout the sessions using the instruction of the
initial challenge. The key component to this learning experience was the reflections of the
students throughout the process. Every failed attempt to complete the challenge provided new
insight into enhancing the twenty-first century skills. During the family night, some of the
projects met the qualifications and some did not, but the students were all able to demonstrate
their thinking no matter their grade level.