STEM || ED STEM ED M MAGAZINE AGAZINE
A DOSE OF DAILYSTEM
Find out more about DailySTEM Author and Podcast Host Chris Woods in our Interview this month
FIRST LEGO LEAGUE
Find out first-hand about First LEGO League from two schools across the globe.
STEMIFYING THE LIBRARY One teacher's story on how she integrates STEM in her library practice.
CHIEF SCIENCE OFFICERS
Fostering students' passion for Science through empowering leadership
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IN THIS ISSUE 07
FOREWORD: ENGAGEMENT AND MOTIVATION - IS THERE A RELATION IN THE CLASSROOM? Cameron Ross
38
THE POWER OF PLAY IN THE PRIMARY CLASSROOM Dr Stephanie Smith
41
MAKING HEXAGONS – CHANGING STUDENT ENGAGEMENT ONE BLOCK AT A TIME Cassandra Lowry
44
STEM: AN OPPORTUNITY TO LEARN SOCIAL SKILLS Claira Wilson
E D U C A T O R
11
S T E M
16
S P O T L I G H T
47
A DOSE OF DAILYSTEM: AN INTERVIEW WITH CHRIS WOODS I N S I G H T S
F R O M
E V I D E N C E
OUTCOMES IN STEM BESIDES ACHEIVEMENT
Amanda Buschmann
51
DESIGNTASTIC!
54
CHIEF SCIENCE OFFICERS EXPERIENCE PRACTICAL LEARNING ABOUT STEM AND LEADERSHIP
Sarah Dunifon
19
CAN ROBOTS SUPPORT SOCIAL AND EMOTIONAL DEVELOPMENT?
EQUITABLE ACCESS TO DESIGN AND TECHNOLOGIES IN AUSTRALIA - ARE WE THERE YET?
57
60
A FIRST LEGO LEAGUE JOURNEY
63
INCLUDEDU.ONLINE - ENSURING ALL LEARNERS HAVE ACCESS TO A PERSONALISED LEARNING EXPERIENCE
LEADING A CULTURE OF STEM EDUCATION AT YOUR SCHOOL - A PLAN FOR ACTION
R E S O U R C E
INSPIRING AN INNOVATION MINDSET Emily Hunt
31
MAKER CAMP SHOULD BE A PART OF YOUR SUMMER THIS YEAR
35
I N
P R A C T I C E
A MOVING LESSON; THE KINDNESS CAMPAIGN Tricia Fuglestad
STEM|ED MAGAZINE
C O R N E R
66
REGULAR FEATURE: BOOK NOOK
71
RESOURCE REVIEW: HIGH POSSIBILITY STEM CLASSROOMS
72
RESOURCE REVIEW: CSIRO PUBLISHING
73
REGULAR FEATURE: #STEMEDMAGAZINE FEATURES
Sandy Roberts
S T E M
Aisha Kristiansen
Ryan Evans
Lucas Johnson
28
FIRST LEGO LEAGUE - MORE THAN A COMPETITION Dr Charlotte Forwood and Ishana Suriyapperuma
Monique Dalli
26
Nikki Vreugdenhil
Claire LaBeaux
Dr Sarika Kewalramani, Dr Ioanna Palaiologou, Professor John SirajBlatchford, Dr Maria Dardanou
24
THE STEMBRARY SHIFT: TRANSFORMING LIBRARIES INTO STEM HUBS
| 03
founder's note It seems like such a short time ago I was writing the note for Issue 2, and now Issue 3 has quickly come upon us. This issue comes at a time, for many educators, of busyness, stress and anxiety. I send my thoughts and prayers particularly to our colleagues in Victoria - and across the world - who are still in lockdown and remote learning. I hope this magazine can provide some encouragement, support and inspiration for your practice at such a challenging time. For me, we are in the middle of reporting season; a time that I reflect on the individual learning and growth of each of
my
students,
and
how
I
can
best
share
these
developments with their parents. And while the academic achievements of my students are definitely worth noting, I am finding more and more that it is their social and emotional development that requires more time and energy to report on. With the increase of mental health issues in students of all ages, coupled with the global pandemic we're all currently clawing our way through, it is even more vital that educators focus on the social and emotional needs of their students. One of the things that stood out to me this Issue of STEM ED when chatting with educators and compiling their stories was their focus on the social and emotional needs of students.
Articles
such
as
Claira
Wilson's
'STEM:
An
opportunity to learn social skills', and Dr Sarika Kewalramani and colleagues' article 'Can robots support social and emotional development?' have a clear focus on these development areas. However, when reading through the key ideas of the other articles in this issue, the notions of engagement, motivation, student voice, student leadership, equity, and kindness are all central to social and emotional development for our students. It is evident that all these contributors are extremely passionate about STEM education; but are also equally passionate about the needs of their students. I hope that their stories inspire, invigorate and encourage you as you also work daily to support the needs of the students in your classroom.
Fi Morrison Founder, STEM ED Magazine hello@stemedmagazine.com
celebrate success and guide each other to be more
editor's note
effective in our own practice. This month from my own classrooms I have started little threads on Tik
Digital threads and the value of creating our own teacher portraits.
Tok so we can showcase successes in a digital manner such as our Sophia and her very first lesson
Stories of successes from our classrooms have
teaching how to unpack a problem in Numeracy. I
always excited me and until the last 5 years I have
am thrilled to say she has had 300,000 views.
often felt a touch sad, for teachers had little
Edition 3 of our magazine is another way we can
opportunity to share the buzz of successes we see
showcase and continue to create richer tapestries of
each day in our own classrooms beyond maybe a
the lives of teachers. I have noticed this magazine
quick chat in the staffroom. In the last 15 years or
has its own tapestry as we see common themes or
so the idea of Digital Literacies has come to the
threads going across each article making a collective
forefront in Education and we teachers can share
tapestry. This tapestry is a story of community, a
a thread or strand from our own lived experiences
desire to see our students succeed, and a desire for
or stories beyond those quick chats at morning
teachers to empower each other. It does not get
tea
much better than that for me!
in
staffrooms
because
of
social
media
platforms including Instagram, Twitter and most
For Tik Tok go to Sandy Nicoll here.
recently for me Tik Tok. In my PhD I call these stories Portraits and each event or experience is a thread making up a rich tapestry of our own lives as teachers. I proposed teachers can create
Dr Sandy Nicoll Editor @PSTchat- moderator
Digital Portraits to show the rich tapestries we weave in our own classrooms regardless of where we might live and teach. This magazine is affording us teachers an opportunity to explain our threads, to unpack our stories so we can
https://www.moadoph.gov.au/learning/teachers/digitalexcursions/you-me-and-sustainability-digital-workshop/
S T E M
E D U C A T I O N
Listening to the latest podcast by Vicki Davis on The Ten Minute Podcast discussing engagement
|
F O R E W O R D
know underpinning STEM like communication, collaboration and problem solving.
in the classroom and how another educator uses
What comes to mind as I write this Foreword is
technology to do so, encouraged me to think
a TED talk by Dan Pink which considered,
about how engagement and motivation can be
autonomy, mastery and purpose.
developed in my own classroom.
Autonomy, mastery and purpose can all work
Throughout my master’s degree in Digital
positively towards our students being able to
Learning, being able to research a range of topics
achieve
on student engagement and motivation in the
incorporating
classroom and how it can assist students in their
curriculum, I was able to provide students with
studies often led me to reflect upon my own
the opportunity to achieve mastery and purpose
practice in areas like STEM. I found that some of
in an environment that was safe for them to ask
the
learning
questions, which in turn gave them the license to
environment is when teachers aspire to provide a
explore new ways of learning. As Lee (2014) states
positive classroom where students can try new
“schools
can
things, they do not fear failure at any point and
because
student
feel confident to ask questions of their teacher.
associated with school experiences and teaching
This
topics
practice can be improved to enhance student
alongside their peers as they learn from each
engagement in learning” (p.184). A teaching tool
other. Groundwater-Smith, Le Cornu, and Ewing
that I have recently come across that has helped
(2006) note “effective communicators also need
my students drive their own learning is Google
to possess an attitude of respect and acceptance.
Jamboard. Jamboard allows learning to occur is a
Self-acceptance
range
main
factors
includes
impacting
enjoying
requires
on
a
investigating
self-awareness"(p.218).
anything
of
in
STEM
their into
promote
my
student
engagement
methods,
learning.
including
By
classroom
engagement
is
significantly
brainstorming,
As educators and learners alike, being able to
explicit teaching, collaboration and especially
understand and regard the individuals within the
interactive
classroom will portray a sense of respect that will
demonstrate mastery of their learning outside of
in turn provide an engaging and positive learning
what is deemed “normal”.
to
give
students
an
avenue
to
environment for all. This is really about skills we
STEM|ED MAGAZINE
| 07
When we try to understand how motivation can improve
student
outcomes,
McDonald
Accomplishment can be achieved in many ways,
(2019)
and one of which is the linking the use of
notes “effort is more important to academic
Micro.bit’s and the UN’s Sustainable Development
success than pure IQ. Students will work hard and
Goals to allows my students a chance to work in
achieve more if the effort they have put in is
collaboration to design prototypes.
acknowledged by the teacher” (p. 121). Throughout
Rita Pierson’s video titled “Every Kid needs a
my many classes, providing STEM opportunities
Champion” resonated with me as it reinforces
for students in the classroom, gave experiences
when creating that meaningful environment for
that allowed them to feel content and the
each and every student in your classroom, as an
confidence to want to work to their best. Students
educator we have the chance to make a lasting
who can motivate themselves, through wanting to
impression on how they can achieve anything.
improve their own work is known as intrinsic
McDonald (2019) reminds us “students need
motivation. Marsh et al. (2015) suggests this idea
clarity on teachers’ expectations of behaviour for a
and
range of classrooms and school routines and
note
“learners
experience
feeling
of
competence and autonomy, intrinsic motivation is
procedures” (p. 122).
maintained and achievement is enhanced” (p.78).
One of the keys for motivating my students in
In my classroom, stiving to provide my students
each class is to provide positive reinforcement
will smaller achievable tasks (especially scaffolded
that they can achieve any task set before them by
tasks that allowed for peer and teacher feedback)
working hard and asking questions whenever they
allows them the opportunity to build confidence
require assistance. Marsh et.al (2015)suggests that
which I have found at times can build their
“student’s beliefs about themselves as learners
motivation. Kuh (2007) sees student engagement
and the nature of learning have a marked
as
effective
influence on motivation" (p.125).Motivational and
practices, both inside and outside the classroom,
emotional factors also influence both the quality
which leads to a range of measurable outcomes”
of
(p. 3). Peer, self, and teacher driven feedback in
processing as well as an individual’s motivation to
the STEM classroom can look different to many,
learn. Marsh et.al (2015) goes on to suggest
however for me using Google Forms has provided
“intrinsic motivation can include enthusiastic task
an opportunity not only for me as an educator to
involvement, desire to experience adventure and
better understand how students comprehend the
novelty, striving for excellence in one’s work,
content,
trying to understand something and wishing to
“participation
but
in
also
educationally
for
students
to
provide
constructive peer feedback on each other’s work.
thinking
(metacognition)
and
information
improve, and goal direction” (p.45).
At the beginning of this school year, as a staff we
One of the key points from that opening staff
were asked to encourage our students to find
meeting of this year, was to work on explicit
what motivates them to work to their very best in
teaching and differentiation in the classroom
each and every class. Finding that happy medium,
when striving for the overall goal of students
where students wanting to achieve their best and
achieving their best. One of the ways that I have
engage meaningfully in the content requires
worked on delivering thus far is by creating
“learning to be meaningful and material to be
opportunities for my students to find their best
learned, it should be presented in authentic
way
environments rather than in decontextualised
techniques often through lessons which are STEM
settings" (Marsh et.al 2015, p.86). Therefore, in
oriented. I have found that providing different
conjunction with my #OneWord of Accomplish
ways for them to recall knowledge as well as have
and the goals set by leadership, I think creating a
choices to achieve different curriculum tasks,
meaningful environment is a goal worthy of
students are willing to achieve their best. Hattie
accomplishment
(2009) notes “the process of learning is a journey
for
it
supports
engagement and motivation to succeed.
STEM|ED MAGAZINE
student
of
learning
through
metacognitive
from ideas to understanding to constructing and
| 08
onwards.
student responsibility” (p.118). This makes me
It is a journey of learning, unlearning, and
think of all the recent innovations by teachers
overlearning". When students can move from idea
globally in STEM which we have seen in Editions 1
to ideas and then relate and elaborate on them,
and 2 of this amazing magazine. Learning from
we have learning - and when they can regulate this
others
journey then they are teachers of their own
opportunity for that to occur will only allow
learning.
students to want to learn more and therefore
As Hattie 2009 suggests that when "learning intentions and success criteria are shared with,
matters
and
by
providing
the
best
have the motivation to achieve their ultimate best!
committed to, and understood by the learner, the motivation
to
succeed
is
greater"
(p.23).
References
Throughout my classes, I always start with the
- Elias, M., DeFini, J. & Bergmann, J. (2010). Co-
intentions of what students will be subjected too
ordinating
in the lesson and in doing so provide theoretical
development (SECD): Initiatives to improve school
and
climate and learning. Middle School Journal, 42,
practical
opportunities
to
achieve
these
social
and
emotional
character
intentions. Providing a safe environment for my
30-37
students
- Groundwater-Smith, S., Le Cornu, R., & Ewing, R.
at
times
can
allow
them
to
feel
comfortable where error is welcomed and fostered,
(2006). Teaching. Thomson.
because we learn so much more from errors and
- Hattie, J. (2009). Visible learning. Routledge.
therefore become more engaged in our learning. Hattie, 2009 suggests “the act of teaching requires deliberate interventions to ensure that there is cognitive change in the student" (p.59). Knowing enough about the content to provide meaningful and challenging experiences in some sort of progressive development. Based on building engagement and motivation, how
students
can
continue
to
build
their
knowledge and mental skills I have focused on how to create a positive environment that allows feedback of and for learners and the opportunity for learners to create activities that allow them to learn. As Marsh, et.al (2015) reminds us “feedback from significant others such as parents, siblings, peers and teachers are influential in the growth of one’s multifaceted self-concept” (p.123). Conclusion
- Lee, J. (2014). The Relationship Between Student
Engagement and Academic Performance: Is It a Myth or Reality? The Journal of Educational Research,
107(3),
177-185,
DOI:
10.1080/00220671.2013.807491 - Marsh, C., McInerney, D., Nieto, S., Larrivee, B.,
Mercer, C., & Maloy, R. (2015). Understanding learning (pp. 97 - 249). Pearson Custom Books. - McDonald, T. (2019). Classroom Management: Engaging students in learning (3rd Ed.). Oxford
Cameron Ross Cameron is an ICT Coach with a Master of Education in Digital learning, He is a #MIEExpert 2020-2021, Google Certified Educator and a team Leader for the Twitter Chat #aussieED.
I think the main factor impacting upon a learning environment when thinking on STEM is having a positive classroom where students can try new things, not to fear failure at any point and to feel confident to ask questions of the educator. And when peers can enjoy each topic that they are learning from in areas like STEM. As McDonald (2019) suggests “a relational view of behaviour management will shift the focus away from controlling problems to building strengths and
STEM|ED MAGAZINE
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Educator Spotlight
EDUCATOR
SPOTLIGHT Connect with STEM educators worldwide and hear their stories of how they incorporate STEM into their everyday classrooms.
E D U C A T O R
S P O T L I G H T
-
I N T E R V I E W
A DOSE OF DAILYSTEM - AN INTERVIEW WITH CHRIS WOODS Fi: Hi Chris, it is so great to have you join us for
Issue 3 of the STEM ED Magazine! To start off with, can you tell us what led you to get into Mathematics Education? Chris: I was always nerdy. I loved Maths, I loved
Science, I loved all those kinds of subjects, and when I was in college I was studying Engineering but my counsellors in high school never really told us what eningeering was, but I knew it was maths and science, and I got into my third year of it and I failed a class. And it was going to take a whole other year to get caught up, so I looked at the options, and I had enough math that it would be easy to get a Math degree, and I thought, ‘I could be
a
Math
teacher!’.
I
worked
as
a
camp
counsellor, in a summer previously and it was like, I love working with kids, so sometimes it is those
Interview by Fi Morrison
strange situations that lead you to the best
Founder of STEM ED Magazine
possible outcomes.
This month I had the absolute pleasure of interviewing
an
extraordinary
educator
and
Fi: In your book Daily STEM, which I love (see Issue
1
of
the
magazine!),
you
spoke
about
your
champion of STEM, Chris Woods. Chris is the host
childhood experiences around STEM and how
of the STEM Everyday podcast and Author of Daily
STEM education was all around you. What is your
STEM, where he aims to share with educators and
favourite childhood STEM memory, and how do
families the joy and abundance of STEM in
you think it has impacted you now as an
everyday life. I was extremely inspired by my
educator?
conversation with Chris and his passion for STEM, and I hope you too become invigorated by the
Chris: It is hard to narrow it down to just one!
endless
(laughs).
possibilities
of
daily
STEM
for
your
students. Fi: ( laughs) Yes, there are so many!
STEM|ED MAGAZINE
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E D U C A T O R
S P O T L I G H T
-
I N T E R V I E W
can figure out why it doesn’t work’, together. Just all those opportunities, even just to go outside. For kids today, I’m trying to encourage them to take
all
those
kinds
of
possibilities
and
opportunities. Get them off the screen and get them outside, to that big beautiful screen. Fi: Absolutely! So obviously we know that STEM
stands
for
Science,
Technology,
Engineering,
Mathematics… Arts if we include STEAM. But, I feel it is more a pedagogical approach; how we teach and the skills that the students can develop from that. How do you see that in your classroom? What sorts of skills do you see your students develop as a result of incorporating STEM in the classroom? Chris: It is easy to talk about the 4C’s. You know, Chris: Yes, but I would honestly say, it’s just, all
communication, collaboration, critical thinking,
the things that I made, and built, and created
and creativity, and I really feel like when we
with my brother. We usually lived out further
integrate
away from town, so we didn’t have a lot of kids to
projects, those opportunities to dive deep into
play with on our street, so we played with each
those things, we’re connecting the curriculum,
other, and the one neighbour kid. And we would
the content, with those 4 C’s. And I want my
make stuff, and create stuff, and build with
students to be people that don’t just make
LEGOs, and take them apart, and build stuff
something and build something because it’s fun
outside, and build a fort, and whatever it was that
and cool, but they realise all the STEM behind it
we could do, take apart and put together. My dad
that makes it amazing and cool. I want them to
was also in the computer industry in the 80s, so
understand how the STEM behind it makes it
we even had a modem at home in the late 80s, so
possible to have whatever we’re making help
we were dialling up to the local internet. So right
people in the world.
away
we
had
that
surrounding,
STEM
and
those
challenges,
those
those
opportunities, those fun experiences that come
Fi: I couldn’t agree more! Obviously your STEM
from playing and creating.
Everyday podcast, book, newsletter and resources are well known. What led you to start those sorts
Fi: And do you reflect on those experiences as an
of resources?
educator? How do you think those early STEM experiences have shaped your role as an educator now? Chris: I definitely value that STEM can and should
be engaged with at home, just as much as reading at home, STEM at home. The more that parents provide anything – whether it’s some blocks, some LEGOs, some toys, something that’s broken to say, ‘hey, let’s take it apart and see if we
STEM|ED MAGAZINE
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E D U C A T O R
S P O T L I G H T
-
I N T E R V I E W
Chris: I knew I was a teacher that was doing all
the garage and helping your kids see how the car
these things that were engaging my students.
needs to get fixed; whether it just needs to
And, I knew that I was nerdy and it was easy for
change the oil, or maybe even changing a tyre or
me to see the world through those STEM-
parts under the vehicle, or fixing something in the
coloured glasses. But I know that there are so
backyard, or creating something like dinner.
many teachers out there that, for one reason or
Making dinner together. All those kinds of things,
another, maybe just don’t see those things, and
parents don’t think of as STEM, but they are
maybe have a trickier time with it and need some
because you’re incorporating all those Science,
of those ideas and resources. A number of years
Technology, Engineering, Maths, the Arts, and all
ago, I just thought I wanted to share these things
of those types of everyday things that we do and
that were working great in my classroom to help
if we help parents to talk about it, then they
other educators, because if I can help other
realise that they are actually parts of their child’s
educators, then that helps more kids. And if I can
education as well, and more than anything, I
help more kids, then that’s what it is all about for
think that’s what we need.
us as educators. Fi: Absolutely, it’s a partnership isn’t it? It’s a Fi: Were you surprised at how popular those
partnership between the school and the home,
resources became?
and if we’re covering it on both fronts, then we have more of an opportunity to delve into it a bit
Chris: Uh, yeah… (laughs)
more
and
help
students
have
a
better
understanding of STEM. Fi: (laughs) Chris: Chris: and you can quote me on exactly that.
Yeah,
it
multiples
the
learning
that
happens in our classroom.
(laughs) Fi: You mentioned earlier [before the interview] Fi: (laughing ) Got that, ‘Yes’! I’ve also noticed that
how this year you’ve gone from completely online,
a lot of families have responded quite positively to
remote learning to hybrid learning, and this past
your resources, such as your '77 Activities for
year obviously a lot has changed in the education
STEM' document. Why do you think that is?
world. How do you think STEM education is going to change or adapt following this past year that
Chris: I think parents, so many of them, feel like
we’ve had?
STEM is 3D printers and robots and rockets and high-tech stuff, but when they see and realise
Chris: Number 1, I think we have to not just say
that STEM is just going for a walk and noticing all
we have added devices for every kid in our
the different types of birds you see, or going in
district, and now that’s STEM, because it’s not.
STEM|ED MAGAZINE
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E D U C A T O R
S P O T L I G H T
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I N T E R V I E W
Getting students using technology does not mean
education, then copy somebody else’s idea, go
we’re helping them learn about Science and
find a project, use it in your classroom, get your
Technology, Engineering and Math. So that’s
kids excited. Your kids are going to ask for more
number 1. Number 2, engaging parents over this
of those, so you’re going to keep finding more,
past year of the Pandemic, is, I hope, one of the
and you’re going to start copying other projects,
best things to come out of education in the
and pretty soon you’re going to start changing
Pandemic. Parents are certainly going to be
them to fit your own classroom. Fit your kids,
happy that their kids are back in school… (laughs)
make it even more applicable for the passions that your kids have. And eventually you’re going
Fi: ( laughs)
to get to the point where the kids are going to start coming up with ideas and you’re going to
Chris: with somebody who probably feels a little
start coming up with ideas, and that’s when the
more confident teaching them than their parents,
creating happens, where you’re creating your own
but I hope that parents stay engaged in the
projects and challenges for your kids. More than
education of their kids. And number 3, my always
anything, that’s the best advice for every educator
hope for the future of education in STEM, is that
starting
there is more electives, more cross-curricular, and
something – “Copy, change, create”.
that’s
what
I
think
it’s
eventually
going
out
[in
STEM
education],
just
try
to
into
Fi: Wow, that's such great advice. Thank you so
everything and we start to see all these walls
much once again Chris for joining us for Issue 3 of
between subjects breaking down, and kids are
the magazine. We're so grateful to connect with
just engaging with STEM in every single subject
you and hear your passion for STEM.
become,
where
it’s
just
fully
ingrained
area. For more information about Chris' work, or to Fi: I agree, that would be so awesome. Hopefully
connect with him on social media, you can find
one day we’ll see that happen! (laughs)
him on the links below.
Chris: We will, we will. Fi: We’ll get there. So the last question is what
advice would you share for educators – so some of our readers are new to education, or new to STEM education; others might be very seasoned STEM educators – what would be your advice to those educators wanting to explore or enhance how they integrate STEM into their teaching? Chris: Well I’m going to borrow a three-word
phrase from Liz Gallo at WhyMaker… Fi: She’s fantastic (as a previous contributor to
Issue 1 of the magazine!) Chris: Yes, and she talks about “copy, change and
create”, and those three words for educators, if you’re new and you’re just starting out with STEM
STEM|ED MAGAZINE
| 14
STEM insights from evidence
STEM INSIGHTS FROM
EVIDENCE Read some of the latest research, trends and ideas circulating in the STEM education world.
S T E M
I N S I G H T S
F R O M
E V I D E N C E
OUTCOMES IN STEM BESIDES ACHIEVEMENT SARAH DUNIFON
Informal learning, also referred to as out-of-
Formal educators are already familiar with
school learning, refers to any learning that takes
assessing their curriculum for alignment with
place outside of a formal classroom. For STEM
national standards and evaluating their students’
learning, this includes museum camps, visits to
learning and progression throughout the school
the zoo, watching STEM-centric TikTok or Youtube
year. They might consider thinking about other
videos, and even experimenting with recipes in
intended impacts of their work, and how those
your kitchen.
constructs - like science identity - can be built
Researchers estimate that up to 95% of a
into their instruction.
person’s life is spent outside of school (Falk &
Three common constructs to informal STEM
Dierking, 2010). Therefore, informal learning is an
education are science identity, science interest,
immensely
and 21st century skills. Please note, while referred
important
element
of
a
person’s
education.
to here as science identity and science interest,
Some informal learning is guided through field
these concepts can be applied to all of STEM
trip programs, after school clubs, or other informal
more generally as you will see in the following
learning contexts, while other informal learning
text.
experiences
are
free-form
and
without
intervention from an adult or other learner.
Science identity is a term which refers to the
socially constructed sense of self as it relates to
Another key difference is the way in which
science. People with strong science identities will
educators think about program impacts. Much of
see themselves as “science people” and tend to
formal learning is structured around academic
have
and social-emotional achievements. While this
performance, and recognition (Carlone & Johnson,
can also be true for some informal learning
2007). Science identity is an important indicator
programs,
on
for persistence in STEM fields, and studies show
psychosocial outcomes, such as building science
that by middle school, students tend to self-select
identity,
out of STEM when they do not see themselves as
many fostering
other
programs
self-efficacy
in
focus STEM,
encouraging pro-environmental behaviors.
STEM|ED MAGAZINE
and
strengths
in
science
competence,
“science people.”
| 16
This effect is particularly true for individuals who have been traditionally underrepresented in the STEM fields. “In addition to the achievement gap, which is one piece of data, we need to think about the identity gap. Research shows that youth of color[sic] and women and girls just don’t see themselves as belonging in STEM. There are not enough role models. There’s a lot of literature on that. The other piece that I think is interesting is that some youth, African American youth for example, feel conflicted: ‘Do I want to risk any erasure of who I am in order to be somebody in STEM?’ Researchers say that 60% of STEM professionals decided they wanted to pursue that as a career at ages 12 or 13. The issue of an identity
gap
should
be
something
that
is
addressed right from the get-go, at a young age.” (Tan, 2017). Developing a strong science identity in
Similar to science identity, science interest can be
students can lead to deeper science literacy,
an important indicator of future science - or STEM -
academic achievement, and even persistence in
engagement. As such, educators use techniques in
STEM fields (Bell et a., 2019). It’s clear that
their instruction to make STEM content accessible,
science identity is an important thing to foster in
relevant, and engaging to their students, in order
our students. But how might you incorporate
to foster a deeper science interest. Ways that
this construct into your teaching?
educators can incorporate this idea even further
(1) Ensure you have diverse representations of STEM professionals in your curriculum and guest speakers. they might be like as a STEM professional in the future. science
identity
by
showing
students that a career in STEM is attainable for them, that other people like them pursue STEM, and that STEM is relevant and relatable to their lives and interests. Science interest is a term which likely already
feels familiar to you. We know it when we see it through
cues
language,
in
and
facial
expressions,
speech.
Researchers
body define
science interest as: “a cognitive and motivational that
participation,
describes with
(a)
some
engagement,
content
(such
or as
physics, writing, or baseball) and also (b) the motivation to continue to seek opportunities to engage with that content: seeking information, posing
via an inquiry or guided inquiry experience. (2) Show the connections between things they enjoy in their lives (be it a certain sport, music,
Cultivate
variable
(1) Give students opportunities to explore STEM concepts which are interesting to them, perhaps
(2) Encourage students to think about what
(3)
into their teaching include:
questions,
and
(Renninger & Hidi, 2020).
STEM|ED MAGAZINE
tackling
challenge.”
technology,
or
any
other
interest),
and
how
elements of STEM allow that interest to exist and happen. (3) Encourage students to ask questions and seek out answers. 21st century skills are a set of skills defined as
critical for success in the 21st century workforce. These
include
cognitive,
interpersonal,
and
intrapersonal skills, such as “planning for success,” “problem solving,” and “verbal communication” (National Research Council, 2011). In the United States, 21st century skills have been and are increasingly an important construct for both formal and informal education. A heavy emphasis
on
this
skill
set
ensures
that
we
recognize the importance of developing a person
| 17
as a whole - not just their STEM skills and knowledge. For teachers, this is not a new concept - I would suspect all of you have spent time thinking
about
how
communication,
to
improve
collaboration,
student
and
problem
solving. Continue giving students opportunities to practice these necessary skills. In the economy of tomorrow, students will be judged less on their ability to recall information (because hey - there is always the internet for that/your smartphone to pull that up), and more on their ability to think critically and work with others. By focusing on outcomes beyond academic achievement, attitudinal
educators
and
can
behavioral
foster
important
changes
in
their
students, contributing to their academic and career success, and the development of wellrounded world citizens. References - Bell, J., Besley, J., Cannady, M., Crowley, K., Grack
Nelson, A., Philips, T., Riedinger, K., & Storksdieck, M. (2018). The role of identity in STEM learning and science communication: Reflections on interviews from
the
field.
Washington,
DC:
Center
for
Advancement of Informal Science Education. -
Carlone,
H.
Understanding
B., the
&
Johnson,
science
A.
(2007).
experiences
of
successful women of color: science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187-1218. - Falk, J. H., & Dierking, L. D. (2010). The 95 percent solution.
American
Scientist,
98(6),
486-493.
https://www.jstor.org/stable/25766726 - National Research Council. 2011. Assessing 21st Century
Skills:
Summary
of
a
Workshop.
Washington, DC: The National Academies Press. https://doi.org/10.17226/13215. - Renninger, L. A., & Hidi, S. E. (2020). To level the playing field, develop interest. Policy Insights from the Behavioral and Brain Sciences, 7(1), 10-18.
Sarah Dunifon Sarah M. Dunifon is Founder and Principal Evaluator of Improved Insights, an evaluation consulting firm specializing in informal STEM learning and youth-focused programs. Improved Insights helps STEM organizations to improve their
work
and
amplify
their
impacts
by
evaluating learning and psychosocial outcomes like science identity, science interest, and 21st century skills. Dunifon is based in Cleveland, Ohio,
USA,
and
can
be
reached
at
sarah@improvedinsights.com.
https://doi.org/https://doi.org/10.1177/237273221986 4705 - Tan, E. (2017, November 14). What is STEM identity? An interview with Edna Tan. Center for Advancement
of
Informal
Science
Education.
https://www.informalscience.org/biography/ednatan
STEM|ED MAGAZINE
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S T E M
I N S I G H T S
F R O M
E V I D E N C E
CAN ROBOTS SUPPORT SOCIAL AND EMOTIONAL DEVELOPMENT?
DR SARIKA KEWALRAMANI, DR IOANNA PALAIOLOGOU, PROFESSOR JOHN SIRAJ-BLATCHFORD, DR MARIA DARDANOU
Sara (9-year-old) and her sister (6-year-old,
This vignette introduces a scenario of how
Kiana) engage in a play session where a codable
through robot play, children such as Kiana (who is
Cat Bot (robotic toy) is a ‘partner’ in the play
selective mute and from English as an additional
scene. Without directions, the parent provides
language
the children free space [free-flow play] and place
interactions that enable them to potentially
to interact with the robot. This enables the child
acquire
to become an involved agent in joint play with
adjustments and development. In this article, we
another child. Sara dramatises the Cat Bot as
showcase the use of robotic toys, applicable in
being hungry and asks Kiana to pat the cat.
early childhood to primary settings as a play-
Kiana pats the cat and feeds it milk, while Sara
based and inquiry approach to develop children’s
codes the Cat to make sounds and actions. Kiana
social and emotional competencies, including
notices the robot’s actions as a modelling of
those children with diverse needs and abilities.
expressions of positive feelings (i.e., wagging tail
background) skills
for
can social
engage and
in
social
emotional
We know that children’s social and emotional
when being fed milk; meowing when happy).
development
is
These feelings demonstrated by the Cat Bot
relationships
with
provide a stimulus for the child to respond (e.g.,
prosperity (Allen et al., 2021; Frydenberg et al.,
let’s
and
2012). Research has highlighted time and again
verbalise their own feelings and emotions during
that all new activities offered to children must be
play. The Cat Bot acts as a potential partner to
meaningful, and this requires activities to have a
stimulate the child’s social and emotional skills
relationship to what the child can already do
through
and
(their schemes) and/or knows (their schemas)
fostering opportunities for the children to co-
(Siraj-Blatchford & Brock, 2019a). It is crucial to
create collaborative empathetic play scenarios.
support children’s emergent learning in free-play,
feed
the
hungry
triggering
cat
some
empathic
milk)
responses
critical
to
others
their
wellbeing,
and
long-term
even if children are playing and tinkering with advanced technologies such as robots. When we are able to build upon what a child ‘can do’, we
STEM|ED MAGAZINE
| 19
are providing emotional scaffolding to their emergent learning (Siraj-Blatchford & Brock, 2019b). For a child with additional diverse needs (e.g., language or communication delays), ability to make friendships can be a skill that needs explicit scaffolding, which can happen within a free-play scenario such as the vignette above. Over a three-year period, research in Australia, England, Scotland, and Norway has developed compelling evidence for the need to harness the unmet potential of robotics technologies as a significant opportunity to build children’s social and emotional competencies (Arnott et al., 2020; Kewalramani et al., 2020, 2021, Palaiologou et al., 2021).
The
evidence
was
evaluated
using
triggering empathy as seen in the playful dialogues.
The
child
co-creates
a
‘self-
generated’ empathetic situation where she wants to continue feeding the Cat Bot new
qualitative methods and found robotic toys as a
items and sing songs.
play-based inquiry approach could be used to
The sibling joins in as a coding playmate to
develop children’s social interaction with their
facilitate the child’s social-emotional actions
peers, carers, educators and families in everyday
and feelings to feed to cat, which is being
natural learning environments. Through playful
imagined to be hungry.
explorations with the robots, children can be provided with opportunities to collaborate with
The below is another example from a nursery
their peers/siblings (e.g., via role play or by
context in England.
exercising choice and control when coding the robot to perform tasks) – important skills for social-emotional programmed
learning. functions
The
robots’
(e.g.,
pre-
and 2months) in the nursery are using LEGO
represent
BOOST robot that is coded via a tablet . The
anthropomorphised characters or real/imaginary animals), together with the robots codable features allow the child to exercise choice and control. The features are haptic (digital touch screen
interface),
George (3years and 8months) and Theo (4years
audio-visual,
tactile,
movement, and thus offer ‘free-play flow’ type affordances (in contrast to traditional 2D/3D non-interactive toys).
teacher is present as this is a new addition to the portfolio of the toys in the nursery. The teacher explains to the children how the IoToy works and then steps back to allow them to explore it. Both children start following the instructions and after a while, Theo brings some small wooden brigs and explains to George that they can build a bridge
In the case of above vignette of Sara and Kiana,
and they can code the robot to demolish the
the children co-created a scenario with the
bridge. They both build the bridge and then try to
robot as a central character in their story and
code the robot. Their first two attempts were not
narrative.
successful in order for the robot to demolish the
Kiana
notices
the
robot’s
actions
as
bridge. Then they ask their teacher for help. With
modelling feelings (wagging tail when being
the help of the teacher, they try again and this
fed milk) and words (meows when happy). These feelings demonstrated by the Cat Bot then allows for the child to verbalise their own feelings and emotions during play (let’s feed the hungry cat some milk, let’s feed it some cake). The robot acts as a potential partner to drive the child's emotional thought process,
STEM|ED MAGAZINE
was very successful. They tried couple of times. Then they used Lego pieces and made a house. They tried to see how they can demolish the house and this time coded the robot successfully on their one. During the coding process they were instructing each other “reflecting” on what they had learnt from the teacher.
| 20
The play with robotics toys in these examples identifies the importance of peers and the robot both
as
play
partners,
where
children
start
developing meta-cognitive skills (Autognosia = ways of knowing /understanding their everyday world
and
through
how
to
form
self-regulation
of
social
relationships
their
emotions).
Children learn to do this by drawing upon their knowledge and experience and responding to the stimulus offered by the robot. The below pedagogical steps adapted from the SchemaPlay
model
(Siraj-Blatchford
&
Brock,
2019b) provides an example of the processes of learning that are involved in children’s free-flow play with robots. Early childhood and primary teachers and parents can use these steps to plan
Table 1 List of robotics toys used in our research
for children’s free-flow play and inquiry with robotic toys. Pedagogical steps used to facilitate children’s free-flow play with robots
Concluding thoughts
When we fully appreciate the dynamics of children’s free-flow play with robots, and also appreciate the importance of observing both the schemes (children’s ways of knowing and being) and schemas (children’s unique contexts and abilities) displayed in children’s robotics play, and effectively scaffold and build upon these in supporting
their
holistic
social-emotional
development and emergent learning of complex cognitive
skills,
only
then
we
as
early
childhood/primary educational professionals can start to truly provide the child-centred learning while using technologies such as robots (SirajBlatchford, & Brock, 2019a). Robotics play provides an educational culture to enable the child to always feel in agency, to develop their self-esteem, value, and a recognition of themselves as active learners and problem-solvers in their own enacted stories. The child learns through observing,
STEM|ED MAGAZINE
| 21
modelling
and
imitating
of
behaviours
and
Technology
Education.
https://doi.org/10.29333/
appropriate scaffolding by the teachers/parents.
ejmste/113247
The robot when placed within the child’s learning
- Kewalramani, S., Palaiologou, I., Arnott, L., &
environment provides a ‘schema’ i.e. a context to
Dardanou, M. (2020). The integration of the
generate empathy-based situations and problems
Internet of Toys in early childhood education: A
keeping the robot as their central character at the
platform for multi-layered interactions. European
heart of children’s self-generated inquiry. The
Early Childhood Education Research Journal, 28
interactions and communication between the
(2), 163-166, https://doi.org/10.1080/1350293X.2020.
child and the robot as well as the haptic and
1735738
codable manipulation of the robot to perform
- Kewalramani, S., Ellis, K., & Kidman, S. (2020,
certain tasks acts as a natural stimulus to provide
June 4). How to build a more inclusive STEM
the child with a novel and unique schema and
program in early childhood using robotics and
free-flow play experience. This experience serves
conductive
as an opportunity and a source of motivation for
https://www.monash.edu/education/teachspace/ar
the child to connect with others in the play
ticles/how-to-build-a-more-inclusive-stem-
routine. After all, it is inevitable that children will
program-in-early-childhood-using-robotics-and-
enjoy playing with robots that can listen and react
conductive-blocks
to their commands! However, for the robotics play
- Palaiologou, I., Kewalramani, S., & Dardanou, M.
to
primary
(2021). Make-believe play with the The Internet of
effectively
Toys: A case for multimodal playscapes. British
flow
in
educational
early settings,
childhood we
have
and to
Monash
Journal
an educational value and supports children’s play
https://doi.org/10.1111/bjet.13110
and inquiry (which is the most effective context
- Siraj-Blatchford, J., and Brock, L. (2019a) Grasping
for learning). In SchemaPlay, we refer to ‘seeding
the confidence to achieve their potential, Early
the play learning environment’ (in response to the
Years Educator, Vol. 21, No. 4.
schemes
- Siraj-Blatchford, J., and Brock, L. (2019b) How to
behaviours
that
children
are
applying in their play).
Educational
Teachspace.
integrate robots as ‘toys and/or tools’ that adds as
and
of
blocks.
Technology.
1–18.
scaffold learning through free-flow play, Early Years Educator, Vol. 21, No. 3.
References - Allen, K. A., Kern, M., McInerney, D., Rozec, C., &
Slavich,
G.
(2021).
Belonging:
A
Review
of
Conceptual Issues, an Integrative Framework, and Directions for Future Research. Australian Journal of Psychology. - Frydenberg, E., Deans, J., & O’Brien, K. A. (2012). Developing Children’s Coping in the Early Years: Strategies for dealing with stress, change and anxiety. Bloomsbury Academic. - Kewalramani, S. (2019, September 13). Why preschool is the best time to spark an interest in STEM.
Monash
Education
Teachspace.
https://www.monash.edu/education/teachspace/ar ticles/why-preschool-is-the-best-time-to-spark-aninterest-in-stem - Kewalramani, S., Palaiologou, I., & Dardanou, M. (2020). Children’s engineering design thinking processes: The magic of the ROBOTS and the power of BLOCKS (electronics). [Open access]. Eurasia Journal of Mathematics, Science and
STEM|ED MAGAZINE
| 22
Dr Sarika Kewalramani Sarika
is
an
Early
Dr Ioanna Palaiologou
Childhood/Primary
STEM
lecturer and ‘prac-academic’ at Monash University, Melbourne, Australia. Sarika's research expertise resides
in
conceptualising
kindergarten
and
primary teachers' understanding of the nexus between creative STEM-based play by integrating technologies (robotics) in their teaching practices and educational programs in ways that promote children's learning and development. Sarika has recently designed an evidence-based Monash short course (available online) for 'Enabling STEMbased Play in Early Childhood (0-8 years old)'. This course is suitable for educators who are seeking to upscale
and
upskill
their
knowledge
and
understandings to develop children’s (including children with diverse needs) problem solving,
Dr. Ioanna Palaiologou CPsychol AFBPsS has worked as a university academic in the UK for the last 20 years. She is a Chartered Psychologist of the British Psychological
Society
with
specialism
on
child
development, learning theories and assessment and was appointed as Associate Fellow of BPS in 2015. In 2017 EECERA annual conference she was awarded best published paper for 2016 in the European Early Childhood Education Research Journal for her paper ‘Children
under
five
and
digital
technologies:
implications for early years pedagogy’. Her most popular books are Child Observation: A guide for students of early childhood (4th Ed) and Early Years Foundation Stage: theory and Practice (4th Ed) both published by SAGE.
creativity, and inquiry skills through STEM-based play. For more information visit the link here, and visit her LinkedIn to see glimpses of her teaching and research activities.
Professor John Siraj-Blatchford
Dr Maria Dardanou
Professor John Siraj-Blatchford is a founding
Maria Dardanou is an associate professor of
Director of SchemaPlay; a Community Interest
pedagogy in early childhood teacher education
Company
and
at UiT The Arctic University of Norway. Her
and
research expertise is in digital technology in the
contribute
early years, with a special focus on the internet
learning
of toys and touchscreen technology and related
providing
consultancy
in
education. towards
training,
early
childhood
SchemaPlay
an
research
aims
improvement
care
to
in
the
outcomes of disadvantaged young children, and
pedagogical
a
educational
convenor of the European Early Childhood
with
Education
narrowing
outcomes
of
that
the are
gaps
in
associated
economic, cultural and gender difference.
socio-
perspectives. Research
She
is
Association’s
the
co-
special
interest group on 'Digital Childhoods, STEM and Multimodality'.
STEM|ED MAGAZINE
| 23
S T E M
I N S I G H T S
F R O M
E V I D E N C E
EQUITABLE ACCESS TO DESIGN AND TECHNOLOGIES IN AUSTRALIA - ARE WE THERE YET? MONIQUE DALLI
The ACARA Curriculum technologies update
of schools, teacher training and plays a role in
has the potential to make access to the Design
making
and Technologies curriculum equitable across
students across NSW regardless of where they
Australia
attend school they are learning the full curriculum
The current implementation of the curriculum in the
vast
differences
in
their
education
our
students
experiences
equitable
for
in Design and Technologies. Western
Australia lies with states' curriculum authorities, however
learning
Australia’s
implementation
was
designed to suit the rural and small school
soon
settings that are in WA. The School Curriculum
changed if states accept the latest update. The
and Standards Authority, Government of Western
revised ACARA Design and Technologies curriculum
Australia
stipulates “By the end of Year 8 students will have
opportunity
had the opportunity to create designed solutions at
Technologies context area. This requirement can
least once in each of the four technologies contexts”
benefit rural schools as it allows them to work
being
with the resources and teachers that they have.
experience
Systems
Engineering,
could
Food
be
and
Fibre,
Materials Technologies and Food Specialisations.
in
at
the
least
one
materials focused curriculum and are early days in
students in each state aren’t participating in the
Technologies curriculum and new senior subjects.
same
Some QLD schools are still using material focused
in
means
participate
have
implementing the current ACARA Design and
experiences
this
students
that
learning
requirements,
to
that
In QLD, QCAA are moving from a trade and
At present each of our states have differing implementation
suggests
Design
and
Technologies. The NSW Education Standards Authority stipulates minimum
number
hours
for
Design
and
Technologies, in Years 7 and 8 it is 200 hours. This means that each school in NSW has to deliver the entire curriculum, each of the specialisation areas to a minimum requirement of indicative hours. Schools can choose to combine and repeat technologies, this allows for flexibility and for schools to plan to their resource availability. Because NSW requires all specialisations to be taught, this drives the staffing
STEM|ED MAGAZINE
subject naming conventions like woodwork and metalwork. These terms are not present in the Australian Curriculum, the new update might be what
QLD
needs
to
move
forward
with
Technologies implementation. In Victoria, schools use school discretion to optout and compact content in Year 7 and 8 Design and Technologies. VCAA doesn't have a minimum requirement for hours, and schools use their discretion
to
not
teach
the
Technologies
curriculum entirely. School discretion can be
| 24
based on reasons of curriculum time constraints,
ITE courses, retraining options and funding for
limited
of
scholarships to support staffing in our learning
specialist trained teachers in Victoria not all schools
area so we can can specialist teachers teaching
teach all of the Design and Technology areas, or
our students.
resourcing
or
due
to
the
shortage
teach them at all.
The purpose of a National curriculum is to set
So, where do you sit on this debate? Should we
standards of learning and teaching. If the revised
have the option for states to implement their own
ACARA curriculum is adopted by our states, all
version and implementation requirements of a
schools will teach all Design and Technologies
national curriculum OR should we be all teaching
curriculum and this will in turn drive a need to
the same curriculum nationally?
have trained teachers to teach it. The curriculum
Let’s think about some of the scenarios that currently play out in schools across Australia, do single sex schools gender subject offerings? Yes. Do all of our female students get access to learning
update could agitate change and equity at a time when STEM education is a national priority. It is an exciting time to be a part of Technologies education.
opportunities like Systems Engineering? No. The DATTA Australia committee is in full support of the
revised
ACARA
curriculum,
current
implementation allows for states to reduce and compact our learning area, we see potential in the update to encourage equitable and equal learning in Design and Technologies across Australia by impressing that each and all of the four 7 & 8 specialisations are taught within the context of the school. A positive flow on effect of the proposed curriculum changes will be the push for State level funding for Initial Teacher Education courses. If it is mandated for Design and Technologies to be taught, there must be properly trained specialist teachers to
Source: Technologies Consultation Curriculum
deliver the courses. In NSW and QLD, you can select and choose from a number of Universities to study and train as a Design and Technologies teacher, In
Monique Dalli
Victoria we fall short here. There are no local Initial
Monique is an author, Design and Technologies
Teacher Education tertiary courses available for
secondary teacher and Director of Professional
Victorians. The only study options for prospective
Learning at Caroline Chisholm Catholic College
Victorian Design and Technologies teachers are
in Victoria. She also works at Southern Cross
online and interstate.
University as a Casual Academic within the
The results from a recent member survey
Faculty of Education. Monique is the current
conducted by DATTA Victoria, indicated that 90% of
president
respondent schools are using out-of-field teachers to
teacher association for Design and Technologies
deliver both the 7-10 Design and Technologies
teachers, a current focus of the association is the
curriculum and VCE.
shortage
In NSW during Term 1 2021 there were over 250 jobs
advertised
for
TAS
teachers.
There
of
of
DATTA
Australia,
teachers
within
the
national
Design
and
Technology specialisations.
aren't
enough specialist teachers and sadly governments at all levels don't understand that this in turn leads to our ongoing STEM-related workforce shortages, not only in teaching. It is the hope of DATTA Australia that compulsory curriculum changes will put pressure on state governments to fund
STEM|ED MAGAZINE
| 25
S T E M
I N S I G H T S
F R O M
E V I D E N C E
LEADING A CULTURE OF STEM EDUCATION AT YOUR SCHOOL A PLAN FOR ACTION LUCAS JOHNSON
So, you’ve integrated STEM education into your
meaningful change in your school.
classroom and you’re really seeing the benefits in
Understand the ‘Why?’
your students learning. Engaged students? Tick.
Before you can persuade your school leadership
Disciplinary understandings and interdisciplinary
team and your colleagues about the amazing
connections being constructed? Tick. Students
benefits offered by STEM education, take some
engaged in real world problem solving! Sure are!
time to understand the ‘why?’. Why is this
You’re probably now left wondering why your
important for your students? How can STEM
colleagues
incredible
education and its related pedagogies enrich the
opportunity to engage their students in STEM
learning opportunities in your school? How will
education, in the same way that you have in your
such an approach meet the goals outlined in the
own classroom.
school’s
aren’t
jumping
at
this
Annual
Action
Plan?
Why
is
STEM
When it comes to the introduction of new
education not just another fad that will disappear
innovations into a school environment, an idea
like all the others that have come before it?
alone, no matter how good it is, is not enough to
Answering these questions will help to clarify in
create sustainable change within a school. As
your own mind the true mission behind your
every school is different and what works for one
integration of STEM education and may help you
school
to convince others of its importance as well.
may
consideration
not
work
should
be
in
another
given
to
situation, how
this
Acknowledge the ‘How?’
innovation sits within the unique context of the
Teachers are busy. The timetable is already
school . Creating your own version of what STEM
crowded. No one has time to squeeze in anything
education
new. All these ideas are legitimate barriers to
looks
like
in
your
own
school
is
imperative. If you’re really invested in trying to encourage
innovation and a reality of teaching. In order to support
teachers
to
see
the
benefits
of
a
colleagues across your school to integrate STEM
pedagogical innovation, such as the integration of
education into their curriculum, now might be the
STEM education into their enacted curriculum, it
time to take a step back, assess the landscape and
might be a matter of reframing the challenges of
create a plan for action. Outlined below are a few
the change into opportunities. Consider how you
deas that might support your thinking as you
might
develop your strategy to lead and embed
teachers that STEM education is an approach that
STEM|ED MAGAZINE
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able
demonstrate
to
your
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enriches their curriculum, rather than adding onto it.
Ideas such as a specific spot for STEM education
Offering examples of practical connections such as
on the weekly planners, a STEM education notice
addressing
board or an article in the school newsletter,
scientific
concepts
through
reading
groups or using mathematical skills to represent data collected in a scientific investigation, might be useful in doing this.
could be a good place to start. While this may not be a comprehensive list, it is hoped that these ideas might spark your thinking
Find your people
about how STEM education will fit within the
When trying to accomplish change of any kind,
context of your school. Taking the time to
finding the right people is crucial. Who will be your
consider a plan of action and developing a
allies in the integration of STEM education? Consider
strategy to support the integration of STEM
your own sphere of influence and whether you
education, may just be the ticket to embedding
might be able to find some teachers with similar
the sustainable change that you are hoping for.
educational values to you, who might be willing to give STEM education a go. There is power in
References
numbers. So, when it’s time to take your ideas to the
- Fullan, M. (1999). Change Forces - The Sequel.
school leadership team and say “How good is STEM
Routledge Falmer.
education”, you will have plenty of evidence to
- Graham, S. (n-d). People at laptop. Retrieved
support your claim that such an approach is truly a
from https://unsplash.com/
‘no brainer’.
- Knight, R. (2020). The tensions of innovation:
Show don’t tell
experiences of teachers during a whole school
There is so much value and professional learning in
pedagogical shift. Research Papers in Education,
the conversations that take place in the staffroom or
35(2),
205-227.
Retrieved
from
in staff meetings, however, seeing something in
https://doi.org/10.1080/02671522.2019.1568527
action possesses a power for change far greater than conversation alone. Invite your colleagues into your classroom to see STEM education in action or even ask if you can invite some students to your staff meeting to present their latest STEM project. As educators, little is more exciting than witnessing students who are truly engaged in their learning. As your colleagues interact with your students, hearing how they’re making interdisciplinary connections and
developing
conceptual
understandings,
all
while solving problems that are truly relevant to their lives, they will be sold.
Lucas Johnson Lucas Johnson is a passionate advocator of the benefits of STEM education. He has ten years’ experience as a primary school teacher, holding various leadership roles and has been involved in the organisation of a range of STEM education community
We all go into these situations with our sights set high and a vision of leading meaningful change. Sometimes our initial attempts at innovation might fall over, and that’s ok. In fact, t’s how we learn. Big change won’t happen overnight, so if your first attempt at trying to convince your colleagues about the benefits of STEM education doesn’t quite work,
for
both
teachers
and
students. Over the last three years, Lucas has worked
Don’t be afraid to move the goalposts!
events
with
Monash
University
to
support
teachers in developing engaging and impactful STEM education opportunities in their schools. He is currently undertaking a PhD exploring the conditions and structures that support teachers to
embed
Problem
innovative
Based
pedagogies
Learning
into
such
their
as
STEM
education curriculum.
take a moment to consider why. What were the barriers? Then it’s time to address these by finding some quick wins. These are the easy to enact ideas that will help your colleagues take those first steps towards
integrating
STEM
education
into
their
classrooms and help you to address these barriers.
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S T E M
I N S I G H T S
F R O M
E V I D E N C E
INSPIRING AN INNOVATION MINDSET EMILY HUNT Source: The 'No Hands Pyramid' Activity, Pg. 37, 15-Minute STEM Book 2
It is hard to ignore the global demand for innovation.
Governments
are
To start with, let’s get one thing clear:
dedicating
departments to it, citing the acceleration of
Innovation is Different to Invention
innovation as central to promoting prosperity and growth. Innovation centres are popping up at
Invention is the creation of something new.
universities around the world to link academics
This is normally a tangible product or ‘thing’
with industry. Companies are also placing it at the
(think Alexander Graham Bell with the telephone
heart of their vision and mission statements.
or Thomas Edison with the lightbulb). It is
Innovation is the key to creating a better future.
important to remember that not all inventions are
Take some of the most pressing challenges facing
useful. While some go on to become innovations,
our world at the moment: the UN's Sustainable
revolutionising the way we live, others are of little
Development Goals. These goals are ambitious and
use and are quickly forgotten.
require
an
innovative
response,
drawing
Innovation
connects
the
dots
between
particularly on knowledge and expertise from the
inventions. It happens when someone improves
fields of science, technology, engineering and
upon or makes a significant contribution to
mathematics.
something that has already been invented. Take
This poses a challenge for us as educators: that
the invention of Apple’s iPhone. It wasn’t the first
of how to equip students with the relevant
phone to ever exist, nor was it the first device to
knowledge and skills necessary to be innovative
have a touchscreen. However, it was innovative in
thinkers, able to solve the complex problems of
the way that it blended phone and computer into
tomorrow’s world. Whilst we don’t know exactly
a palm-sized device. Innovation creates a process
what these problems will be, we do know that
or product that is useful, adds value to our lives
STEM
and is commercially successful.
projects
provide
meaningful
ways
for
students to identify problems and come up with creative
solutions.
This
is
the
very
basis
for
innovation. So, what should children know about innovation,
The two words are closely connected but they are not the same.
So, what else should children know about innovation?
and how should we teach it?
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1) Innovation is gradual
In reality it’s not as clear cut as that.
Innovation doesn’t always happen with sudden
Innovations are not created out of nowhere and
breakthroughs or ‘eureka’ moments. It’s often a
they are rarely linked to just one person. Instead,
gradual process that can take years, decades, even
they build upon the ideas of others. Tim Berners-
centuries to emerge. Innovations are evolutionary
Lee took an already existing invention of the
changes to existing processes, uses or functions,
internet and built upon it, adding hypertext
which
(clickable
are
made
better
by
one
(or
several)
references
to
other
text)
to
link
information.
contributing inventions. Take the example of tidal turbines. They convert
Meanwhile, the invention of the telephone was
energy from tides into electricity. We tend to think of
the
renewable energy as a future innovation but, in fact,
individuals. Bell may have been the first to obtain
the basic idea of turning water movement into
a successful patent for it, but there were many
useful energy can be found much earlier – for
other inventors – including Elisha Gray and
example, in the water wheels of Ancient Greece. The
Antonio Meucci – who also created a ‘talking
technological concepts behind the water wheel
telegraph’.
have
gradually
evolved
over
time
into
the
culmination
of
work
done
by
many
Standing on the shoulders of giants is an excellent metaphor we can use to remember
engineering that we see today.
that
the
creator
stood
on
someone
else’s
shoulders. They took the understanding gained
Teach children:
Don’t always expect sudden ‘eureka’ moments.
by major thinkers who had gone before in order
Start with small steps and build upon them over
to make creative progress.
time. Take time to pause and reflect on your ideas.
Teach children:
Listen to and value the ideas of others. Start with something you already know and
2) Innovation is collaborative
There’s a tendency to think of history in terms of the ‘Great Man Theory’. We think of influential individuals
who
have
made
a
see if you can build upon it. Be open to sharing your work and ideas.
significant
contribution to society. Think Tim Berners-Lee with the world wide web or Alexander Graham Bell with the telephone.
3) Innovation involves trial and error
How often do we get something right first time? This is exactly the same for innovation. Thomas Edison made a thousand iterations to the lightbulb. When asked by a reporter ‘how did it feel to fail 1,000 times?’ Edison replied: ‘I didn’t fail 1,000 times. The lightbulb was an invention with 1,000 steps.’ James Dyson is famed for his innovative bagless vacuum design of the Dyson hoover. However, it took him 5,126 vacuum design attempts before he could get a properly working vacuum. The Wright brothers repeatedly went back to the drawing board as they struggled to create a design of engine-powered plane that would be light enough to fly. They didn’t have a university degree or background in engineering, but they did have a determination to succeed. After many failed attempts at flying, they eventually created the world’s first successful motor-operated plane.
Source: The 'Newspaper Towers' Activity, Pg. 29, 15-Minute STEM Book 2
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We can’t plan what the future holds, and sometimes creative ‘tinkering’ can stumble upon things that we didn’t know we even needed. Teach children:
Be open-minded to new ideas. Try to find the value in an ‘accidental’ or unexpected outcome. References - Hunt, E. (2018). 15-Minute STEM Book 2. Crown
House Publishing - Hunt, E. (2016). 15-Minute STEM Book 1. Crown
House Publishing Source: The 'Plugging Pipelines' Activity, pg. 37, 15Minute STEM Book 2
-
Innovation
you overcome the inevitable mistakes and setbacks along the way. None of these inventors would have succeeded if they didn’t have the determination to keep going through the failures. In fact, it was these mistakes or failures that led to their greatest achievements.
Science
Australia
(2017).
Australia 2030: prosperity through innovation, Australian
Innovation involves a great deal of perseverance as
and
from:
Government,
Canberra.
Retrieved
https://www.industry.gov.au/sites/default/
files/May%202018/document/pdf/australia-2030prosperity-through-innovation-full-report.pdf? acsf_files_redirect - National Science Foundation (2020). STEM Education for the Future: A Visioning Report. Retrieved
from:
https://www.nsf.gov/ehr/
Materials/STEM%20Education%20for%20the%20 Future%20%202020%20Visioning%20Report.pdf
Teach children:
Mistakes are an important part of the learning process. Persevere and keep going when things don’t go
Emily Hunt
to plan.
Emily Hunt is a primary school teacher from the
Think of each error as a step closer to success.
UK with a passion for STEM education. She is the author of the 15-Minute STEM book series – an exciting collection of 80 quick, easy-to-resource
4) Innovation can be accidental
Sometimes, in setting out to do one thing we end
STEM activities for children. Emily also blogs and
up creating or discovering another. There are lots of
shares
STEM
activities
examples of important discoveries that just weren’t
HowToSTEM.co.uk.
planned. Alexander Fleming is one such accidental
magazines, websites and STEM organisations to
discover. He had been experimenting with bacteria
create STEM articles and activities, drawing
in Petri dishes when he discovered that one had
upon her experience as a teacher and her
been contaminated by mould. On closer inspection
knowledge of the curriculum. Emily’s latest book
he saw that the mould was killing the bacteria
15-Minute
around it. This mould is now used as a medicine
Publishing, 2021) is out now.
STEM
She
on
her
regularly
Book
2
website
works
(Crown
with
House
called penicillin, which helps to destroy bacteria. Other accidental discoveries include Play-Doh, Coca-Cola and the microwave oven. Such new creations can be more valuable than we ever could have
imagined.
Accidental
discoveries
are
a
surprisingly frequent part of the innovation process.
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S T E M
I N S I G H T S
F R O M
E V I D E N C E
MAKER CAMP SHOULD BE A PART OF YOUR SUMMER THIS YEAR SANDY ROBERTS
Each year Make: hosts a special program.
electronics,
robotics,
computer
science,
3D
Designed as an exploration of all things Do-It-
printing, and engineering. These high-tech STEM
Yourself for young makers, Maker Camp is chock
topics are blended with traditional skills like fiber
full
arts, woodworking, paper crafting, culinary arts,
of
projects,
community. makerspaces,
adventures,
Camps
are
libraries,
inspiration,
hosted camps,
by and
and
schools,
and more to create new and innovative projects.
youth
Campers learn by doing, directly prototyping,
organisations of all kinds. The best part? It’s
and inventing. But it’s more than that. They
completely free to anyone.
choose the direction for their projects, taking it
Last year, like many educational programs facing
beyond
instruction
transforming
creation.
virtual. But for 2021, it’s set to return with a new
materials makes learning engaging and fun, while
flexibility to support camps that are online, virtual,
the freedom to chart their own course and the
or hybrid. The goal is to make Maker Camp as
time to play in the relaxed atmosphere of Maker
accessible as possible to every learner, while
Camp offers opportunities to grow.
summer and beyond. Maker Camp is especially important this year.
experimentation
with
their
the new world of COVID-19, Maker Camp went
supporting parents and educators through this
Direct
and
the
In their book Invent To Learn, Martinez and Stagner
explain
“acknowledges
that
that the
hands-on power
of
learning making
Camp is designed to build resilience, confidence,
something comes from a question or impulse that
creativity, and community -- all things kids need
the learner has... Learners are empowered to
now more than ever. More than that makers are
connect with everything they know, feel, and
problem solvers, dedicated to making the world a
wonder to stretch themselves into learning new
better place. Maker Camp is one way to empower
things.” This kind of learning is messy and often
another generation with the skills to conquer any
unpredictable, but it forms a deep connection
challenge.
between the camper and what they have made. After a year of screens, hands-on projects provide
Hands-on Learning
The heart of Maker Camp is hands-on exploration.
campers the chance to reconnect with the real world in new ways.
Through step-by-step skill builders campers learn
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Mindset Matters
In her book, Mindset, Carol Dweck explains, “Th[e] growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts. Although people may differ in every which way — in their initial talents and aptitudes, interests, or temperaments — everyone can change and grow through application and experience.” This concept is, in many ways, at the heart of what a maker is. Makers learn by doing. They play. They adapt. They experiment through trial-and-error. They know that you may not succeed on the first try. Failure is seen as a beginning not an end. They learn to take risks and not fear trying something new. They become fearless flexible thinkers, ready to meet the next challenge and explore new possibilities. Maker Camp gives kids the space, mentally and physically, to create without the restrictions often found in the classroom. As the world fought COVID-19, we all watched as
Connecting with a Community
scientists, doctors, businesses, and others stepped
One of the things many kids missed with
up to deal with the crisis. Through Maker Camp, kids
distance learning was connecting with their
frame
friends
themselves
as
people
who
can
solve
and the
classmates. perfect
Summer,
backdrop
for
however,
problems, invent solutions, and help others. When
provides
building
they next encounter a challenge -- big or small --
friendships and community. Working together on
they’ll have the confidence to face it and the skills to
projects at camp offers both the opportunity to
fix it.
collaborate and the freedom to be creative, whether online or in person. “The Maker Movement celebrates the sharing of knowledge, as well as the sharing of tools and time. Many makers learn their skills through studying,
formally
or
informally,
with
other
makers,” writes AnnMarie Thomas in Making Makers.
Sharing
ideas
and
resources
is
an
important part of being a maker. Because group projects often require many different skill sets, there is a place for every type of maker to be included. Campers quickly learn to mentor one another, teaching and learning from each other. Working together through successes and failures is an important part of Maker Camp. Strong
bonds
are
formed
through
these
experiences. Kids learn that they aren’t alone; they have others on their team who can help them take their wildest, biggest, most exciting ideas and make them a reality. Knowing that you are part of something bigger than yourself is a powerful feeling.
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The Nuts and Bolts
Hosting a Maker Camp is as easy as registering on the Maker Camp website (www.makercamp.com). The program is completely free and open to anyone interested in being a Maker Camp Community Partner. Camp begins the first week of July, with training and planning resources going online in June. The program is flexible enough that leaders can host a few sessions when time permits, or plan weeks worth of content. This year Maker Camp offers seven Adventures that Maker Camp Community Partners can mix-andmatch to fit their needs: Arts & Crafts, Coding & Robotics, E-Textiles, Fabrication, Electronics, STEM, and Back to Basics. These Adventures will have various Trails campers can follow, each composed of projects you can use independently or together. Projects can be filtered by age, skill level, and time to complete. Materials lists, templates, and printable instructions for offline use are all included. MAker Camp has never been easier to implement. These have been tough years for us all. Offering Maker Camp to young scientists, engineers, artists, and makers is more vital this summer than ever before -- and not just to the students. As David Lang suggests in Zero to Maker, “As a parent or role model, help amplify the maker spirit inside your child (even as you rekindle the spark yourself).” #WeAreAllMakers References
- Dweck, C. (2006). Mindset: The New Psychology of Success. Random House.
- Lang, D. (2017). Zero to Maker: A Beginners' Guide to the Skills, Tools, and Ideas of the Maker Movement. (2nd ed.) Maker Media Inc.
- Martinez, S.L. and Stager, G. (2013). Invent to Learn: Making,
Tinkering,
Classroom.
(1st
and
Engineering
in
the
edition).
Constructing
Modern
Sandy Roberts Sandy is the Maker Camp Coordinator for Make: Community. She is also the author of The Big Book of Maker Camp Projects with McGraw-Hill, and owner of Kaleidoscope Enrichment, LLC.
Knowledge Press. - Thomas, A. (2014). Making Makers: Kids Tools, and the Future of Innovation. Maker Media, Inc.
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STEM in Practice
STEM IN
PRACTICE Read some innovative and engaging stories from educators worldwide promoting STEM in their classrooms.
Image: Source Knox Grammar Preparatory School
S T E M
I N
P R A C T I C E
A MOVING LESSON; THE KINDNESS CAMPAIGN TRICIA FUGLESTAD
Student voice is powerful, Harry Potter is magical.
What
if
teaching
kindness
mannerisms of children giving advice to children.
could
These layered images were layered with learning
incorporate both? My quest to develop a lesson
experiences as well. Students created them over a
for creating kindness messages by students for
series of class periods with each step exploring a
students has evolved into a kindness campaign
new lesson about kindness, animation, graphic
reminiscent of Harry Potter’s gallery of moving
design, expressive speaking, green screen effects,
paintings. In this movie series, one would expect
art, and augmented reality.
the framed paintings to remain still and passive images, however, they unexpectedly come to life,
1. Developing a kindness message
speak, and interact with the viewer. Much like
My hope was to have an entire grade-level display
this, the kindness posters transform seamlessly
of kindness posters with unique kindness messages
from still images to video with the magic of
geared towards our student community. Developing
augmented reality to show us the artist with
these
flapping wings symbolic of goodness expressively
feedback. I made this worksheet for students to use
speaking their unique uplifting message.
as they read picture books, extracted the messages,
These moving posters, professionally printed adorning the walls of the art room, are moving in
and
messages
needed
developed
inspiration,
peer
time,
reviewed
and
individual
statements.
every sense of the word. At first glance they look like graphic designs made by our current 5th
2. Animating Wings
graders. Each has a still photo of the artist
The animated wings were a symbolic visual
overlapping hand drawn wings next to a printed
representation of goodness reminiscent of angelic
kindness
beings.
message
over
a
solid
colored
They
were
made
using
the
Do
Ink
background. At the bottom are instructions for
Animation and Drawing app on iPads with this
scanning the QR code to activate the augmented
guide. These simple drawings were repeated three
reality. However, they are encapsulated legacies
times in different stages of flapping to make a
that capture the voice, expression, and
flipbook-style animation in the app’s drawing mode.
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Some classes were instructed to make left facing or right facing wings. HINT: We duplicated the second set of wings and pasted them into the 4th position to make the sequence smoother as it loops. 3. Graphic Design
Students used the Do Ink Animation and Drawing App in the composition mode to set up their graphic. They used the text tools to insert their typed messages centered opposite
their
wings
over
a
to
the
pastel
side
colored
background. Then, they pulled in the animated wings into this composition, resized, placed, and
trimmed
timed them to flap in the location where the
Students saved the first moment of the video as an
student will overlay a greenscreen video of
image for the trigger and the whole video for the
themselves. We stretched out the length of the
overlay, which are the two files needed to build the
animation to 6 seconds and exported this as a
augmented reality project.
the
two
clips
to
match
in
length.
video. 6. Augmented reality 4. Green screen Video
Each student rehearsed using an expressive voice and small gestures as they spoke their kindness statement. They needed to angle their body to accommodate the wings and not move their back so the wings would appear to flap from behind them. I set up an iRig microphone on a stand in front of the green screen with an iPad (camera) on a tripod. It was important to not move the camera, not let the student move their back, and capture a clear audio recording. Each student chose a pose for the very first moment of their video then began to speak. This pose would become the trigger image for augmented reality and the still image for the poster. Recording students became an exercise in teamwork and kindness as they worked quietly from their seats making cards for hospitalized kids while waiting patiently for their turn. 5. Editing and layering
Students now had all the pieces to everything together. They used the Green Screen app by Do Ink to import the animated wings/text video to the bottom layer and the greenscreen video
Setting up augmented reality is very simple in Eyejack Creator (desktop app). I checked out a class set of laptops with the free app installed and walked students through the simple steps of importing the trigger, overlay, and capturing the unique QR code generated with their content. This could have worked as a station in the room or I could have just set up the media myself. I had students check their code with an iPad using Eyejack app to test the AR. That was a magical moment. 7. Final Poster Design
Students completed the final step in the keynote app on iPads. I made a template with placeholders to help them resize and place their still image, QR code
and
select
a
background
color
that
complemented their piece. This could have been accomplished in google slides as well. This image would be the poster design. It contained a small space explaining that the image would come to life
using
the
Eyejack
app
so
that
anyone
approaching the artwork would understand there was more to experience.
above. They made artistic decisions as they cropped and resized the greenscreen video until it fit slightly over the flapping wings. Then
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Scan the QR codes with the Eyejack app to see the artwork come to life
Tricia Fuglestad Tricia Fuglestad, K-5 art teacher from Dryden The kindness campaign was ready for display at
Elementary School in Arlington Heights, IL, has a
the beginning of a global pandemic. Children
MATL
began the school year learning from home
successfully blended digital and physical art
through screens unable to scan the posters
making with her transdigital lessons to expand
hanging in the art room. So, I scanned them all
the curriculum, give students an opportunity to
and recorded 12 episodes of messages that I
explore new media, and find transformative ways
could share with every class over time. In doing
for
this, we were able to watch the posters come to
dynamically. Tricia’s classroom is featured in
life together virtually and reflect as a group on
educational publications and higher education
their messages. Children who were isolated at
textbooks. Her students’ Fugleflicks, student-
home were still able to learn from these students,
created, art-related videos have screened at
see their unmasked faces, and hear them speak
international film festivals and won national
from their hearts to them.
awards. She has been recognized with many
in
K-12
students
tech
to
integration.
demonstrate
She
has
learning
state and national awards for her innovation and Resources:
dedication to art education.
Kindness Campaign Lesson blog post with teaching resources: https://drydenart.weebly.com /fugleblog/kindness-campaign-20 Use this seesaw activity with a response sheet to help learners reflect, respond, and develop their own kindness message.
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S T E M
I N S I G H T S
F R O M
E V I D E N C E
THE POWER OF PLAY IN PRIMARY CLASSROOMS DR STEPHANIE SMITH
Background
The Evolution of the Play Program
It has been six years since I submitted my
The program began with my Year Two class, in a
doctorial thesis Playing to Engage: Fostering
big school, as a Friday afternoon activity. During
engagement for children and teachers in low
the sessions the children engaged with a variety
socioeconomic
and
of activities including play dough, Lego, jigsaw
mathematics play-based learning. This article
puzzles, a variety of craft activities, board games,
explores where it all began, practical play-based
role-plays and so much more. This quickly evolved
learning
the
into another Year 2 class joining in and the
classroom and what I learnt through my journey,
sessions expanding to multiple offerings across
much of which still inspires my work to this day.
the week at different times during the day.
regions
examples
to
through
science
implement
into
I completed my thesis over four years whilst
Eventually on Fridays all three Year 2 classes
working fulltime as a classroom teacher in a low
would engaging in the sessions with over 60
socio-economic primary school located in south-
children
west Sydney. My research was based on my
together. Once the program had been well
everyday teaching practice, the delivery of a
established across Year 2, we began to extend
professional
the
invitations to classes in the school’s Support Unit.
implementation of a play-based learning sessions
Each Friday a group of between four to eight
across lower primary. I had the great privilege of
children, in Year 1 and 2, would join our classes.
learning
package
and
team teaching during this time, as well as having the
expertise
of
our
school
EAL/D
teacher
connecting,
sharing
and
playing
This then progressed to the whole of lower primary implementing play sessions across their
collaborating with us. The prime driver of the
classes.
research was supporting children and teachers to
together to undertake sessions, with all of the
feel
Kindergarten teachers running sessions together,
more
science
confident
and
in
delivering
mathematics
activities,
play-based but
The
teachers
instinctively
grouped
not
the Year 1 classes also playing together. This
unsurprisingly they quickly discovered that play
allowed for the teachers to pool together their
could easily be integrated across the curriculum.
resources, share ideas for activities, work as a collaborative team and reflect on the process. It also meant that children were able to mix with
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individual talents and understood how they could share and learn from those around them. The
depth
children
of
the
play
develop
experiences
essential
helped
skills
like
collaboration, creative and critical thinking, risk taking and reflection. Let's Get Practical Themed Role-Play Boxes Each week children were able to select from a variety of themed role-play boxes. Some of the options drew straight from children’s requests, whilst
others
teaching. other teachers and children outside their own class.
tied
One
Celebrations
into
the
such
box
units
example
contained
we
were
was
the
themed
outfits
including a salsa dress, glittery vests, party dresses and capes, as well as
What We Learnt
lots
The play sessions proved to be rich learning
of
different
types
of
brightly
coloured
material and accessories. They also had access to
opportunities where children could explore new
party
passions, building upon existing ones and share their
Halloween,
knowledge with others. The children developed
patterns on them. Other examples included
agency over the experiences made available and ran
witches and wizards, explorer, minibeasts, shop
workshops for their classmates. Through the sessions
and vet boxes.
hats,
plates,
cups
birthday
and
and
napkins
generic
with
rainbow
they were able to demonstrate their ability to share, positively interact with each other, mix with a variety of children outside their friendship groups, create role play scenarios and play collaboratively. Children were able to show their skilfulness, share prior knowledge and ability to direct their play and learning experiences independently. For teachers, it was a sharp learning curve into transitioning
into
a
facilitator
of
learning
and
releasing control to the children’s interests and passions. They were challenged by allowing the
The Mystery Craft Box
This was one of the most popular activities. This activity involved children being presented with a range of recycled materials including empty boxes, milk cartons, tubes, paddle pop sticks, bottle tops and plastic cups etc. Children also had access to sticky tape, glue and staplers. From these materials they were able to create anything they could imagine from robots to cupcake
students to lead, felt they lacked a meaningful role in the sessions and didn’t know what questions to ask
the
children.
What
they
discovered
were
stronger relationships and greater understanding about who each child was, their passions, skills and knowledge. These opportunities ultimately gave children the grounding to transfer knowledge and skills across different learning experiences outside of the play sessions. Play transformed the way children tackled problems, interacted with others, and presented their work. They had a greater degree of confidence and self-awareness. The children celebrated their
STEM|ED MAGAZINE
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making machines, dragons to submarines. The items
in
the
Mystery
Box
changed
weekly
depending on the recycled materials we had and sometimes what the children brought in from home. Originally it was just one big tub which then progressed into different coloured recycled bags for plastic, paper and other items so the children could sort and easily locate items they wanted. Most of the time they had sticky tape and craft glue but occasionally, to challenge them, we would take one of these away. They also had paper available for them to design their creation first, if they so desired. We also ran opt-in challenges where children could design and build creations around a theme for example float your boat, design a toys or vehicle or build a bridge. Writing Projects
The writing station consisted of a variety of implements including coloured gel pens, scented textas,
rainbow
pencils
and
mini
stampers.
Children also had access to a range of stationery and envelopes. Children were not given any direction
just
to
write
anything
their
hearts
desired. We had a letterbox available for children to post letters which were handed out at the end of the session.
Dr Stephanie Smith Dr Stephanie Smith is the Manager of Learning at
the
Museum
Canberra.
She
of
has
Australian experience
Democracy, working
in
primary classrooms and a variety of cultural institutions across the country. Her research explores
inquiry
development specifically
in
learning,
and science
play-based and
professional learning
mathematics
in
primary settings.
STEM|ED MAGAZINE
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S T E M
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P R A C T I C E
MAKING HEXAGONS – CHANGING STUDENT ENGAGEMENT ONE BLOCK AT A TIME CASSANDRA LOWRY
Several years ago, I was asked to take a Prep class so the teacher could attend an unexpected
I picked up a yellow pattern block. “But what is the name of this block?” I asked the class.
appointment. Being part of the maths team, I knew the students had been learning about
“It’s a hexagon,” another student announced.
shapes, but I had not yet worked with this class. I scanned my office hoping for some inspiration
“But what has this shape got to do with my
and my eyes landed upon a large tub of Pattern
favourite number 6?”
Blocks. As I made my way to the classroom, a simple, yet intriguing idea formed. I would challenge the
Murmurs about sides and corners reverberated around the circle.
students to use the blocks to create some patterns and see if we could learn something
“Ok, so you say it’s got 6 sides, but what is a side?
about the properties of shapes in the process.
How can I check?”
“Yes,” I thought, but I still needed a hook to ensure the students would remain engaged. I sat the students down in a circle, surrounding
A student came forward to model the six sides by sliding his finger along the edge of the block.
the tub of blocks, and started to tell them a story.
When
I
was
younger
and
played
“A side is straight,” he confidently added.
basketball, I always wore the number 6. I had fond memories of playing with my team and this
“Ok, a side is straight. And so, what is a corner?”
experience led the number 6 to become my favourite number.
Another student volunteered to show the class that the corners were “the pointy bits” and
“I wonder if you can guess which is my favourite
modelled how the six corners of the hexagon
pattern block?” I asked the students.
could be counted.
“The yellow one,” a student suggested.
“Knowing that I love hexagons and the number 6,
STEM|ED MAGAZINE
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do you think we could use these other blocks to
whether this smaller design was a hexagon.
build even bigger hexagons?” “Sure,” several students suggested, before one moved towards the tub, joining two trapeziums (the red blocks) together to form a new hexagon.
“It doesn’t look right,” said one student. “It’s like part of it is too long.” I took a photo of the design and shared it with the class. The students were divided as to whether the design was a hexagon. Using our checking process, we confirmed that it did have 6 sides and 6 corners. I used this experience to introduce students to a new term: irregular.
Happily, surprised by this suggestion, I reminded students how good mathematicians always check their work and asked what we could do to ensure this new shape was a hexagon. A long pause came over the class before one student suggested that we could count the number of sides and corners.
“Mathematicians use the term regular to describe shapes that have equal length sides and equal angles. This shape is a hexagon, but it is called an irregular hexagon.” Students seemed happy with their new knowledge and continued along with the task. Another group soon called me over to talk about their design. “I don’t think this is a hexagon as it doesn’t match. It’s like crooked,” suggested the student.
After this quick explanation, students were off and, within minutes, were inviting me over to show me their hexagon design. Each time I arrived at a table I would ask students to demonstrate how they knew their shape was a hexagon. Several discussions about sides and corners could be heard over the clicking of blocks. At one table, two students were discussing
STEM|ED MAGAZINE
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This design led to a discussion about symmetry
they discovered and, for several weeks later,
with
were eager to use the pattern blocks during
many
students
suggesting
that
the
symmetrical hexagons were definitely the best.
discovery play to continue the challenge.
“Hey wait! I need more blocks,” one student
For further information about this lesson and
shouted.
other ideas related to Pattern Blocks, check out the following post on the AMSI Calculate site:
“Join with me so we can make the biggest
https://calculate.org.au/2018/10/17/shapes-
hexagon ever.”
foundation/
“Cool!” What Worked Well (WWW) and Even Better If (EBI)
Lots of Blocks: Having now run this lesson several times it is good to have lots of pattern blocks available. The bigger the hexagon the more engaged students become with the learning. Check
all
designs:
Remember
to
keep
reminding students of the importance of checking their designs. Watch as the students point to the corners and run their fingers along the side of their shapes. Being able to identify a property is different from being able to explain what this property represents. Learn from Mistakes: If a student makes an error and creates a design that is not a
Cassandra Lowry
hexagon, name the new object and record this
Cassandra is a numeracy leader at St Francis
term on the board. This helps to recognise the
Primary School in Tarneit. She enjoys sharing her
effort the student put into their design, but
love of all things maths and regularly takes part
also provides them with feedback of any
in #STEM related chats via Twitter.
changes they may need to include.
For the previous four years, Cassandra worked as
Take Photos: Have a device on hand so photos
a maths educator and outreach officer for the
of designs can be taken and shared with the
national
students. I have used an iPad connected to a
@AMSIschools.
larger screen to share designs and model the
developed for the project can be be accessed
process of checking the number of sides and
through
corners to ensure the shape is a hexagon.
https://calculate.org.au/author/cassandra/
#CHOOSEMATHS
the
Many AMSI
of
the
project
for
resources
she
Calculate
website:
Believe in the lesson: Sometimes as educators we need to be salespeople. This lesson was successful as the students believed my story about the number six and hexagons. They wanted to use the pattern blocks to create larger designs and were genuinely happy when they could prove to me that what they had created remained a hexagon. Students were excited to use the new words and definitions
STEM|ED MAGAZINE
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S T E M
I N
P R A C T I C E
STEM: AN OPPORTUNITY TO LEARN SOCIAL SKILLS CLAIRA WILSON, DRONE LEGENDS
In the deepest crevices of our biology, we are
How do we get more adults who work effectively
wired for connection. The philosopher Aristotle
in teams? We give them more practice while they
once wrote, “Man is by nature a social animal.”
are in school. STEM projects are a perfect avenue to
More recently Michael Platt, Ph.D., a biological
foster teamwork, as science and engineering are
anthropologist
from
highly collaborative fields.
Pennsylvania’s
Perelman
the
University
School
of
of
Medicine,
Imagine a student trying to figure out how to
asserted, “Human beings are wired to connect. It
clean a water supply. Their individual knowledge
allows us to come together and do things that we
and skills probably fall short of the task. But if
wouldn’t be able to do on our own.”
several students get together and each one takes
Our screen-filled lives in business, school, and home disconnect us from nature, from ourselves,
ownership over one piece of the project, they can come together and effectively build a solution.
and from others. Children, in particular, should be
Take the professional Jet Propulsion Laboratory’s
interacting with each other and learning the
approach to space missions. JPL had noticed their
essential life skill of group work.
engineers
and
scientists
worked
hard...but
separate. The thermal engineer’s work affected the STEM is a Place to Practice Group Work in the
power engineer’s work, but the two engineers did
Classroom
not
collaborate.
Even
high
communication
According to Forbes Magazine (2020), the
between groups is no match for the benefits of
ability to work effectively in a team is the most
working in the same room as a unified team.
desired trait in an employee. An employer hopes
Getting input early from each member of the team
for varied approaches and thoughts from their
makes for stronger proposals and leaner missions.
employees
to
provide
innovative
and
groundbreaking solutions at work. However, a basic set of shared values acts as the glue that binds successful teams together and encourages
Benefits of Group Work
Aside from the natural imperative of group work, there are many advantages to collaboration:
a positive workplace.
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Each student needs a unique job within a larger project that suits their skills and background. A team at a company might consist of a project manager, a writer, a designer, a subject matter expert, and a quality control expert. Likewise, a team in a school should consist of several unique jobs for each student to choose from, work independently within a group, and pass their completed work to another group member. Each member brainstorms, develops, and creates their pieces. They then come together to A group of students has more knowledge and experience than a single student; Working in a group increases each student’s motivation to learn and grow; Students retain information better from group discussions than other modes of presentation; Working in a group helps students gain selfawareness and an understanding of their unique strengths, and; Students
get
an
opportunity
to
gain
interpersonal skills like listening, contributing, empathy, and disagreeing appropriately.
among students. Several common problems arise in a group setting: Talkative students overshadow their quieter peers who may feel their ideas are not valued, one student may end up carrying an uneven share of the workload; is
born
from
a
desire
ideas. They then return to their individual spaces and improve their work before returning to the group to collaborate again. Students will discuss, challenge, and refine their ideas before returning to do more individual work with these refined ideas. Completing teamwork ensures everyone has a meaningful job that they are accountable to their group for completing. They gain a sense of belonging as they contribute to the greater good. Effective teams also need a high level of trust between members. To feel safe giving and
But group work in school is often unpopular
Creativity
give one another feedback and flesh out the
for
receiving candid feedback, team members must have a strong relationship with one another. Students develop that trust by working with the same team over a significant period, doing teambuilding activities that are not directly related to the assigned task, and having a classroom culture where the teacher promotes healthy perspectives on failure, growth, and creativity.
individuality, so often working in a group dampens a person’s ability to be creative; Working in a group takes more time because students
have
to
sift
through
different
perspectives and methods for a problem, and; Students may feel pressure to conform to the majority opinion, even if they feel confident it is not correct. How to Make Group Work Effective
Simply grouping students at desks while calling out
answers
to
individual
questions
is
not
teaching our students proper teamwork. Instead, we should mimic the workforce and provide wellstructured team projects as often as possible.
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How to do Effective STEM Groups
After-school programs incorporating STEM are perfect building grounds for teamwork and positive interaction. Ungraded work can take the pressure off students, and allow them to make mistakes, learn, and grow. Socialemotional learning (SEL) is high within STEM projects. Educators can foster students’ selfawareness by highlighting and encouraging them when they catch good behavior and properly addressing the negative emotions that may come from frustration or failure at a project. There also exists the need for selfreflection:
what
challenging?
did
What
did
a
student
they
find
enjoy?
The
student can then identify the strengths they brought to the team, as well as combat frustrations. STEM projects also allow students to practice
responsible
decision-making.
The
student is not only affecting their work, but they are also working within a team, and their actions have a ripple effect. Each student can take ownership over their role (say, scribe, engineer, scientist, or designer) and recognize how
their
learned
work
affects
problem-solving
the
team.
skills
These
improve
emotional intelligence and social behavior. Through group work benefits and positive SEL development, STEM projects are extraordinary collaborative endeavors. After all, this is rocket science. References
- Forbes Magazine. (2020). 14 Characteristics of High Performing Teams. Retrieved from https://www.forbes.com/sites/forbeshumanres ourcescouncil/2020/09/16/14-characteristicsof-high-performing-teams/?sh=ffdb24716c66
STEM|ED MAGAZINE
Claira Wilson Claira
is
the
Director
of
Curriculum
Development and Design for Drone Legends. Drone Legends is a community of awesome kids from across the country and abroad, learning and experiencing 21st-century skills through the magic of drones and imaginative curricula.
| 46
S T E M
I N
P R A C T I C E
THE STEMBRARY SHIFT: TRANSFORMING LIBRARIES INTO STEM HUBS AMANDA BUSCHMANN
When you walk by the library at Carroll
“STEM focus.” Thus, when my district coordinator
Elementary, it’s hard not to notice the elements of
asked if I wanted to try my hand at NISE’s STEM
STEM
and
certification program, I did not hesitate to jump
throughout: the colourful engineering design
on board. Through the program’s rigorous 38
process posters; the Stick Together poster in full
modules, I learned how to take elements of what
swing;
section,
already exists on campus and in classrooms and
complete with fun wallpaper; signs indicating
tweak them slightly to enhance those critical 21st-
such
century skills--to STEMify them, as it were.
and
the things
collaboration
fairy-lit as
infused
STEM
“Ozobot
within
resource
Station”
and
“LEGO
Station”; and even a STEM Challenge Wheel. As school libraries are often the center of the school,
Storybook STEM
both physically and culturally speaking, it makes
Storybook STEM is perhaps the most seamless
sense to focus there to create a STEM hub to
aspect of STEMifying the library since it involves
begin infusing the entire school with a STEM
taking a traditional facet of a library -- storytime -
culture -- STEMifying the space and the program,
and attaching STEM challenges to aspects of the
if you will.
story. Taking inspiration from Carly and Adam’s lesson plans on Teachers Pay Teachers, I asked my
Why the Library?
own campus teachers which TEKS they were
Instilling elements of STEM into the library
focusing on and strived to find texts which
began small and grew from there -- a program
supported those TEKS. For instance, third and
here, a Makerspace product there. Expecting to
fourth grade were about to study fairy and
embrace a fully STEMified library program at the
folktales -- which text had I read or heard about
outset is setting up oneself for disappointment
recently that would support that, and which I
and discouragement. In my district, Sheldon ISD,
could find stimulating STEM challenges inspired
certain
by the text? And, importantly, for which I also had
schools
have
a
focus,
and
Elementary is lucky enough to be granted a
STEM|ED MAGAZINE
Carroll
resources? If I drew a blank, I would go to Google
| 47
and search for the text’s title + “STEM.” Rarely would
I
ever
borrow
someone
else’s
STEM
challenge in its entirety, but tweak it for my lesson’s length, school’s population, and available resources. Continuing my example of folktales, one highlight includes reading The Princess and the Warrior by Duncan Tonatiuh. I invited the classes in (if on a flexed schedule) with a jazzy Canvacreated graphic and we watched the animated story on Get Epic. If on a fixed schedule, these lessons would absolutely still go on, but with an adjusted time frame. Afterward, I introduced the levels of STEM challenges involving LEGO -- the first,
replicating
an
Aztec
pattern
(with
supplemental visual provided to students to inspire); the second, build a sturdy castle for the princess; and lastly, design and construct a
environment for students to engage in hands-on
blockade to stop the messenger from reaching
exploration of a story, to take the story beyond the
the princess in her castle. I would test the
pages
students’ blockades with my own “messenger,”
connections,
and if I was able to get through, the students had
education.
and
really
think
which
is
critically the
and
make
of
STEM
heart
to rework their designs, thus going through the aspects of the engineering design process.
Makerspace
Another memorable example includes After the Fall by Dan Santat. For the younger students, we read the story and discussed story elements. Then, we learned basic origami and how to fold paper airplanes, like the main character. We identified our fears and decorated our planes with our fears. Then, we had fun making our fears “fly away” by holding contests to see whose plane flew the furthest. We also redesigned our plane with different folds through the engineering design process to see how it flew differently. Even the pandemic has not slowed our Storybook STEM down -- virtual students can still participate by picking up a bag of non-reusable materials from the front office and following along via Zoom. If the materials are reusable, such as LEGO, then I offer options if they do not have such resources. Forcing the students to be creative in their options has yielded some very interesting and amazing results -- one student, instead of using LEGO, made a soccer field from paper and it was absolutely stunning! Such
Storybook
STEM
lessons
exciting, memorable, and risk-tasking
STEM|ED MAGAZINE
provide
an
Perhaps one of the most talked about and most misunderstood
aspects
of
the
library
is
its
Makerspace. Most libraries, be they public or school, have some form of Makerspace now, whether it is a fixed space stocked with the latest robots and gadgets, or a moveable cart of craft supplies, or both. Instead of merely a place to go and aimlessly play, Makerspaces offer a clearly defined area for students to extend classroom learning that otherwise may not be able to occur. With a few simple expectations and materials, Makerspaces can be the brainstem of a library’s thriving STEM organism. In the Carroll Library, the Makerspace is both a large, fixed space in the back of the library as well as moveable pieces. Teachers can check out materials materials
for
their
are
interchanged
classroom
often
stations,
swapped
depending
on
out
grants
and and
funded,
curricula underscored, and student interests. The expectations
for
the
Makerspace
are
simple:
explore, be fair, and clean up any messes you make.
Students
have
free
reign
of
Ozobots,
Beebots, Spheros, LEGO, Magnatiles, craft supplies,
| 48
stickers, tape, glitter, paper of all kinds, board games, puzzles, two kinds of 3D printers, and Chromebooks -- along with more items. Further, there is a cart stocked with random parts such as gears, cardboard pieces, screws, and styrofoam pieces - along with tools to measure, cut, and carve. If a student does not know where to begin, there is a STEM challenge wheel adapted from the
LUSTIGT
via
IKEA
--
I
stuck
different
challenges on there that work with any material, any time. All they have to do is spin the wheel, and bam! A STEM challenge. To access the Makerspace is up to your school’s mission and your library’s purpose. Carroll Library has tied Makerspace access into our school’s PBIS mission -- students earn Colt Cash for positive behaviours, which they cash in for a Makerspace session. Teachers, administrators, and students are all happy. The question of how to stock a Makerspace is a pertinent one -- it doesn’t have to be costly. DonorsChoose is the first place to look, and every district generally has a grant specific to its teachers.
A
hidden
gem
is
Neighbourhood groups, especially “mom” groups. Moms are always cleaning out closets and giving stuff away -- I’ve snagged LEGO sets, building materials, and tons of other materials for our Makerspace for free just by commenting on someone’s post!
If you are in the rotation schedule, have classes for any reason, or just have those weird library days and need to pull a magic trick out of a hat, then STEM stations are your answer. Using an inventory of student interests, Carroll Library has a variety of STEM stations that students rotate through depending on their interests. Students can explore and create through such stations as Ozobots, LEGO, Poetry Creation, Board Games, Bookmark Creation, Coloring, Keva Planks, Stick Together Poster, Magnatiles, and so much more. vary
and
change
depending
on
inventory, which keeps students interested. So how do they choose their stations? It can be used
as
assigned.
a
behaviour
The
Challenge cards for them to flip through and get ideas. Some students love challenging themselves to see how many STEM cards they can successfully complete before their time is up. Pandemic times have only shifted STEM stations slightly -- “quarantine time” (smushed together as “quarantime” these days) is necessary between stations. As such, rotation is essential between stations. Larger stations can be broken down into smaller stations to allow for fuller use -- for instance, instead of one large LEGO box, break it into three small LEGO boxes. The students will not notice the difference, and if they do, just explain it’s a challenge for them to create with fewer LEGO now. It is not a difficulty or an impossibility: it’s just a new challenge to tackle! STEM GEMS
STEM Stations
Stations
If students get stuck, I have printed out STEM
idea
is
incentive that
all
or
randomly
stations
desirable, and students get a taste of them all.
STEM|ED MAGAZINE
are
One of the most rewarding aspects of being a librarian is hosting clubs. It is entirely voluntary on my campus, but hosting a STEM club, especially an all-girls STEM club, enhances the view of the library as a STEM hub and centerpiece of the school. Our STEM GEMS began small; we partnered with the University
of
Purdue’s
(https://gems.education.purdue.edu/)
GEMS and
used
inspiration from their online documentation to help formulate the club. However, my co-sponsor, our campus STEM teacher, and I created our own curriculum. We embraced the idea of high-tech, low-tech, and no-tech, and geared each meeting around one STEM experience. The idea was to offer a safe environment for girls to encounter STEM, to take risks with no worries of others crowding in and taking over.
| 49
Potential GEMS must apply and be accepted into the program; when we “induct” them into the program, we strive to make it special with an acceptance package and personal visit to their classroom. For every STEM challenge the STEM GEM completes, she earns a digital badge; at the end of the year, we hold a ceremony in which they are given a printed-out certificate of all their badges. Memorable meetings have included guest speakers, including a female firefighter and a NASA engineer; a hidden building challenge; Easter
stations
making,
Easter
that
included
crystal-making,
Easter and
slime-
an
egg
catapult; designing STEM fashion in alliance with Jaya Iver at Svaha USA; and, most recently, the “Save a Stuffie” challenge. In this multi-step challenge, GEMS adopted an injured stuffie, measured and designed a potential prosthetic device using Tinkercad, and used our 3D printers to print out their products. It does not necessarily need to be a large club such as this -- I also hosted a small cohort to go through the CityX 3D printing curriculum I found online, and we met during their lunch time. Hosting and having the genesis of these clubs in the library aids the STEM culture of the school as one where the library is viewed as the STEM centerpiece. Have STEM-related questions, need STEM materials, or just want to be surrounded by all things STEM? Go to the library!
See” for your new books will invite attention and engagement and does not require much prep work. A few two-litre drinks, some tablecloths, and a bunch of quality texts will excite teachers and lead them to resources they may not otherwise acquire. All in all, STEMifying your library will not happen in one fell swoop but becomes part of a dedicated culture and mindset over the years. By tweaking and implementing changes here and there, the library, historically viewed as a center point for all things knowledge, will transform into a safe, risktasking environment that excites even the most
Library Resources and Collection Development
reluctant learner.
Speaking of resources, mostly any book can be considered “STEM,” but having a specialized STEM section invites attention and engagement. I sectioned off a few shelves and decorated them with
block-like
contact
paper,
robots,
and
lightbulb string lights. I also made bespoke STEM labels to affix to spines so that once books are moved away from this specialized section and
Amanda Buschmann Amanda is a STEM-certified librarian from Houston, Texas with 17 years of industry experience.
into the general shelves, students can still see they are “STEM” books and become interested. Promoting such resources to teachers is also fun -- I regularly place a cart of new STEM offerings in high-traffic areas and make it easy for teachers
to
check
out
materials
for
their
classrooms. Even offering a simple and cute “Sip &
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S T E M
I N
P R A C T I C E
DESIGNTASTIC! NIKKI VREUGDENHIL
‘What does the word ‘Discovery’ mean to you?’
‘Designtastic’ project (a name we coined and
This was the question asked to us by our design
self-selected as fifth graders). For the project, we
teachers Mrs. Vreugdenhil and Ms. MJ, at the
had a total of 13 classes over the course of 5
beginning of our transdisciplinary unit that
weeks to work on our proposed projects in
would span many weeks and across many
Design, Technology, and Library.
disciplines,
including
Literacy,
Science,
Technology, Design, and Library Sciences.
To launch into Designtastic, we first did a ‘project tuning’ protocol, adapted from High
As we sketched out words and pictures we
Tech High, to help us gain some feedback about
first associated with the word ‘Discovery,’ we
our proposed projects before we got started. In
were then challenged to draw a model of how
breakout rooms on Zoom, all Grade 5 students
one discovers something. This had many of us
were divided into smaller groups with facilitators.
pondering, ‘how do we discover something
The facilitators listened and observed as we
about ourselves or something new to us?’. Our
discussed our project plans and gave feedback to
Grade 5 teachers presented us with a model
each other on what we felt were strong areas
they had created together, and we used this as
and what could be improved with suggestions
an anchor to further discuss and debate what
for possible mentors, materials, and further
factors contribute to discovery over the course
research.
of the unit. Over the next few days, all our
Then it was off to the trenches to start working
teachers lead us through passions or interests
on our project. Since some of our classes were
they
virtual, the smaller breakout groups had regular
had
Experiencing
discovered all
these
about
themselves.
discoveries
got
us
excited and raring to go.
check-ins led by our Design, Technology, and Library teachers, which helped the students stay
In our Reader’s & Writer’s workshop, we spent
on a schedule and get regular feedback. We also
time reading, researching, and writing about a
documented our work in our Discovery project
topic of high interest. From this research, we
journals and did bi-weekly reflections on how the
then started to create a plan for our
process was going.
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We learned pretty quickly along the way that “Designtastic” was not just about designing clothes or
cars;
it
was
actually
about
finding
what
motivates you and discovering something about yourself.
Here
are
some
examples
of
our
experiences in the project: Olivia Park:
"I had set out to make a digital cookbook for vegans and pescatarians. My initial plan for the project was too broad, and I realized quickly that I needed to simplify. I also realized the importance of actually making my recipes to show the results. I had to be resourceful to make sure I had all my ingredients when I needed them. As well, the recipes didn’t always turn out how I wanted; some were almost inedible, like my burnt brownies. Time management was also crucial because I had to plan when to cook in my schedule and ensure I had enough time for all the recipes I wanted to do. Looking back at my project, I discovered that it is important to take risks and try new things instead of always being in my comfort zone. Designtastic also allowed me to bond with my parents as they supported me through my cooking.” Chris Ko: “For my Designtastic project, I designed a remote-controlled car with nothing but an idea and some wires. It was the hardest project I have ever worked on. First, I had to source the materials, then see what wires had to go where, and then test it with a remote control (I took the communication adapter and an RC car controller from an old RC Car). It miraculously worked! However, my journey was just beginning, and I faced many challenges as I tried to make my car work how I wanted it to. The challenges I faced included testing out many different wheels for stability, creating a cover that was light enough, and having a strong enough motor so the car would move on the ground. Despite the fact that I couldn’t get my car speed up to the ones you can buy online, I do feel that I learned so many valuable lessons
STEM|ED MAGAZINE
while working on this project. One aspect of the project that was really inspiring was how closely I got to work with my dad and uncle to help mentor me along on this project as I worked remotely. I discovered that asking questions and receiving advice is important to the design process.” Ella Kim: “I designed a Lego brick wall decorated with LED lights. While this seems to be very simple, it wasn’t. I wanted to make a button that would turn the lights on and off. I was also challenged to light up all the LED lights at the same time. Sometimes there was one that just wouldn’t work, and if I got that one to work, another wouldn’t. Due to these challenges, I needed a lot of resilience and lots of patience. One thing I learned from this project was that I am capable of doing anything if I am truly passionate about it. I think this project was a good chance for students to be independent and really think deeply about their passion and connect this to what they were doing outside of class.” Ian “For my Designtastic project, I made a customized hand-sewed soccer ball. When I first started, I was really confused and having trouble understanding the tutorial that I found. I used my Dad as a mentor to help me understand the text. Over the course of the project, I had other
| 52
challenges, such as finding the proper tools and
At the final expo, all the resulting projects were
finding a person who could heat press on leather.
incredible. We saw everything from a taekwondo
After overcoming these obstacles, I could now
music box, a self-built drone, to a model home &
finish the stitching and put the deflated bladder
stadium, a graphic designed K-Pop dictionary,
inside
and
before
stitching
the
last
piece
and
completing my ball. At school, I also made a custom stand out of wood, spray painted it, and put my name on it. One thing I’m proud of is that I filmed a tutorial while going through the whole process so others could follow my steps, and I plan on posting this on www.instructables.com. One thing I learned through this project is the value of patience, as I often had to troubleshoot or wait before I could go to the next step.”
how-to
sports
tutorials.
However,
the
biggest accomplishment was the reflections we all made along the way and what we discovered about ourselves that will help us in the future! We would like to thank Rebekah Macden and Nicole Engstrom and the work of the Maracuja program that heavily influenced this unit and all the teachers who contributed to its success:MJ Han,
Brogan
Jacobsen,
Pratt,
Molly
Andrea
Wellner,
Boltz,
Jeremy
Clayton
Boren,
Christine Canales, Liz Snavely, Carmen Reyes, Denise Brohm, and Justin Marslender.
Yuan Goh “I produced a Lego brickfilm/stop motion that was about 1 minute and a half about Ole Kirk Christiansen,
who
created
Lego.
The
video
detailed a typical day in his early life. For the project, I wanted to try using a higher FPS (Frames-Per-Second) because it would be a new challenge for me. As part of the process, I created a behind-the-scenes video to show all the steps it took to make the brickfilm because a lot of students in my class requested one. When it was time to edit, I deleted a lot of unnecessary
Nikki Vreugdenhil Nikki is the Elementary Design Teacher and Head of
the
KoLab(oration)
department,
Korea
International School
pictures, and that was sad because I poured a lot of hard work into them, but in the end, it was so worth it, and I was very proud of my final film. One thing I learned from this project is that you often
need
perseverance
when
trying
new
challenges, as they won’t always go as planned.”
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S T E M
I N
P R A C T I C E
CHIEF SCIENCE OFFICERS EXPERIENCE PRACTICAL LEARNING ABOUT STEM AND LEADERSHIP CLAIRE LABEAUX
The Chief Science Officers (CSO) International
These classes had a profound impact on me; I
program fosters the development of students
learned that science can be taught in a myriad of
who are passionate about science. It provides a
manners and that there is never a concrete
pathway for youth to connect their interests to
solution to a problem. It appeals to both logic and
education.
creativity.
Chief Science Officers are middle and high school
students
from
around
the
world
Before
joining
organisation,
I
the
noticed
Chief the
Science severe
Officer lack
of
empowered to identify gaps in areas of STEM
communication about STEM in my community.
that matter to them personally; then they build
There
leadership skills as they develop related action
extracurriculars centered around STEM offered at
plans and champion interest and engagement
my school; and there was little to no information
in STEM and innovation.
regarding current STEM events. In 2019, I learned
were
very
few
academic
courses
or
Student voice is a key component of the
about this Chief Science Officer organisation that
program; CSOs are taught to advocate for
focuses on improving STEM culture in communities,
themselves and their fellow students. To that
and I joined without hesitation.
end, in the following compilation of illustrations, the CSOs will describe their own experiences. CSO Ananda, an 11th-grade student at
Banneker High School in Atlanta, GA, says: From a young age, I have enjoyed science
I began working towards sharing information about the STEM domain to high school students in the Metro-Atlanta area where I am located. I was able to create an action plan revolving around FCAST,
a county-wide podcast and Instagram
immensely. In primary school, my teacher
page that would connect with students. [These
would teach us about the wonders of science
programs have a broad reach, as they are now
with interactive lessons and assignments (e.g.,
developed and accessed by students from several
Oreo visuals of the phases of the moon, the TV
schools in the region.] Our goal is to give support to
show Science Court, Bill Nye the Science Guy,
our community and help it improve.
student-made raps about the water cycle, etc.).
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As a CSO, working with adults and students who
To me, being a Chief Science Officer means
understand my vision and wish for it to come to
being connected with a talented group of
fruition has given me hope. It is my sincere
student leaders from around the world who are
ambition
passionate
to
make
a
positive
impact
on
the
about
STEM.
As
a
CSO,
I
feel
continued improvement of human connection,
powerful and capable. It’s incredible to consider
compassion, and creativity.
the collective impact that the students in this program are making worldwide.
CSO Hailey is a sophomore at Hood River Valley
I feel privileged to have the opportunity to be
High School in Oregon. She is also engaging her
a part of that impact. When I reflect on my
community, but her focus has been on younger
personal development as a CSO, the most
students rather than high schoolers. She says:
notable change has been my self-assurance.
I’ve been working with other CSOs in my district to
The
leadership,
networking,
and
provide online tutoring for middle school students.
communication skills that I’ve gained through
Our goal was to offer a free, convenient, and
this program have made me much more
student-run
confident.
tutoring
service
during
distance
learning. We’ve helped several students, and we will continue tutoring for as long as we can. I am also
Imagine the positive impact that CSO Hailey is
working with the National Inventors Hall of Fame
making on her rural town, opening the eyes of
(NIHF) to distribute innovation kits to elementary
younger kids to the exciting world of science as
school students and help run a camp this summer.
she provides near-peer mentorship to them. Her
Science is my passion, and I love teaching it as
impact is not just limited to the local area; as a
much as I love learning it. As a freshman in high
member of the International Leadership Council,
school, I collaborated with another CSO to teach
she regularly meets with like-minded students
Friday Night STEM classes. Over six weeks, we
around the world, and they share ideas and
taught around 30 elementary school students
enthusiasm.
about various topics of STEM. We led hands-on activities like fruit DNA extraction, paper plate roller coasters, robot coding, acid-base reactions, and math puzzles. The students loved it, and it was an incredible experience for me!
One such student is CSO Amely, a junior from Instituto Anglomexicano in Sonora, Mexico. She describes her first experience with the other CSO students and her action plan: My story starts when I got selected to be part of CSO. I didn’t know a whole lot about STEM; I just thought it was a subject in my school, and I didn’t know how much STEM would impact the world. Then I attended a leadership training and got to talk with a STEM professional. Through that experience, the CSO program started my love for STEM and also opened my eyes to new opportunities. I hadn’t realized how many girls are studying for engineering and math careers because, in Mexico, girls often don’t hear they are able to enter a STEM career. It’s been amazing for me to see that a girl is capable of doing that and more. My action plan is developing a space for the international CSO membership to express their
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concerns and share ideas and plans to help the planet. In this “CSO for the World” group, we meet monthly to talk about what we are doing right now to help the ecosystem, and we will invite professionals in ecology, biology, and other fields to share their learning with us. This shared knowledge will make us more conscious about how others in our world are feeling, and I hope it will help us positively impact the Earth in all our CSO communities.
Amely’s description of her personal experience is what leaders of the Chief Science Officer program hope to achieve in the lives of more youth around the world, as they meet peers and mentors who share a love of science and learn how to lead their communities in a positive direction. She says: The real meaning of being a CSO can be explained in two words: happiness and vision. I am happy because I’ve found a safe space to express myself, sharing all the ideas that I have and feeling comfortable talking through ideas and stepping into the role of a leader. All CSOs are establishing a vision for the future, helping more people and future generations to know the impact of STEM and how it’s a big part of all of our lives.
These CSOs, and hundreds more, are individually
and
collectively
stepping
into
leadership to positively impact STEM education and
individual
Officers
communities.
International
is
a
Chief
program
Science of
the
SciTech Institute, a nonprofit organization based in
Phoenix,
Arizona.
ChiefScienceOfficers.org.
Learn
more
at
Claire LaBeaux Claire is the Communications Director for the Chief Science Officers International, a program of the SciTech Institute. She coaches student Chief Science Officers
on
education,
engaging as
well
peers as
to
pursue
communicating
STEM with
education administrators and regional and national policymakers.
STEM|ED MAGAZINE
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S T E M
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P R A C T I C E
FIRST LEGO LEAGUE – MORE THAN A COMPETITION DR CHARLOTTE FORWOOD AND ISHANA SURIYAPPERUMA
Setting the Scene
Six core values lie at the heart of First LEGO
Picture the scene: a custom designed EV3 robot
League: discovery, innovation, impact, inclusion,
navigating LEGO constructions on a large game
teamwork, and fun. Alongside demonstration of
board, attempting to complete challenges within
these core values, teams complete a robot design
a given time frame. Tension is high. Will the robot
and robot game programming challenge as well as
perform as it did in training? Will the structures
an innovation project using the engineering design
stay in place or create additional barriers to
process. Participation requires good organisational
completing the tasks? How might the judges
skills, a willingness to try new things and to deal
react to the proposed solutions in the innovation
with failure. (This is a regular occurrence with the
project? Team members look on intently as over
programming.) Each year a new challenge theme
the course of two and a half minutes, months of
is released in August. The 2020 theme was Replay
problem solving, programming and perseverance
with a focus on encouraging people to be more
come to fruition, and later proudly share their
active and playful. The robot game board reflected
ideas, learning journey and reflections with a
this theme and the innovation project’s aim was to
panel of international judges. However, First
generate a solution to the issue of decreased
LEGO
activity levels.
League
is
so
much
more
than
a
competition.
Students at Camberwell Girls Grammar School
First LEGO League is an annual event consisting
have participated in First Lego League for the past
of three different divisions, depending on the age
three years. It aligns with our ...BY DESIGN Learning
of the students (4 – 16). In 2020, 600,000+
Architecture Design Principles of Making Sense of
students
100
the World and Adding Value, informed by the
countries around the world. First and foremost,
OECD Future of Education and Skills 2030 Project.
the aim of the event is to build an interest in
Despite the challenges of a long lockdown in
STEM through collaborative, real-world, hands-on
Melbourne, we entered two teams in 2020, with
challenges.
students taking the initiative and utilising Zoom
competed
from
more
than
technology, Miro boards, shared OneNote
STEM|ED MAGAZINE
| 57
notebooks and collaborative Word documents to
the beginning I had no knowledge of coding, so I
communicate with each other and collaborate on
deep dived into research and design, which helped
their learning journal.
me develop those skills. By observing and working alongside the robot designers and programmers in
A Student’s Perspective
my team, I now have a better understanding of
Good time management skills are essential as well
as
teamwork
and
collaboration.
We
participated in student-organised weekly Zoom
coding and its uses. This was important as in the presentation every team member was expected to talk about every aspect of the challenge.
meetings as well as touch points with our coach and
made
sure
communication
we
with
were
each
in
constant
other.
We
Intellectual Playfulness
used
The playful element of First LEGO League cannot
shared documents to collate information and
be underestimated. While there is good awareness
thoughts. We considered everyone’s ideas as we
of the importance of play for young children, there is
worked towards the final solution. This required
a body of research which highlights the importance
good communication skills including the ability
of
to listen carefully and compromise.
Adolescent brains are still developing so play helps
play
for
adolescents
too
(Conklin,
2015).
Being involved in First LEGO League for several
with executive functioning skills such as decision
years has allowed us to learn from other teams
making and memory (Hayes, 2020), as well as the
and
development of creative thinking, social interaction
past
experiences
understanding
of
to
what
gain makes
a
broader a
great
innovation project and what essential aspects need to be considered. In our first year, our project was quite simple. Last year, we used
skills and independence. First LEGO League provides students with the opportunity to engage in both cognitive and social play, creative expression and demonstrate competence.
‘what if’ thinking a lot more and this really helped us to come up with alternatives, more rigorous research, and a creative solution – a website. We were rewarded with second place for our Innovation Project at the National Championships South and a LEGO cup of course! As a Year 7 and 8 team, we had classes at different times, so we had to organise meetings that accounted for this. Having different year
Girls in STEM and Getting Started
levels working together meant that we gathered
First LEGO League is one-way girls can be exposed
a wider range of viewpoints than if we were all
to and involved in the broad applications of STEM.
the same age.
Swinburne University is a sponsor of the Australian
You do not need to have any experience of
competition and in our first year of involvement,
robotics to get started in First LEGO League.
provided a mentor for our teams. Their Innovation
When I started in Year 7, I had no understanding
Precinct sponsors the RoboCats team (for 14 – 18-
of robotics or coding, but I was intrigued to
year-old girls) as part of their commitment to
discover more and learn what is possible. I recommend having a go even if you feel that you do not know a lot about robotics. There are so many ways you can be involved. You can be a researcher, designer, or programmer; or you can lead the team and keep everyone organised. At
STEM|ED MAGAZINE
building STEM skillsets and mindsets in girls. BAE Systems was also key to our onboarding, providing us with EV3 robots, and the CGGS Parents and Friends
Association
supported
our
involvement
through the provision of LEGO extension kits. So, our advice is to give it a go; novices are most definitely welcome and well supported.
| 58
Dr Charlotte Forwood Charlotte Forwood is the Director of Learning Design and Development at Camberwell Girls Grammar School. As a dually qualified teacher and speech pathologist, she has a particular interest in oral language and explicit literacy instruction. Her doctoral thesis explored the differences
in
understanding
of
Secondary
Science vocabulary. Charlotte is the author of several
publications
Investigations,
an
including
award-winning
STEM resource
which uses the design thinking process for The rules were recently changed to ensure that teams
with
minimal
resources
are
not
disadvantaged. You never know, you might just even end up with a LEGO trophy or two as a bonus!
problem solving. She enjoys working with diverse teams to harness collective creativity. She has a lifelong love of LEGO, enjoys tinkering with
tech
and
thoroughly
enjoys
the
opportunity to coach First LEGO League teams.
References
- Camberwell Girls Grammar School. (November, 2020). …BY DESIGN Learning Architecture Digital Book
https://www.flipsnack.com/6677BE5569B
/cggs-by-design/full-view.html - Conklin, H. G. (March, 2015). Play isn’t just for preschoolers. Time. Retrieved 8 April, 2021, from https://time.com/3726098/learning-through-playteenagers-education/ - Fine, S.A. (2014). A Slow Revolution: Towards a Theory of Intellectual Playfulness in High School Classrooms. 84(1).
Harvard
Retrieved
Educational 8
April,
Review. 2021,
Vol. from
https://www.hepg.org/her-home/issues/harvardeducational-review-volume-84-number1/herarticle/a-slow-revolution%E2%80%9D -
First
Lego
League
Australia
https://firstaustralia.org/programs/first-legoleague/ - Hayes, H. (January, 2020.) The importance of play
Ishana Suriyapperuma Ishana is currently in Year 9 at Camberwell Girls Grammar
School.
She
deeply
enjoys
Mathematics and Science as well as Physical Education. She coaches and plays in a club basketball team which she loves attending. She also loves spending time with family and friends and exploring all the new ideas she encounters. She has been involved in First LEGO League for the past two years and is looking forward to being involved again in 2021.
for adolescents. Retrieved 12 May, 2021, from https://www.heatherhayes.com/the-importanceof-play-for-adolescents/ - OECD Future of Education and Skills 2030 Position Paper. Retrieved 12 May, 2021, from https://www.oecd.org/education/2030-project/ contact/E2030_Position_Paper_(05.04.2018).pdf
STEM|ED MAGAZINE
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S T E M
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P R A C T I C E
A FIRST LEGO LEAGUE JOURNEY AISHA KRISTIANSEN
Watching students heavily engaged in solving
opportunity like no other. During the season, this
real world problems and building/coding robots
group of talented students explored the problem of
is the hallmark of the FIRST
League
the Northern Pacific Sea Star, which was an
thinking,
introduced marine species carried into our local
creativity and collaboration at its heart, students
waters by international cargo ships. The sea stars
embark on an extraordinary journey to identify
were overrunning the Bellarine Peninsula near
solutions using the integrated pillars of STEM
Geelong (Victoria, Australia) and wreaking havoc on
Education. To be successful requires connecting
the fragile ecosystem. ‘Cre8te the Future’ went on to
with experts, working with skilled mentors, and
work
undergoing extensive research, which culminates
underwater robot that would humanely reduce sea
in the creation of a prototype. Running alongside
star numbers by euthanasia, to restore ecological
the Innovation Project, the team of up to 10
balance in the region. From researching the Science
students
behind
Challenge
program.
also
With
builds
Ⓡ
LEGO
critical
and
Ⓡ
programs
an
with
Deakin
marine
University
diversity
to
right
design
through
an
to
autonomous EV3 robot that solves a series of
Engineering an underwater robot solution, the
season-specific missions. Ongoing iteration of
STEM connections were natural and intuitive.
the robot and attachments requires students to continually
to
brought about a rich investigation into turning the
complete the maximum number of missions
local Alcoa aluminium smelter into a wondrous
within
frame.
Supertree grove, like one located in Singapore. The
Underpinning both categories are the FIRST Core
students spoke with one of the architects of the
Values - the very essence of the program!
Singapore Supertrees based in the United Kingdom
the
design 2
½
engineer minutes
solutions,
The next season addressed ‘Hydrodynamics’ and
time
My connection with this innovative STEM
and worked closely with local water authorities to
program dates back to 2016, with a group of 8
design a state-of-the-art water hydration system.
students solving ‘Animal Allies’. From my earliest
This innovation project would see the team be
involvement with the program, I knew that
awarded a spot to represent Australia at the First
FIRST
Lego League Competition in Debrecen, Hungary in
Ⓡ LEGOⓇ League was a dynamic learning
STEM|ED MAGAZINE
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2018. The team worked tirelessly to fundraise the almost
$50,000
competition,
needed
whilst
to
make
it
to
the
forging
some
invaluable
corporate partnerships along the way. ‘Cre8te the Future’ also raised awareness of STEM in the local community,
including
speaking
at
corporate
events, running robotics workshops, and holding meetings with local Ministers of Parliament (MP’s) to discuss the possibility of turning their idea for the region into a reality. The team was even mentioned in the State Parliament! The ‘Into Orbit’ season provided a new set of challenges for our students. In secret, I had applied for 8 scholarships to the University of Melbourne’s Space Program totalling $5,000 and every child was accepted. They spent the week with
leading
space
scientists,
including
the
famous Canadian astronaut, Chris Hadfield. For the innovation project, the students developed a solution to the feelings of isolation the astronauts suffered whilst on the space station. The team
Fast forward to 2021 and a move from Australia
created a 4D virtual reality experience using Unity
to
- an advanced programming software - and an
Brandenburg International School, we continue
electric
Automotive
the journey of embedding this invaluable program
Company they set about rewiring. The team would
into our curriculum. This year’s RePLAY season
go on to win the National Design Engineering
challenged our students to consider how to
Award for their robot and would travel to Nepal for
increase motivation and physical activity - a timely
a STEM Outreach Program. The students were
theme in the backdrop of a global pandemic. Our
committed to “paying it forward” by sharing their
incredibly talented BBIbotS team comprised of
skills
this
Years/Grade 5 & 6 students worked with experts
changing
from Seattle to create a hologram workout buddy
chair
and
developing
donated
expertise nation.
experience for us all.
by
with It
was
Ford
children a
life
in
Germany.
In
my
second
year
at
Berlin
in the form of sports glasses and a customised App. This project has been nominated for the FIRST Global Innovation Award. Our Grade 7 & 8 team - the RobotSapiens - addressed the issue of cycling accidents, designing a 360° detection system using haptic and light technology to alert the cyclist. The FIRST an
absolute
Ⓡ LEGOⓇ League program is
game-changer
for
schools.
It
empowers students to be the change they want to see in the world, whilst incorporating STEM learning in a holistic and engaging way. Reach out to one of the regional partners today and get involved in the new season - Cargo Connect! 3...2...1...LEGO!
STEM|ED MAGAZINE
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Aisha Kristiansen Aisha is the EdTech Integrator at Berlin Brandenburg
International
School
in
Germany. She supports staff and students to understand the transformational impact of education
technologies
on
their
learning
environments.
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E D U C A T O R
S P O T L I G H T
|
C O N C E P T U A L
P L A Y W O R L D
C H A M P I O N
INCLUDEDU.ONLINE ENSURING ALL LEARNERS HAVE ACCESS TO A PERSONALISED LEARNING EXPERIENCE RYAN EVANS
Whilst arguably Assistive Technology is not
With the right guidance learners with an
going to resolve a learner’s challenges, which
additional need can equip themselves with an
they may face daily in both their educational and
effective
home environment, it should be both identified
overcome
additional
and used fully as a mechanism of support. It
limitations
being
should form part of the practitioners’ toolbox and
achievements. Every child should be given every
used
opportunity to reach their full potential and every
to
supplement
other
teaching
and/or
learning experiences, in the classroom and/or at
toolkit
of
technologies hurdles
placed
on
in
order
and
to
reduce
attainments
and
possible resource utilised to this end.
home. Every curriculum aims to develop ambitious, capable learners, that prepare them for the rest of their lives. In this day and age, digital literacy is a necessity in the modern workplace, whilst the role of technology is vital to everyday operations, therefore, it needs to be developed from a young age
and
this
applies
to
all,
including
and
especially those learners with Additional Learning Needs. As educators, it is our duty to be aware of the countless applications and tools available to
In 2020, whilst involved in Google’s Innovator
support their learning and development, securing
Program, Ryan Evans identified that; until Assistive
equal
Technology
opportunities
for
all.
Learners
with
becomes
more
widely
used
with
difficulties or disabilities such as limited sensory
educators and with families having increased
perception, reading, writing and mobility may
access and an increased understanding of how to
face obstacles upon beginning their working
get the most from it, it will remain only a ‘potential’
lives. STEM|ED MAGAZINE
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Having
graduated
from
Google’s
Innovator
Academy, Ryan has now developed and launched a
free
to
use,
one
stop
shop
for
Assistive
Technology, IncludEdu.Online.The site is intended to reach educators and families globally to support them
in
providing
personalised
learning
experiences for all in their care. Please feel free to visit the site, provide feedback online or via the Twitter page or even sign up to become an ambassador, via the Ambassador sign up page. to bring about the changes it has the promise to make. Technology, and more specifically Assistive Technology,
can
strengthened curriculums
provide
inclusive through
individuals access
a
digitally
with
to
their
scaffolded,
personalised learning experience. As a former Head of Faculty at a Special Needs Residential School, Ryan is extremely passionate about facilitating access for EVERY pupil to curriculums
that
continues
to
engage
witness
and
a
inspire.
constant
Ryan theme
throughout schools locally, regionally, nationally and globally that staff: “don’t know what they don’t know”. Having previously worked in various education
settings
across
Wales
and
more
recently, across the world through his role at Aspire 2Be, he feels strongly that Assistive Tech needs
to
become
educational
more
widely
establishments
and
used he
in has
experienced first hand the benefits and results of their use in the classroom. With statistics showing that up to 1 in 4 learners in a mainstream classroom as having an
Ryan Evans
additional learning need, it only highlights the
Ryan is a Partner Technologist for Google at
need for additional resources within most, if not
Aspire 2Be. He was previously a Head of Faculty
all, classrooms or settings. Teachers are often
at a residential special needs school and is
unaware
and
currently also the Inclusion Lead at Aspire 2Be.
hardware available to support, scaffold, reassure
Ryan is a Google Innovator, Apple Teacher, and
and give further opportunities to all learners, but
Microsoft Certified Educator.
of
the
plethora
of
software
most especially to learners experiencing an additional need. One thoughtfully selected piece of
software
or
hardware
can
enhance
the
learning experience of a child who may be in need of multiple opportunities to overlearn a skill before moving on to any additional steps necessary to fully accomplish a task.
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Resource Corner
RESOURCE
CORNER Looking for practical ideas and resources to implement immediately into your classroom? Check out these STEM resources collated from around the world.
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THE STEM BOOK NOOK WITH BECK AND STEPH
"Simplify, slow down, be kind and don’t forget to have art in your life.” Eric Carle As educators we have many opportunities to present learning to the students in ways that allow them to make meaningful connections. We are never limited to one framework, practice or pedagogy. Teachers are artisans; they use their pallet to mix the right hue to paint their classroom learning experience. Unexpectedly, these experiences can sometimes be emulsified. The students and the learning seem juxtaposed or even separate from the perceived trajectory, and this is when we know that we have permission to step to the side of the journey to demonstrate or model whatever it is required for the students to again actively participate. One of the most important parts of any teaching and learning cycle is to not only value the voice of your students, but to also to honour the voice of the teacher within. Only then can learning truly be powerful and engaging. The below sequence is designed to ignite and inspire us to grow as educators, whilst immersing in a social learning environment. We hope that the frameworks and ideas presented may be those tools you need to present a masterpiece filled with the delectable moments that each student will devour. It will be these moments which will see your caterpillars grow, spread their inquiry wings and fly.
TITLE: The Butterfly House AUTHOR: Katy Flint STAGE/AGE: Preschool (Early Childhood) - Year 6 (Stage 3) CONCEPTS: Collaboration, Critical and Creative Thinking, Solution Architect, Future Builder, Scientific Concepts, Problem Solving POSSIBLE LEARNING LINKS: Key Learning Areas: English, Science, Mathematics, Geography General Capabilities: Critical and Creative Thinking, Personal and Social Capacity Cross- Curriculum Priorities: Aboriginal and Torres Strait Islander Histories and Cultures and Sustainability
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REVIEW: The Butterfly House provides a fresh perspective on the life cycle of the butterfly and an opportunity for students to discover the many species of butterflies and moths around the world. The beautiful illustrations will draw students in as they explore the finer details in the pictures. Whilst the text will build students' metalanguage, basic understandings of the diverse features of these adorable minibeasts and create a space for many wonderings.
CONNECTING ACTIVITY: Introduction As an introduction read the initial pages of the book including the introduction, the hatchery, butterfly or moth and the feeding station. Spend some time as a class co-constructing a sketchnote on the ideas as you complete a detailed read of the text. Pause and add to the document as a class and include any important images or phrases to support the growth of the collective knowledge bank. Feranado and He (N.D) have a fascinating research piece on the effect size and benefits of implementing the notion of sketchnoting into the classroom context. This concept does require some pre-teaching and it may be worth integrating this into reading (summarising or character descriptions) prior to using in a scaffolded inquiry. Google Keep has a few different tools that could be used for this purpose. Students could collaborate on a variety of different types of boards to co-construct and build upon their knowledge base.
Google Keep: An option for collaborative construction of sketchnotes Brainstorming This informative text invites students to step into the glasshouse and explore the magical world of butterflies and moths. Given each page works as an independent text, invite students to organise themselves into groups of three and select a species to investigate. Using the information and images in the book (and online if so desired) students gather information and share their wonderings about the species selected. Students then come back together to share their findings, interesting facts and wonderings with each other. Students record their thoughts as this will feed into the next stages. It is important that the students collate their information in a purposeful manner and this may be an opportunity to consolidate learning around the use of Google Keep or even manual sketchnoting.
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Pedagogical process/support/scaffold Through using a provocation such as Austin’s butterfly students can begin to examine their subject of study through scientific eyes. This clip invites students to consider how feedback can be a useful tool when provided in a constructive and specific manner to guide and improve outcomes. The teaching of this sequence provides an opportunity to develop metacognitive processes essential to 21st century education. This activity not only creates an opportunity for students to provide and accept feedback, but also to think about solutions (feed flow) and then to use these solutions in an authentic and purposeful manner to improve outcomes/product.
Considering student conversations as metacognition. © Beck Keough Research For the research phase engage students in a SOLE (Self Organised Learning Environment). This approach draws on the work of Sugata Mitra and his ‘Hole in the Wall’ research, which is highlighted through his TED Talk. Below are the guidelines for conducting a SOLE, these can be modified and adapted to meet the needs of your students. Encourage students to help shape the question around butterflies that they would like to investigate. The role of the teacher in this approach is to be the most exceptional grandparent, ask questions, offer wonderings whilst giving students the space to delve into the content and inquiry for themselves. SOLE Guidelines: Students have access to the internet for their research. Students work in groups of two or more. Students are able to swap groups, check in with others and share information. Students can record useful terms and/or websites on a whiteboard to support others. Students can present their findings however they like. Once students have researched their question, bring them back together as a whole group to share their findings. It would be worth considering the skills of the group you are teaching. Can they use iMovie? Are they capable of creating a quadorama to represent their learning or maybe they are avid podcasters? The presentation options are only limited by the
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skillset of the learners. Remember that there is always an opportunity to mentor or run workshops to bolster skills if a student indicates they are requiring support or guidance. For students who require additional support, it would be key for them to have some modelled options/templates to choose from. Ensure that the accessibility meets their criterion and provides opportunity for them to demonstrate their knowledge and skills with minimal cognitive load.
Design Phase The design phase will develop out of students' findings from their SOLEs. Guided by students' interest, this phase could be used to design garden beds, pots, and whole gardens suitable for planting natives to attract butterflies into the school grounds. Their wonderings may lead them into greater community projects exploring country, space or place. SOLE is organised as a methodology that is quite succinct and is driven by time. It is outlined by the three overarching sections of question, investigation and review (Mitra, 2015). We recommend you connect and peruse the full SOLE toolkit to assist you in understanding how the framework fits. Connecting to community organisations would enhance the project and provide authentic links. For example, talk to a local botanical garden about an excursion or participating in regeneration projects. There are many opportunities for this given the recent bushfires globally. Connect with an organisation such as the local council or participate in authentic experiences such as ‘The Big Butterfly Count” or “Butterflies Australia” to participate in authentic scientific data collation.
Presenting a Concept The social dynamic of this model is of paramount importance. Scaffolding learning through curiosity and collaborative experiences ensures the students maintain their voice. The presentation of the concept and/or learning is significant. Ensure that there is an authentic audience for the learning. Suggestions include collating a digital presentation to share with the school community on social media, hosting other students in the school to ask questions and view the learning, inviting in an expert to offer feedback on the learning or to host parents and community in a showcase of learning. In upper grades, there is an opportunity to dive into infographics, design thinking, problem solving and computational thinking concepts. A great example of the implementation of ICT can be found at Coding in the Elementary Grades . Students use Scratch Junior to demonstrate their understanding of the process a caterpillar undertakes to become a butterfly. Encouraging students to link the conceptualisation to conservation and endangered animals encourages authentic links and an ability to educate others. Canva is a great platform for looking at the notion of an infographic. Lower grades can engage in a number of hands-on experiences to demonstrate learning including the creation of stop motions. A beautiful example can be found at https://www.youtube.com/watch?v=s4rAPUT7fWI. This demonstration allows for not only the use of ICT skills, but also the demonstration of verbal skills including the use of vocabulary.
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Canva is an ideal platform for infographics. Conclusion The SOLE framework is key to allowing students to have voice and choice within their learning. The ability to link to other learning areas and to bolster vocabulary should not be undervalued. There are many opportunities to bring the investigation into a variety of learning areas such as Geography (mapping), Mathematics (measurement, data) and English (reading, viewing, spelling, vocabulary and reading). This concept can be adapted to any animal, you could inquire into insects in your playground or perhaps visit a local garden. Think what you can do to connect your students to the learning.
Join our Closed Facebook Group Inspiring Picture Book Ideas for Teachers to share your The Butterfly House learnings and find more inspiring ideas from other teachers.
List of other texts Wonder Earth: Exploring our living home by Zanni Louise and Tiff Bollhorn Read this book with a Worm by Jodi Wheeler-Toppen Mad About Minibeasts by Giles Anderson and David Woljtowycz The Wonderful Wisdom of Ants by Philip Bunting
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RESOURCE REVIEW
HIGH POSSIBILITY STEM CLASSROOMS: INTEGRATED STEM LEARNING IN RESEARCH AND PRACTICE BY DR JANE HUNTER BY FI MORRISON
I was given a copy of 'High Possibility STEM Classrooms: integrated STEM learning in Research and Practice"' for the purpose of this review. All opinions are my own.
If you're looking for a high-quality publication that combines evidence-based research and STEM education, and the practical implementation of such ideas into teaching and learning, then Dr Jane Hunter's new book is for you. High Possibility STEM Classrooms: Integrated STEM Learning in Research and Practice explores three mixed
STEM learning for projects, programs and sequences of
method studies in 14 Australian primary schools in diverse
lessons. Chapter 3 has the first case study conducted in five
contexts. The 59 teachers who participated in the research
schools with students from diverse cultural backgrounds
used the High Possibility Classrooms framework and STEM
and ideas of how to successfully do this are provided.
curriculum to transform their classroom teaching into well
Chapter 4 targets teachers who work with students in three
integrated often transdisciplinary (not siloed) learning for
disadvantaged schools and Chapter 5 offers ideas from
more than 1500 students.
teachers of Integrated STEM in highly urban contexts.
The book supports Dr Hunter's beliefs that inquiry, project-
Chapter 6 provides some fascinating details of extraordinary
based and design challenges are essential to K-6 Integrated
STEM teachers in classrooms from around Australia and
STEM education. She uses the term Integrated STEM with a
across the world.
capital “I” to denote the focus on bringing the disciplines
I recommend this book highly for classroom teachers,
together. Too often STEM is just Mathematics or Science
middle leaders, aspiring school leaders and system decision
curriculum in primary school classrooms. A huge variety of
makers who want to understand how to integrate STEM
methods were used by Dr Hunter to gather data for each
well; it’s suitable for those new to STEM, and those wanting
study in the book – it details teacher and principals’
to understand the critical role of Engineering and what best-
perceptions of STEM education, as well as middle leaders in
practice in STEM education looks like. It’s a guide and a
six schools who drove the leadership of STEM education
current resource with discussion pointers at the end of each
through professional development and long-term academic
chapter that could be used for professional development for
partnerships with a university-based colleague.
those wanting to create a rich STEM culture across their
The thing I liked most about Dr Hunter's book is that it not only takes the reader through the research conducted at
school
that
is
both
engaging,
transdisciplinary,
and
meaningful for the learning of every student.
each site before it culminates in a ‘new blueprint’ that
Follow Jane on Twitter @janehunter01 and you can buy
reveals 10 directions for High Possibility STEM Schools in
Dr Hunter's book by visiting her website or purchasing it off
Australia. In Chapter 2 there is a copy of the template that
Amazon.
was used by the teachers in the research to plan Integrated
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RESOURCE REVIEW
AMAZED! CSIRO'S A TO Z OF BIODIVERSITY BY ANDREA WILD BY FI MORRISON I was given a copy of 'Amazed!' for the purpose of this review. All opinions are my own.
AmAZed takes readers on a journey through some of Australia's
most incredible natural phenomena, using the alphabet as a scaffold for the journey. Each letter includes 3 - 4 plants, animals, or microbes found in Australia, along with some noted Scientists and their work. Each page includes stunning, full colour images and amazing facts and information about each subject. The level of detail within each page is incredible, and would suit students from ages 10 onwards for independent reading (based on reading and comprehension ability). This book would be perfect for engaging students in learning about the biodiversity in Australia, about sustainability, and about ecosystems in general. AmAZed would also make an excellent reference resource for an
inquiry unit where students chose a particular aspect of the Australian biodiversity to explore. AmAZed could be used as a stimulus text to explore the
Australian ecosystem, before allowing students to create their own class shared text around a topic or subject in Australia they had chosen to study. This book could also be suitable for younger students, as read by their teachers, for finding information to construct information reports about Australian flora and fauna. I highly recommend AmAZed for educators of upper primary students to help them engage in inquiry. If you'd like to grab a copy of AmAZed (or look into some class sets), visit the website here for more information.
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#STEMEDMAGAZINE FEATURES This month we had the awesome Chris Woods offer 3 free copies of his book Daily STEM to our readers - one on Facebook, one on Twitter and one on Instagram. We also decided to throw in some STEM ED Merch to make the prize even more amazing! Readers were encouraged to invite their friends and colleagues to participate in the giveaway as well. Below we have the 3 winners for the Daily STEM book - Congratulations, and please contact Fi Morrison at hello@stemedmagazine.com to claim your prizes!
Facebook: Chelsea Walsh
Twitter: Michele Pikunic
Instagram: stemwithmrsgreen
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#STEMEDMAGAZINE FEATURES
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Thank you to the following people who have helped make this magazine possible: Dr Sandy Nicoll Beck Keough Dr Stephanie Smith Chris Woods Cameron Ross Sarah Dunifon Dr Sarika Kewalramani Dr Ioanna Palaiogou Professor John Siraj-Blatchford Dr Maria Dardanou Monique Dalli Lucas Johnson Emily Hunt Sandy Roberts Tricia Fuglestad Cassandra Lowry Claira Wilson Amanda Buschmann Nikki Vreugdenhil Claire LaBeaux Dr Charlotte Forwood Ishana Suriyapperuma
Aisha Kristiansen Ryan Evans Jane Junter The Education Factory CSIRO Publishing AND A HUGE THANK YOU TO OUR GENEROUS PATRONS WHO HELP KEEP THE MAGAZINE RUNNING:
Robin George Erin
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+ Incredible family, friends and colleagues who have encouraged and supported this passion project over the last month.
While the magazine attempts to ensure that the information is accurate at the time of publication, it provides no express or implied warranties or makes any representations in relation to any content. The information provided 'as is' and without any guarantees as to its accuracy, currency, completeness or reliability. The magazine reserves the right to amend the information in this magazine at any time and without notice. STEMlED and the editors accept no responsibility for any loss or damage occasioned by use of this information contained. All access to and use of this magazine and its information is at the risk of the user. This magazine contains links to third party websites which are provided for convenience only and should not be construed as an endorsement or approval of the magazine and its editors. This disclaimer will also apply to the website.
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