Reflections on Teaching, Science, and STEAM
BIG QUESTIONS ABOUT STEAM - Learn by doing!
Venn Diagram: Is science supporting STEAM? Is STEAM supporting science? How much and where do they overlap?
- Why would you want to educate students using STEAM?
- What benefits does science instruction provide - including KUDs (Knowledge, Understandings and Do’s [skills])?
- What benefits does science instruction provide for EQ, i.e. soft skills like grit.
- How does STEAM enhance or add to these, i.e what are the benefits of teaching science using STEAM?
- How much do we want to teach science using STEAM techniques?
- What’s the most effective way to enhance science learning with STEAM?
Venn Diagram: Is science supporting STEAM? Is STEAM supporting science? How much and where do they overlap?
Summary
STEAM is learning through discovery, learning by doing. It’s a process, like life.
STEAM teaches you how to
Reason for Articulating This:
STEAM is learning through discovery, learning by doing. It’s a process, like life.
STEAM teaches you how to
- problem-solve
- etc (see Learning Goals below)
Reason for Articulating This:
- To explain STEAM rationale to teachers, kids and parents.
RESOURCES TO INCORPORATE INTO THIS DOCUMENT
One core goal is to help students see the extraordinary in the ordinary - to see Earth's history in the rock making up a building, to see the chemistry and industrial design in skin products, to be awed by the motion of the Earth and moon.
[] Don Buckley is a master of all this stuff as is Eric Walters, Lesa Wang, Maureen Reilly, Jaymes Dec, etc.
[] See "STEAM" entry in Notes
[] Marymount on STEAM See http://making.marymountnyc.org/making-resources.html Also, http://making.marymountnyc.org/learn.html which explains what other schools/orgs are doing and thinking.
[] Marymount is part of the Open Portfolio Project from MakerEd and is featured in MakerEd's blog about this initiative "to develop a common set of practices for portfolio creation, reflection, sharing, assessment, and technology solutions to create an open, decentralized, and distributed lifetime portfolio system for makers."
[] GREAT article that sums up many things "Capture the Learning: Creating the Maker Mindset" Plan a maker education program by identifying the content and skills you want to develop, and approach it as teaching creativity via PBL and design thinking." (DT is from Stanford's d. School) Full article: http://www.edutopia.org/blog/capture-learning-crafting-maker-mindset-lisa-yokana A quote: "You've heard some good stuff about the maker movement such as how making helps students learn through embodied cognition, creates a mindset that's empowering, and builds creative confidence. "
[] AMAZING summary of the value and purpose of STEAM education. A whole bunch of amazing projects too!!! "Over the next several years, 80% of the fastest growing occupations in the United States depend on employees skilled in science, technology, engineering and math (STEM).... This playlist features classroom projects that students will remember long after a class is over." https://www.teachingchannel.org/blog/2014/04/23/make-stem-come-alive/
[] Beam Center - Beam Camp "Domains" - mini units of study: 2015 Domains included: Terrariums, Long Distance Swimming, Japanese Bag Design, Weaving in the Woods: Primitive Technology & Fresh Ideas, To know or not to know, expert or not, Robot Fight, Beam Cover Band: Experimental Renditions of Popular Songs, Xylophone, Art History Selfie, Getting Lost: an active guide to the unknown, Plant Allies: folklore and ancient craft, Robot Catwalk, Beating Beam Vol. 2: Sampling and Beats, Sound effect board, The Moth, Knitting, Rice Paper Lantern, Mechanical Flip Books, Beloved Imagination: Surrealist Video Adventures, Diorama Videos: 1,000 yrs future, Hanging Tough: Postmodern Lounging Part IV, Shibori, Large-scale Mural, Archery, Screenprinting, Water Windchimes, Candle Sculptures, Rockets, Site Specific Performance, 1,000 yrs Past, Soccer, Weaving, Pie Making, Baton Twirling.
[] My "STEAM Elevator Talk" folder
[] My "STEAM Team,doc" file.
[] Harvard White Paper "Agency by Design"
[ ] littleBits
[] John Maeda - he added the A to STEAM as an initiative of RISD. (TED talks)
[] "The empowerment of design learning" - Ideo.com
[] The Maker Movement is about Making Meaning http://buff.ly/1NgEwUF #makered #edchat
[] NGSS – 8 Practices The eight practices of science and engineering that the Framework identifies as essential for all students to learn and describes in detail are listed below (see this article and this article):
- Asking questions (for science) and defining problems (for engineering)
- Developing and using models
- Planning and carrying out investigations
- Analyzing and interpreting data
- Using mathematics and computational thinking
- Constructing explanations (for science) and designing solutions (for engineering)
- Engaging in argument from evidence
- Obtaining, evaluating, and communicating information
littleBits on STEAM
MARYMOUNT MISSION
Mission Statement
Every two years, Apple recognizes a select number of schools as "distinguished schools" for innovation, leadership, and educational excellence. We are thrilled to announce that Marymount has been selected as an Apple Distinguished School for 2015-2017! While Marymount had been recognized as an Apple Distinguished Program since 2011 for our iPad initiative, this award commends our schoolwide use of technology, flexible learning environments, visionary leadership, and innovative teaching and learning. It is a very presitgious award, earned by only a few schools in each state. Marymount's culture of exploration, observation, and collaboration inspires and empowers students and teachers to seek new learning opportunities and learning paths both in and out of the classroom. Visionary collaborations with littleBits and Staples, as well as unique projects like the Cardboard Challenge, the Nerdy Derby, and Curator's Gallery, reflect Marymount's commitment to innovative approaches to teaching and learning. It is gratifying to be acknowledged by a company like Apple for our success in transforming education through technology and innovation.Good afternoon
Eric Walters Dec 2015: "Marymount is the recipient of the 2015-2017 Apple Distinguished School Award, reflecting Marymount's commitment to transformative teaching and learning through the effective and innovative infusion of technology into the curriculum. The MultiTouch Book we submitted to Apple is now available on iTunes. The story is a compelling one and reflects the enthusiasm and passion for education demonstrated by both our faculty and our students. The authors had a very difficult time selecting stories; we had many to chose from. To access the book, open iBooks on your laptop and click iBooks Store. Then search for Marymount School. You can download the book to your laptop or to your iPad.
Mission Statement
- Mother Butler’s vision was to educate the hearts and minds of young women.
- Marymount School is an independent, Catholic day school that seeks to educate young women who continue to question, risk, and grow—young women who care, serve, and lead—young women prepared to challenge, shape, and change the world.
- What are the goals for Marymount with regard to STEAM? Why does Marymount want to be an Apple Distinguished School?
- Experiential knowledge compared to intellectual knowledge
- What’s the difference between experiential knowledge and intellectual knowledge?
- How is baking a cake different than knowing the recipe?
- What’s the difference between knowledge and understanding?
- How does experience deepen understanding?
- Which thinking skills does design thinking build?
- What types of knowledge does design thinking build?
- How does Design Thinking influence motivation?
- Is Design Thinking good prep for the real world?
Every two years, Apple recognizes a select number of schools as "distinguished schools" for innovation, leadership, and educational excellence. We are thrilled to announce that Marymount has been selected as an Apple Distinguished School for 2015-2017! While Marymount had been recognized as an Apple Distinguished Program since 2011 for our iPad initiative, this award commends our schoolwide use of technology, flexible learning environments, visionary leadership, and innovative teaching and learning. It is a very presitgious award, earned by only a few schools in each state. Marymount's culture of exploration, observation, and collaboration inspires and empowers students and teachers to seek new learning opportunities and learning paths both in and out of the classroom. Visionary collaborations with littleBits and Staples, as well as unique projects like the Cardboard Challenge, the Nerdy Derby, and Curator's Gallery, reflect Marymount's commitment to innovative approaches to teaching and learning. It is gratifying to be acknowledged by a company like Apple for our success in transforming education through technology and innovation.Good afternoon
Eric Walters Dec 2015: "Marymount is the recipient of the 2015-2017 Apple Distinguished School Award, reflecting Marymount's commitment to transformative teaching and learning through the effective and innovative infusion of technology into the curriculum. The MultiTouch Book we submitted to Apple is now available on iTunes. The story is a compelling one and reflects the enthusiasm and passion for education demonstrated by both our faculty and our students. The authors had a very difficult time selecting stories; we had many to chose from. To access the book, open iBooks on your laptop and click iBooks Store. Then search for Marymount School. You can download the book to your laptop or to your iPad.
MARYMOUNT LEARNING GOALS
What are our learning goals? How can we assess them? (See assessments given for some projects on littleBits projects page.)
GROWTH MINDSET See “The Power of Yet” - TEDtalk by Carol Dweck - "Don’t praise talent/intelligence. That has failed. Praise their process: their effort, strategies, focus, perseverance, improvement. Process Praise creates kids who are hearty and resilient."
[ ] NOTE: Many more goals and benefits are listed below in the "Elements of STEAM Instruction" section.
Knowledge, Understanding and Do’s (Skills) – KUDs
What are our learning goals? How can we assess them? (See assessments given for some projects on littleBits projects page.)
GROWTH MINDSET See “The Power of Yet” - TEDtalk by Carol Dweck - "Don’t praise talent/intelligence. That has failed. Praise their process: their effort, strategies, focus, perseverance, improvement. Process Praise creates kids who are hearty and resilient."
[ ] NOTE: Many more goals and benefits are listed below in the "Elements of STEAM Instruction" section.
Knowledge, Understanding and Do’s (Skills) – KUDs
- Knowledge and Understandings
- By grade, as per curriculum.
- Skills
- Thinking Skills (Bloom’s Taxonomy)
- Lower order: acquisition and comprehension of knowledge.
- Higher order: application (using in new situations), analysis (critical thinking; breaking things down), synthesis (creative thinking; putting things together), and evaluation (judgment).
- Computer programming makes you generally better at system design and problem-solving. (STEM Ed for Girls on Twitter)
- Soft Skills (often qualitative) Going Big with Soft Skills One primary goal of STEAM is to build a rock-solid sense that “science is awesome” students’ self-confidence, enthusiasm, trust in me, personal connection with me and classmates, growth mindset (mistakes are great. no fear of failure. risk to learn.) THEN increase amount of rigorous abstract content and pure science skills.
- Play and How to Play
- Play stimulates all the major learning and thinking areas of the brain (See Play: How it Shapes the Brain, Opens the Imagination, and Invigorates the Soul by Stuart Brown and Christopher Vaughan
- Why are games good for learning? (PIXELearning - Serious Games and Immersive Learning Simulations for learning and development.)
- Social/Emotional Skills
- Persistence/grit – “Agency by Design”/Maker Empowerment/Creative Confidence. Working through difficulties
- Collaboration
- Why is cooperative learning - students with students - so important?
- Because they learn how to puzzle things out and
- learn how to work well with others.
- Creativity
- Sustainability
- Do More with Less
- Reduce, Reuse, Recycle (More with Less)
- Renewable
- Mindfulness
- Engineering Process Skills
- Rapid Prototyping
- Hacking
- Design, Investigate, Change
- Open to all forms of technology, high and low (robotics, laser cutters, electronics (littleBits, etc.), physical computing (Arduino, MakeyMakey, Hummingbird, Raspberry Pi, etc.), 3D printers, band saws, hammers, cardboard, wood, craft supplies,
- Play and How to Play
- Thinking Skills (Bloom’s Taxonomy)
- More goals (and benefits) from Lesa
- empowerment - maker empowerment/creative confidence
- connected learning
- process not product
- offering multiple perspectives in teaching and learning
- More benefits of using engineering to teach science: (from Maureen's curriculum night talk)
- Learn skills for 21st Century and prized skills for success in business, government, education, medicin
- Systems thinking – create, break down, put back together, improv
- How to play. Play leads to creativity and innovation because relaxed and happy and all the main learning centers of brain are activated
ELEMENTS OF SCIENCE INSTRUCTION
“In an ideal world, we’d learn science in context. How close can we get to that in the classroom, especially when students are still establishing basic knowledge, understanding and skills?” Pat Bauer
Important fact: There are lots of feedback loops in science, observations giving rise to new questions.
What benefits does science instruction provide? (Include KUDs - Knowledge, Understandings and Do’s [skills])?
How does STEAM enhance or add to these?
Benefits of Science Study - Know, Understand (Think) and Act (Do) like real scientists and engineers. What do scientists and engineers know? How do they think and understand the world? How do they act? All of these influence each other - in practice, they're not completely distinct but are feedback loops.
Overview/Core - Evidence Gathering Experiences
What you learn from Evidence Gathering Experiences
“In an ideal world, we’d learn science in context. How close can we get to that in the classroom, especially when students are still establishing basic knowledge, understanding and skills?” Pat Bauer
Important fact: There are lots of feedback loops in science, observations giving rise to new questions.
What benefits does science instruction provide? (Include KUDs - Knowledge, Understandings and Do’s [skills])?
How does STEAM enhance or add to these?
Benefits of Science Study - Know, Understand (Think) and Act (Do) like real scientists and engineers. What do scientists and engineers know? How do they think and understand the world? How do they act? All of these influence each other - in practice, they're not completely distinct but are feedback loops.
Overview/Core - Evidence Gathering Experiences
What you learn from Evidence Gathering Experiences
- KNOWLEDGE
- The research part of “Generate possible answers” from the Scientific Method.* (* Pat Bauer: "This is best when it arises in response to student-generated questions. It is the foundation on which students can “Generate Possible Answers” to the scientific questions.")
- UNDERSTANDING
- The process of Evidence-gathering Experiences generates and supports understanding.
- SKILLS
- KNOWLEDGE Develop Scientific Knowledge - What Scientists Know
- Evidence Gathering Experiences
- Study what others have learned (body of scientific knowledge). Build on that.*
- How to study what others have learned.
- Library Learning/Intellectual Research (paper and electronic)
- Read, watch & listen
- Play academic games
- Watch Demos
- Do Problem sheets/calculating
- Experience Discrepant Events
- Take Assessments (solidify learning)
- Differentiated Assessments
- Library Learning/Intellectual Research (paper and electronic)
- Whom to study what others have learned with
- Collaborative Investigation (with and from peers)
- Experts in the Field
- Teacher
- How to study what others have learned.
- UNDERSTANDING Develop Scientific Mindset – How Scientists Think
- Scientific Mindset
- Curiosity about the world
- Skepticism
- Creativity
- "A Marymount Scientist... imagines, questions, explores, builds, plays, designs, discovers." (from Margaret-made poster in science lab)
- Use Scientific Method of inquiry and investigation - Evidence Gathering Experiences
- Scientific Mindset
- SKILLS Develop Scientific Skills - How Scientists Act (The Scientific Method - Evidence Gathering Experiences)
- Inquiry in Action: The Scientific Method in Practice - Evidence-gathering Experiences
- Observation (Feedback loops: this is going on constantly in the process and is the basis for questions. PB)
- Ask questions
- Generate possible answers
- Make prediction(s)
- Design experiments to test prediction(s) - Note: STEAM challenges are often about "How to..." like exp design.
- Conduct investigation (Feedback loop: Observations here may give rise to new questions. PB)
- Gather data
- Draw conclusions
- Redesign experiments as needed (Feedback loop: Observations here may give rise to new questions, too.)
- Share findings
- Debate results
- Inquiry in Action: The Results of Experiencing the Scientific Method
- Generate factual knowledge
- Deepen theoretical understanding
- Improve
- laboratory skills
- engineering skills
- technology (equipment)
- critical thinking skills including evidence-based reasoning
- Inquiry in Action: The Scientific Method in Practice - Evidence-gathering Experiences
ELEMENTS OF STEAM INSTRUCTION
What benefits does science instruction provide? (Include KUDs - Knowledge, Understandings and Do’s [skills])?
How does STEAM enhance or add to these?
Benefits of STEAM Instruction
We're educating the girls for jobs that don't even exist yet! (Maureen, 21st century skills.) See movie "She Code" (rec. Teresa)
STEAM uses a "just-in-time" educational model rather than the "just-in-case" model. (Invent to Learn, Gary ____ from MIT "How to Make Anything".)
STEAM is a type of Evidence-gathering Experience. When it’s a design challenge, it focuses on answering “How can I do X?” The observations gathered during this process answer questions posed but can also give rise to new questions, including “How can I do X more efficiently?”
Sometimes, STEAM projects are a different way to share and understand information (Metric poster) or to ….
(See Invent to Learn by Sylvia Libow Martinez and Gary S. Stager)
STEAM means: interdisciplinary challenge projects with technology integration, Design Thinking, etc.
In my best understanding, the idea of STEAM came from the fact that, in the real world (business, industry, research, etc) the STEAM fields overlap and work together. (Apple Computer, for example.)
How do you educate using this fact? Why do these fields coexist, co-inform, etc.? Part of the goal is to mimic real world activities and to develop the knowledge, understanding and skills that come from doing them.
But it is also true that kids love to do STEAM activities. This isn’t only because it’s reall-life but also because it arises from students’ authentic interests and abilities, because it’s fun and because you learn a lot by doing interdisciplinary group projects. There is deep pleasure, meaning and purpose in collaborating, innovating, building and overcoming challenges together. It’s a lot like games or playing. Another reason kids like it and learn a lot from it is because the materials they use are very enjoyable for children to work with. Humans love to work with their hands and make things that are useful, interesting and artistic.
STEAM is also a great way for students to better understand literature (and the skills and pleasure of language usage) and other human experiences, including gaining a deeper and experiential understanding of history.
LMS students love doing STEAM projects. They gain knowledge, understanding and skills in a hands-on, experiential way. It builds their creative confidence, academic motivation and love of science, technology, engineering and math. For some students, it is the main catalyst to their success in science.
For students who also thrive on intellectual knowledge, I’m doing individual projects
GOALS/BENEFITS OF STEAM
Also, see "Learning Goals - KUDs" secant of "0 Unit Plan - Spa Science 2015-16 SHORR.pages"
What benefits does science instruction provide? (Include KUDs - Knowledge, Understandings and Do’s [skills])?
How does STEAM enhance or add to these?
Benefits of STEAM Instruction
We're educating the girls for jobs that don't even exist yet! (Maureen, 21st century skills.) See movie "She Code" (rec. Teresa)
STEAM uses a "just-in-time" educational model rather than the "just-in-case" model. (Invent to Learn, Gary ____ from MIT "How to Make Anything".)
STEAM is a type of Evidence-gathering Experience. When it’s a design challenge, it focuses on answering “How can I do X?” The observations gathered during this process answer questions posed but can also give rise to new questions, including “How can I do X more efficiently?”
Sometimes, STEAM projects are a different way to share and understand information (Metric poster) or to ….
(See Invent to Learn by Sylvia Libow Martinez and Gary S. Stager)
STEAM means: interdisciplinary challenge projects with technology integration, Design Thinking, etc.
In my best understanding, the idea of STEAM came from the fact that, in the real world (business, industry, research, etc) the STEAM fields overlap and work together. (Apple Computer, for example.)
How do you educate using this fact? Why do these fields coexist, co-inform, etc.? Part of the goal is to mimic real world activities and to develop the knowledge, understanding and skills that come from doing them.
But it is also true that kids love to do STEAM activities. This isn’t only because it’s reall-life but also because it arises from students’ authentic interests and abilities, because it’s fun and because you learn a lot by doing interdisciplinary group projects. There is deep pleasure, meaning and purpose in collaborating, innovating, building and overcoming challenges together. It’s a lot like games or playing. Another reason kids like it and learn a lot from it is because the materials they use are very enjoyable for children to work with. Humans love to work with their hands and make things that are useful, interesting and artistic.
STEAM is also a great way for students to better understand literature (and the skills and pleasure of language usage) and other human experiences, including gaining a deeper and experiential understanding of history.
LMS students love doing STEAM projects. They gain knowledge, understanding and skills in a hands-on, experiential way. It builds their creative confidence, academic motivation and love of science, technology, engineering and math. For some students, it is the main catalyst to their success in science.
For students who also thrive on intellectual knowledge, I’m doing individual projects
GOALS/BENEFITS OF STEAM
Also, see "Learning Goals - KUDs" secant of "0 Unit Plan - Spa Science 2015-16 SHORR.pages"
- Authentic engagement
- Differentiated by interest, readiness and process
- Real world challenges
- Fun
- Social
- Working with peers
- Developing social/teamwork skills
- Hands on, Minds on
- Experiential
- Tactile activities/process and/or product
- NYC field trips
- Going into nature
- Liberty Science Center “Hands-on Science Exploration for All Ages”
- Experiential
- Inquiry
- Inquiry is about asking questions and seeking answers. (It requires skills including research, analytical/critical thinking, creative confidence, curiosity, etc.)
- Students find or make answers to student questions
- Active Learning
- Open ended questions
- Evidence-based reasoning
- Critical thinking
- Inquiry is about asking questions and seeking answers. (It requires skills including research, analytical/critical thinking, creative confidence, curiosity, etc.)
- Building skills, content knowledge and understanding IN ORDER TO SOLVE PROBLEMS
- Design Thinking Project-based Learning (Challenge/Provocation)
- “design thinking” — a human-centered, prototype-driven process for innovation that can be applied to product, service, and business design.[1]
- Increase real world knowledge, understanding and hard skills
- Problem Solving
- Interdisciplinary
- Collaborative
- Technical
- Problem Solving
- Improve real world soft skills
- Sharpen creativity
- Develop grit
- etc.
Examples of STEAM in the Classroom
Example 1: Scissor Lifts
From scissors to cardboard to ___________ to model machines (lego scissors lift) [See photos of Class 1 projects in Photos]
Example 2: Articulation/Joints
[See photos of Class 1 projects. Include sticky star fish silicone grabber]
Example 3: Alien Travel Brochure
Example 4: Spa Science
Example 5: Earth in Motion - Stop Motion Animation
Example 6: Renewable Energy Machines (K'Nex)
STEAM is exceptional for getting girls interested in and confident about doing science. Basic idea: STEAM hooks them by finding and engaging their passion. - Poster from Science Buddies here.
STEAM and Theories of Learning - MORE Benefits of STEAM in Science
Leonardo DaVinci, John Dewey, Jean Piaget (sense-making), Seymore Papert (using tools/skills to solve real problems), Milton Minsky (MIT Maker Lab), (See Invent to Learn)
Example 1: Scissor Lifts
From scissors to cardboard to ___________ to model machines (lego scissors lift) [See photos of Class 1 projects in Photos]
Example 2: Articulation/Joints
[See photos of Class 1 projects. Include sticky star fish silicone grabber]
Example 3: Alien Travel Brochure
Example 4: Spa Science
Example 5: Earth in Motion - Stop Motion Animation
Example 6: Renewable Energy Machines (K'Nex)
STEAM is exceptional for getting girls interested in and confident about doing science. Basic idea: STEAM hooks them by finding and engaging their passion. - Poster from Science Buddies here.
STEAM and Theories of Learning - MORE Benefits of STEAM in Science
Leonardo DaVinci, John Dewey, Jean Piaget (sense-making), Seymore Papert (using tools/skills to solve real problems), Milton Minsky (MIT Maker Lab), (See Invent to Learn)
- Jean Piaget
- Developmental Models (Maureen)
- Constructivism and Experiential Learning
- Constructivism
- Real World Education
- Authentic Education
- Why does it matter that students generate activity ideas?
- Why does it matter that students work on things and in ways that interest them and maximize use of their specific talents?
- Practical Education (John Dewey - "They learn to value the carious ways in which other people perceive and interpret the world through meaningful connections.")
- Meaningful Connections - When students can make meaningful connections with the real world, including popular culture, learning becomes much more enjoyable and understandable. (D. Jaqith - When is Creativity Art Education?)
- "Learning doesn't stop when school does, but now more than ever, learning must be a lifelong pursuit.... Transfer from school to the everyday environment is the ultimate purpose of school-based learning." (Partnership for 21st Century Skills)
- Authentic Education
- Interdisciplinary Learning (Eric Walters)
- Design Thinking (Don Buckley)
- Empathize, Define, Ideate, Prototype, Test
- “'Design Yhinking’ — a human-centered, prototype-driven process for innovation that can be applied to product, service, and business design.” From Reuven Cohen, “Design Thinking: A Unified Framework For Innovation" http://www.forbes.com/sites/reuvencohen/2014/03/31/design-thinking-a-unified-framework-for-innovation/
- Trial and Error process
- Differentiation (Carol Ann Tomlinson)
- Differentiation by readiness, interest and learning style.
- Finding the Just-Right Challenge
- "The very best Stretch Goal is the Just-Right Challenge. When kids are working at just the right level of challenge, it’s fun. Here’s an excerpt from book Motivated Minds by Dr. Deborah Stipek, Dean of the Stanford School of Education. 'A group of children were given a pre-test on their skill level with respect to 13 different puzzles. Then the children were left alone and told they could play with any puzzle. Children who started working on puzzles that were too easy had bored looks on their faces. When they got to the “just-right puzzle,” they started to smile! All the children ended up picking the puzzle that was just one level higher than their proficiency level.' This is the “Just-Right Challenge.”
- Inquiry-based Learning
- MYTHBUSTERS as a model for STEAM in science classroom.
- Alfie Kohn
- Focus on supporting and guiding the natural behavior and development of a child
- Avoid controlling and manipulating the actions of children
- Stay away from discipline (reward and punishment), i.e. behaviorism.
- Avoid the word discipline (it's rules that force/control certain actions)
- NOT Behaviorism (Skinner)
- Primarily concerned with observable and measurable aspects of human behavior
- Focuses on responses to stimuli.
- Object-centered Learning [in Art Museums] (Danielle Rice and Philip Yenawine) "Inspirational Learning"?
- Teachers have a responsibility to inspire people to move from one position to another.
- Contextual Approach to Learning (Sessions B)
- Founded on premise that objects can be employed to help us understand our world. They reflect our experiences and assist us in making sense of our experiences.
- Observational-Learning/Evidence-based Thinking
- You have to connect what you see to what you observe.
- Montessori (Google's founders say their approach and success comes from Montessori schooling)
- Fostering Creativity (Sir Kenneth Robinson)
- (K. Freedman)
- Invent to Learn, Gary and Sylvia - Really smart but curious to see if they grow in their thinking.
- 21st Century Skills
- "As technology makes information abundantly available and disrupts long-established industries, educators are rethinking what is necessary for kids to learn and how that relates to what students "know." What do we teach students when information is ubiquitous and ever changing? What happens when students can learn as much on their own as they can in the school building? The answer to those questions has a profound impact on the role of the future teacher." ... "One of the key traits for a teacher now is a lack of fear of the unknown. Teachers for so long have been told, "You are the expert." And if they don't feel like they are the expert on something, they don't want to talk about it. We want to break down that fear and say, "No, you are an expert— in learning. If a student sees you actively learning, you are communicating to them a valuable lesson."" (Andrew Coy) "People actually expect creativity in learning now. They expect commentary in real-time. They expect a conversation as opposed to a speech." (Shelly Blake-Plock) - from http://hub.jhu.edu/magazine/2014/spring/digital-harbor-foundation "Head of the class" by Jason Tomassini / Spring 2014 Posted in Science+Technology
- Suggested Resources: EdCamp, EduClipper (lesson plans), Powerful Learning Practice network, #EdChat
- Digital Harbor Foundation: "an afterschool program and tech lab in Baltimore... instills digital skils and entrepreneurship for students interested in tech-related careers. An Estuary: A tech company designed to use social media to change how teachers are trained on the job.
- Project-based Learning - Jamaica Teacher Wins Prestigious Award For Her 'Hands-On' Approach - Shanaz Baksh https://www.dnainfo.com/new-york/20151215/jamaica/jamaica-teacher-wins-prestigious-award-for-her-hands-on-approach "Baksh, who has two sons, aged 4 and 7, got her first teaching job at the Queens High School for the Sciences at York College, a school with about 400 students which specializes in mathematics and science, where she has worked for the past 10 years.Her key to success, she said, is to “have a project-based approach.”
“I give students projects and it's more hands-on learning,” she said. “I’m just there as a facilitator.”
Baksh, who also teaches Freshman Research, said that “the kids love doing projects.” “They told me many times that they remember the information because they themselves had to find the answer and that way they are not just reading something or listening to something one time — they are actually in charge of their learning.”
Considerations and Logistics when Implementing STEAM
- How to document work for teacher comment - photos, self-evaluations, etc.
- Where to store work in progress
- Where to display finished and exemplary work.
- How to create video documentaries of the process.
- How to coordinate with teachers across disciplines.
- How to bring in real world experts.