monthly responses and weekly notes in their math/science journals. Students developed and maintained materials about their business for their STEM portfolio. The Digitopolis Rubric helped inform instruction and encourage learning. The four achievement levels were:
• Works toward expectations • Meets expectations with support • Meets expectations • Exceeds expectations
Students rated themselves on the same dimensions as I did. Examples of the twelve dimensions included:
• Applies STEM concepts • Demonstrates critical thinking and problem solving • Collaborates with others • Researches technology • Writes about math and science • Makes presentations
As their teacher, I give oral and written responses to journal entries and their STEM
learning. Through one-on-one interviews and analysis of their problem solving, I found instructional needs and planned accordingly for small group instruction. Also I solicited feedback from the other subject teachers. In comparison to the 1990’s, collaboration with colleagues has been more frequent and beneficial. The scheduling continues to be diffi- cult. Although I assigned little homework for Digitopolis, I did encourage research, media,
and engineering outside of math class. With guidance, students often took initiatives to discuss, research, and build things at home with parents and other adults. During informal “bring and brag” times, student engineers shared their work, thereby inspiring classmates. Thanks to the advent of digital cameras and video and audio recorders, my media use burgeoned and served me well for assessment purposes and student support. In addition, digital record-keeping and selected websites have enabled me to integrate the students’ work more effectively in professional development workshops and presentations. My audi- ences have seen hands-on, interactive STEM learning and were eager to role play their own businesses, during the session. By the Way: During the process of writing this article, I have decided to design and
teach a STEM enrichment course called “Digitopolis: A Simulated Math Town” for intel- lectually-motivated students, ages nine through twelve, in the Greater Boston area. !
Christina Nicolson, after years of K–6 classroom teaching, became a freelance educator five years ago by establishing “Mrs. Nic’s Academia.” She and her interns and bio-researchers teach customized enrichment courses, such as “Design Squad, Jr.” and “Wild Animal Planet” at public schools and at The Saturday Course for intellectually motivated students in Greater Boston, Massachusetts. Also, she tutors Korean families and does community outreach for MIT.
Resources
Banking and Budgeting by J.D. Gawronski The Kids’ Money Book by Neale S. Godfrey Biz Kids’ Guide to Success by Terri Thompson (middle school reference) Exchange City: A model city students can visit and take on roles of town leader or business owners. MicroSociety: A model society for k through eighth grade.
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