My niece Emma is a Slimetist. That’s right, a self-proclaimed 11-year-old Slimetist! You may have one in your household too. She has made about seven gallons of slime, watched just about every video on every variation on how to make it, and has done this all on her own time. She is problem-solving, thinking creatively, using the scientific method and math skills to do something she loves. She inspired me through her genuine enthusiasm and passion that was shining through when she talked about it and made me realize that I need to provide these types of experiences for my students. She showed confidence and used communication skills as she filmed her own 45-minute video (which we edited to about 14 minutes). She’s even considering creating a slime business. As I listened to and watched her I couldn’t help but wonder, why is it that most students don’t have time to do this type of work at school? and … How can I provide more opportunities like this for students to follow their own line of questioning in order to show understanding, application, and synthesis of the science content that they are learning in the time they spend with me? As education evolves we are all faced with this challenge of helping students to develop the skills for solving the big problems of the world. This year I want to work on creating opportunities for my students to begin to look for and find their own inner slimetist. So where do you get your inspiration from to do better for your students? Who’s your slimetist?
Check out her video here: Emmas’ 1st How to Make Slime Video!