I am proud to have participated in the Connected Learning for Science, Technology, Engineering and Mathematics (CL4STEM) program. Through this program, I gained valuable insights into the use and importance of Open Educational Resources (OERs) in the ever-evolving educational landscape. The program helped me realize how powerful and effective OERs can be for teaching and learning. I believe educators must not only understand the value of these resources but also master how to guide students in utilizing them effectively.
I believe that the use of Universal Design for Learning (UDL), which focuses on different ways to engage students, present information, and allow them to express what they have learned, is particularly apt for STEM subjects. Truly, this approach is one of the best ways to meet the needs of diverse learners.
Looking back at my own teaching, I can see how engaged my students were in group activities and discussions, especially when they worked together to solve problems and clarify tricky concepts. They were particularly excited during hands-on experiments and problem-solving tasks, both in groups and individually. I used resources like textbooks, worksheets, simulations, videos, and projectors to support their learning. However, it was the hands-on activities and discussions that truly helped them grasp key scientific processes such as inquiry, observation, and argumentation.
The UDL approach significantly improved student participation, particularly for those who struggled with traditional methods. For instance, students who found solving physics numerical questions challenging benefited greatly from working with peers and using real-world examples, which helped make abstract ideas more concrete and relatable. The collaboration among students was a key highlight of every lesson, especially when high-achieving students assisted their classmates with challenges such as unit conversions, applying formulas, and interpreting graph slopes in learning Force and Motion. This not only encouraged active participation but also enhanced overall understanding. While some students continued to face difficulties with unit conversions and formulas, peer support made a noticeable difference.
One of the biggest takeaways from this program is a reminder to regularly check and address students’ misconceptions. The hands-on nature of the lessons, combined with real-world examples, was instrumental in helping students connect theory with practice. For example, comparing graph slopes to walking up a hill made the concept much more relatable. This approach not only engaged students but also deepened their understanding by showing how theoretical ideas apply to real-world situations.
The skills I gained from the workshops and teaching practices have been invaluable. I believe the experience was, and will continue to be, incredibly rewarding. In the future, I plan to improve my lessons by incorporating more hands-on activities, offering multiple resources, structuring discussions to include everyone, and providing additional support in areas where students struggle.
I am also excited to share what I have learned with other educators because I truly believe these strategies can significantly enhance student participation and understanding. I genuinely believe this program has the potential not only to build the capacity of teachers but also to help students develop their Technological Pedagogical Content Knowledge (TPACK) in meaningful ways.
Tashi Dorji
Physics Teacher
Sonamthang Central School
Panbang, Zhemgang, Bhutan.