STEM|ED Magazine Issue 1

STEM || ED STEM ED M MAGAZINE AGAZINE

CONCEPTUAL PLAYWORLDS A case study around the play-based STEM pedagogy.

DATA COLLECTION WITH MICRO:BITS A classroom-tested project on how Micro:bits can be used to collect data.

THE DIGITAL DIVIDE Addressing the widening gap in accessibility to technology.

1 e u s sI | 1 2 0 2 y r a u r b e F

HANDS-ON, EMPATHY-BASED ROBOTICS One teacher's reflections on how they navigated Science teaching in remote learning.

Acknowledgement of Country WE

ACKNOWLEDGE

OWNERS

OF

AUSTRALIA

COUNTRY AND

CONTINUING WATERS, PAY

OUR

PAST,

THE

AND

TRADITIONAL THROUGHOUT

RECOGNISE

CONNECTION CULTURE.

RESPECTS PRESENT

TO

AND

WE

THEIR

TO

LAND,

WISH

THEIR

TO

ELDERS

EMERGING.

founder's note What started out as a passionate dream to inspire and encourage STEM educators a few short months ago has turned into a fully-fledged digital publication that you now grip in the palm of your hand (or device).

Welcome to STEM | ED Magazine - more than a publication, but a community of innovative STEM educators from across the globe who share my vision and dream to enhance STEM education for our students. Whether you're a specialist STEM educator or a classroom teacher; whether you teacher kindergarten or year 12; whether you are in Australia or Hong Kong - this magazine is for you.

Just shy of 12 months ago, I knew very little about STEM education. As I returned full time to the work force in 2020 after two stints of maternity leave, I was first introduced to "EduTwitter" and was surrounded by a wonderful community of educators who have taught me so much about education, students, and innovation. After engaging with numerous STEM advocates through this platform, I too became transformed by this pedagogy; for STEM education is not just about teaching concepts related to Science, Technology, Engineering and Mathematics; it is about engaging students in tasks that promote their critical thinking, problem solving, creativity, resilience, communication, collaboration and flexibility. By integrating these lessons into the daily classroom setting, we can help students develop fundamental skills and strategies that they'll need for everyday life - and isn't that our true goal as educators?

It is my hope that you will find these articles as inspiring, encouraging and energising as I found them as I had the privilege of compiling this magazine.

Fi Morrison Founder + Editor-in-Chief

IN THIS ISSUE 06

EDITOR'S NOTE

07

FOREWORD: FROM GUTENBERG TO GATES Rob Kelly

S T E M

10

I N S I G H T S

F R O M

E V I D E N C E

SO, WHAT NEXT? HANDSON, EMPATHY-BASED ROBOTICS Lisa Blank + Liz Gallo

14

THE VALUE OF A ROBOTICS PROGRAM IN THE GREAT DIGITAL DIVIDE Thomas Oliphant

18

HUNGRY FOR STEM IDEAS? A CASE STUDY AROUND THE CONCEPTUAL PLAYWORLD STEM MODEL. Laureate Professor Marilyn Fleer + Tanya Stephenson

21

STEM: CO-CONSTRUCTING AUTHENTIC LITERACY LEARNING Beck Keough

STEM|ED MAGAZINE

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AN INCLUSIVE STEM JOURNEY

24

John Wigg

27

PLUGGED INTO UNPLUGGED Helen Kardiasmenos

CREATING SUSTAINABLE CHANGE MAKERS IN THE CLASSROOM

31 INNOVATION IN THE STEM & DIGITAL CLASSROOM

Dr Stephanie Smith

S T E M

I N

National Education Summit

P R A C T I C E

10 THINGS YOU CAN MEASURE WITH A MICRO:BIT

49

35

E D U C A T O R

S P O T L I G H T

PUTTING THE 'H' FOR HUMAN INTO STEM

Nicola O'Brien

54

Jonathan Nalder

1:1 ROBOTICS WITH OZOBOT

38

Adam Hill

WHY SHOULD WE BE TALKING ABOUT AUGMENTED REALITY?

41

Isabella Liu

AVID RESEARCH AN AUSTRALIAN STEM CAREER PODCAST

44

Amelia Travers

GET TO KNOW DAVID JONES R E S O U R C E

56

C O R N E R

RESOURCE REVIEW: DAILY STEM BOOK

59

EXTRA ACADEMIC READS

60

REGULAR FEATURE: THE STEM BOOK NOOK

61

Beck Keough + Dr Stephanie Smith

HELPING STUDENTS FLY INTO THE FUTURE OF TECHNOLOGY Fi Morrison + Scott Buell

STEM|ED MAGAZINE

46 REGULAR FEATURE: #STEMEDMAGAZINE FEATURES

68

| 05

editor's note I became interested in social media beyond Facebook and Instagram after reading for my PhD on this idea called “Ubiquitous

learning”.

This

new

educational

paradigm

brought, “computing off the desk into social and public spaces through wearable and handheld devices” (Cope & Kalantzis, 2008; 2018, p.5). Areas like engagement, relationships, and the tyranny of a digital distance in Education often play on my mind and I wondered if and how Twitter might help improve matters. I wanted to become more active on Twitter post my PhD and I was, well blown away! So many helpful people, so many innovative ideas and lots of humour, especially with GIFS. Stephy Salazar had told me of a Twitter group #PSTchat a few years previously and I loved this innovation to support PSTs. In 2019, I had a go as a guest host for #PSTchat for 3 weeks and laughed each night with Angie Taylor on my typos.

In response I had a go at thinking of my own hashtags#givinggettingback, #diveinmentality and later #kidsathome.

Other notable chat groups for me have been #EDUREADING, #primarySTEMChat and #MathsTalk. I have come to look forward to daily posts by many. Covi has challenged us all yet I see on Twitter support above and beyond. I for one try to say hello

as

often

as

I

can

with

a

crew

in

the

UK-

#teacher5oclockclub.

One night I noticed a bright bubbly type - Fi Morrison - and I loved her tweets. We had chatted a few times and I loved the idea of this magazine and wanted to support her vision and volunteered to help. Albert Einstein's quote, "It is the supreme art of the teacher to awaken joy in creative expression & knowledge" has always resonated in my daily practice and I think this magazine matches Mr Einstein. When I read each article, I got so excited and do not mind admitting I even cried when I read “So what next? Hands on, empathy-based robotics”. I look forward with continuing to support the sharing of ideas with others on the many skills underpinning STEM which relies on a mixed bag of research, theory and most importantly the reality of life in the classroom AKA practice. Congratulations, Fi.

Dr Sandy Nicoll @PSTchat- moderator, 2021 Editor

S T E M

If you’re reading this glossy

E D U C A T I O N

newspapers

|

or

O P I N I O N

even

The

this

invention of the time - and it

new e-magazine, you’re probably

magazine!

a passionate advocate for S.T.E.M,

Printing Press allowed texts to be

technological, engineering and

but if by chance you’re new to

printed and re-printed en masse.

mathematical box.

the concept maybe the next 600

It was revolutionary! For the first

words will help you understand

time in history, ordinary everyday

would

why STEM is so important to the

people

Gutenberg

past, present

process of looking at a series of

creation, but like some anti-tech

and future of humanity.

written

people of today, some railed

were

Gutenberg

P I E C E

exposed

symbols

and

to

the

getting

ticks

every

scientific,

It’s hard to believe anyone argue

against

Printing

the Press’

For the sake of brevity, let’s skip

meaning from them. Ordinary

against it. Why? In the 1400s,

early human evolution, catapult

people started learning to read

education was not valued. The

past the invention of the wheel

and

popularity of the Gutenberg

to the Gutenberg Printing Press

something

mostly

Printing Press saw young people

in 1440. When you think about

been confined to clergy, nobility,

spending vast amounts of time

‘world changing inventions’, the

higher merchants and artisans of

indoors

Gutenberg Printing Press may

the times. This amazing feat of

heads rather than their hands. In

not be the first thing that comes

technological

did

the middle ages, learning to read

to

more to shape the evolution of

and write was not seen as a

human beings than any other

worthwhile pursuit despite

mind,

but

without

wouldn’t have books,

STEM|ED MAGAZINE

it

we

subsequently which

had

write,

engineering

learning

to

use

their

| 07

increasing evidence to the contrary. As we

as

now know, it was those who saw the benefit

coronavirus

the

world

comes

to

and potential of the Gutenberg Printing Press

people in STEM coming together to find

that had greater success as creators, inventors

solutions to combat the virus. As the vaccine

and builders. It propelled curious minded and

rolls out, one man who has devoted much of

creative souls into STEM jobs!

his time and energy to invention and creation

pandemic,

we

grips see

with

the

amazing

Fast forward to the Industrial Revolution in

Bill Gates (who co-founded the world's largest

Europe and the United States in the 1700 and

PC software company Microsoft) said, “When I

1800s and we see a world transformed by

think back on the pace of scientific advances

STEM. From the Steam Engine and Power

in 2020, I am stunned.” But let’s face it Bill, we

Loom to the Newcomen Atmospheric Engine,

should be surprised! The human race is

human beings started to see the value in

indomitable - and our STEM stars make the

science and technology and how it could

impossible, possible.

improve their life and the human condition.

Jumping into our time machines (use a TARDIS if you have one) and travelling to the 20th century, we see a world buzzing with amazing STEM feats. From inventions like air conditioning

and

television

to

Rob Kelly STEM

Leader

and

Multimedia

Learning

Specialist at Berwick Lodge Primary School.

personal

computers and rockets, the world became a microwave of invention. According to some researchers, the transistor was the single most important invention of the 20th century.

Now, in the early 21st century, STEM is finally recognised as an area of importance in a young person’s development as much as reading and writing. It’s great to see schools around the world investing in professional development, tools and resources for STEM teachers who work to strengthen criticalthinking

skills,

foster

collaboration

and

promote problem-based learning.

STEM|ED MAGAZINE

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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

SO, WHAT NEXT? HANDS-ON, EMPATHY-BASED ROBOTICS LISA BLANK + LIZ GALLO

Most people think Big Apple when thinking of New York, but Watertown is a stark contrast.

Sparsely populated and near the Canadian border, opportunities for professional learning and collaboration are limited. To support the region, in spring of 2020, NYSCATE (New York State Association for Computers and Technologies in Education), scheduled a series of engaging hands-on workshops led by Liz Gallo, CEO of WhyMaker. Educators were eager to attend.

When schools suddenly closed in mid-March, this hands-on, collaborative robotics training had to be cancelled or significantly modified. Were educators ready to deal with the logistics of learning and teaching virtually while integrating rich, hands-on experiences? Lisa Blank, Director of STEM Programs, decided that a new approach would be essential to meet the needs of educators in spite of our circumstances, which

STEM|ED MAGAZINE

we believed at the time would

experience

be only temporary.

workshops

Professional

in

designing to

learning would continue. Little

collaboration,

did we know the great impact

time

this decision would have.

engagement and participation.

A thoughtful approach was applied

in

adjusting

Robots

while

foster

effectively and

managing to

ensure

materials

were

typical

mailed to participants so they

hands-on learning to a virtual

would be ready to engage with

environment

Liz via Zoom.

to

ensure

the

workshops were meaningful for all educators. Liz drew upon her

In April and June, Liz led educators through a 6-hour

| 10

hands-on

virtual

learning

experience

via

Zoom from her NYC apartment. As we heard the

frightening

sounds

of

sirens

in

the

background emanating from the epicenter of the pandemic throughout the workshop, we were quickly reminded that Liz’s location was a far cry from our rural homes to the north.

The

Watertown

City

School

District

Summer STEM Camp

Since 2017, Watertown City School District has

hosted

Summer

STEM

Camps

for

approximately 200 students grades 4-6 (ages 8 - 12). Robotics has consistently been an area of

great

committed

interest. to

Camp

educators

continuation

of

were

hands-on,

minds-on learning opportunities in spite of the constraints we faced. Students needed to connect with each other and engage in learning experiences using their hands after months of isolation. The camp leadership

The beginning of the workshop focused on

team was prepared to assemble and send

Edison Robots, which provide tremendous

home kits for many camp activities; but how

flexibility and accessibility to STEM learning. A

would we proceed with robotics? We quickly

ten pack of the Edison robots costs less than

realized that our training with Liz provided a

other

solution.

capacity to serve the entire span of K-12

robots

previously

used

AND

their

learners made them stand out as a logical choice. These robots, at a price of around $35 USD each, can be programmed via barcode scan, basic drag and drop coding, or Python

language.

customised,

They

providing

are

also

the easily

opportunities

for

students to build onto the bots using common building blocks and 3D printed attachments.

The second component of the workshop focused on empathy-based design thinking.

Teachers explored the Designing for Humans process and engaged in activities to help them understand how to apply design thinking to student projects and instruction during these unpredictable times...

For our camp, we decided to send an Edison Robot home to each camper. Throughout the month of July, camp educators met virtually with students twice per week, holding 40minute robotics lessons. Project work was

STEM|ED MAGAZINE

| 11

robots. Because of the ambitious training provided by Liz, teachers took risks and were rewarded with students' pure enthusiasm and engagement.

Implications for the Future of Education

So what’s next? What if we reimagine and reinvent our educational systems? Sir Ken Robinson for years shared his critical thoughts of educational systems, pointing out the negative impact of the one-size-fits-all factory model that continues to pervade educational systems (Education, 2021). He strove to spark further supported with an open office hour each

week.

We

quickly

learned

that

our

campers missed working collaboratively. They enjoyed just hanging out on Zoom calls with camp staff and peers, working on projects.

They really needed togetherness - even if the connection was virtual.

revival

of

creativity

and

imagination

in

education. Manny Scott, one of the Freedom Writers, has proclaimed that we should “be students of our students” (Scott, 2017). With student-focused workshops, like WhyMaker’s, we can invigorate learning experiences by infusing them with opportunities for students to collaborate, create, think critically, and

Implications for Classroom Instruction K-12

In September, we returned to school with approximately 65% of students in attendance

solve

challenging

application

of

problems

through

human-centered

design

thinking.

via a hybrid model and about 30% were fully remote. Our STEM Camp strategies continue to engage students. Second grade students in one

school,

in

the

spirit

of

the

Macy’s

Thanksgiving Day Parade, a grand American tradition,

read

the

book,

“Balloons

Over

Broadway,” written by Melissa Sweet, then modified their Edison robots using straws, tape, balloons, and paper to create a unique parade balloon. The students programmed their robots then recorded video of their decorated robots moving in front of a green screen. The classroom teacher, library assistant, and technology integration specialist compiled the videos into a parade video, adding the backdrop of the New York City parade route. It was a terrific collaborative project that merged literacy, coding, digital skills, imagination, and creativity. Virtual students in high school level robotics

classes

are

learning

the

Python

language at home as they learn to program sensors and control the movement of their

STEM|ED MAGAZINE

In response to a camp survey question, “What should we plan for next year?”, one camp student known to struggle in the traditional school setting stated, “I [am] not sure...What if they made a STEM Camp for adults like my teacher. It would make them smarter in STEM and school would be better.” This student thrived at camp and did not experience the learning challenges he typically faces in the classroom. The great lessons learned in spite of the pandemic will fuel our efforts to reimagine,

reinvent

and

invigorate

our

education system so that all kids thrive!

| 12

Additional Notes:

References

Special thanks to the WCSD STEAM Team, especially Tara Elmer, for sharing helpful documents and information for this article and to NYSCATE for your unwavering support in

the

transformation

of

teaching

and

learning through technology in our schools across New York State!

Three of the four robotics educators for

-Scott, M. (2017).

Even on Your Worst Day,

You Can Be a Student's Best Hope. Nashville,

ASCD. -Education, S. (2021). Changemakers: Ken Robinson on Creativity And Imagination In Education. [online] DIY Genius. Retrieved

from https://www.diygenius.com/ changemakers-ken-robinson/.

camp were enrolled in ISTE Certification training during Summer STEM Camp.

They were

among the five members of the entire group of eight camp staff members in the first virtual cohort for ISTE Certification training.

Book Creator Link for STEM Camp lessons Balloons

Link

for

the

“Balloons

Over

Liz Gallo

Broadway” activity Balloons Shared view

Liz has taught technology and engineering education for over a decade in all types of

Lisa Blank

schools around the world; focusing on helping

Lisa Blank, a LEAD STEM Fellow with STEM

understand the human-made world. Since

Ecosystems and regional co-chair of the North

the beginning of her career, Liz has taught

Country STEM Learning Network, serves as

STEM project based learning and design

Director of STEM Programs for Watertown City

thinking.

School District in Northern New York. In 2019,

WhyMaker, she is on a mission to help

Lisa was recognised by the New York State

teachers teach students in meaningful and

STEM Collaborative with the Margaret Ashida

authentic ways. As President of the NYS

Award for her district level leadership in STEM

Technology

&

education. Prior experience as an educator of

Association,

she

math, science, and technology in the greater

thousands of STEM teachers and motivated

Minneapolis/St.

Boston

them to work together and grow STEM

regions has made her acutely aware of the

education in NYS. Liz has helped schools and

significant

educational

communities design Makerspaces and teach

opportunities and awareness of STEM careers

Maker Education. Liz believes that through

that exist across the nation. Lisa’s mission is to

transdisciplinary, design thinking and project

bridge these gaps, understanding the impact

based learning students fall in love with the

of

for

process of solving problems and this will help

individuals, families, communities, and society

them be successful in whatever they do in

as a whole.

their future.

barriers

students learn how to solve problems and

Paul

and

differences

that

STEM|ED MAGAZINE

exist

greater in

on

outcomes

Now,

through

her

Engineering has

brought

company,

Educators together

| 13

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 VALUE OF A ROBOTICS PROGRAM IN THE GREAT DIGITAL DIVIDE THOMAS OLIPHANT

The world that students now live

The COVID-19 pandemic has

An Organisation for Economic

in is fast paced and ever evolving.

Co-operation and Development

emphasised

The rapid development of new

(OECD)

the

implementation and development

technologies

a

pandemic states that educators

of disruptive technologies such as

teaching

must “prepare students for rapid

artificial intelligence (AI), drones,

methodology that provides an

changes, for jobs that have not

automation

advanced environment where all

yet

Workplaces,

requires

stimulating

report

prior

been

to

created,

for

the

rapid

and like

robotics. our

own,

staff and students are engaged

technologies that have not yet

continually

in their learning, with intent to

been

regularity,

design sustainable pathways for

social problems that have not yet

digital trends and technological

the future.

been anticipated”

advancements. We as educators

“77% of CEOs believed that the COVID-19 crisis had accelerated their digital transformation plans by an average of 6 years in as little as 8 months.”

- Deloitte Insights STEM|ED MAGAZINE

invented,

and

to

solve

and

with

evolve

increased

with

current

To remain competitive in 2030

must consider how, along with

one-in-two Australians will need

core curricular expectations, we

skills in programming, software

can best prepare our students.

development

The thoughtful integration of an

and

building

digital technology as 800 million

Educational

people globally are expected to

can be paramount in connecting

be displaced by automation in

and educating learners in a 21st

the next 10 years (McKinsey &

century

Company,

enhancing student experiences

2017).

Evidently,

Robotics

learning

program

environment,

robotics plays a prominent role

and outcomes in a world where

in today’s world and will increase

innovation,

exponentially

as

and

continues

expand

to

technology and

embraced in everyday life.

is

creativity,

problem

paramount

to

curiosity,

solving success

are

(Eguchi,

2013).

| 14

Engaging

There are several areas in which learning about robotics at school could benefit

Robotics makes STEM learning

students, prepare them for the future and

more

complement an existing STEM

students to shift away from only

curriculum.

working with lines of code on a

physical

and

allows

screen. Using robotics as a Development

of

fundamental

STEM Skills (The important ones!)

Whilst respecting core curriculum

learning tool enhances math, science, and engineering experiences through ‘hands-on mind-on

learning’.

It

also

provides

a

areas such as science, technology,

stimulating learning environment because of

engineering,

its

and

maths,

the

hands-on

nature

and

integration

of

technology.

collaborative nature of an immersive student-centred robotics program encourages learners to develop a range of

Programming

important

Knowledge

soft

skills

including

“Code

communication, collaboration, and teamwork.

Programming

Educational robotics is an effective tool for

abstract

concept

project-based learning where STEM, coding,

students

find

computational

Robotics enables educators to

thinking,

and

engineering

skills are all integrated into one project.

Creative thinking can be developed through taking risks, failing, then trying again. Educational robotics programs offer students a range of open-ended challenges. These challenges encourage students to take risks and use a process of trial and error to support decision making. We should aim to boost student doing

or

thinking

that

an many

challenging.

students

to

better

understand

programming ideas through observation and

Opportunities for Creativity

by

often

introduce an engaging, tangible tool that will allow

creativity

is

aware”

differently,

educational robotics can help encourage this.

hands-on

experiences.

Becoming

‘code

aware’ allows students to develop 21st century skills

and

become

better

prepared

to

understand the digital world they live in.

It is easy to highlight the importance of developing 21st century skills and be deeply aware of how the COVID-19 pandemic has accelerated

digital

acceptance,

however

amazingly 46% of the globe still has no nternet access. What is alarming is that 97 per cent of the world population now lives within reach of a mobile cellular signal and 93 per cent within reach of a 3G (or higher)

Promotes Critical Thinking

Robotics

programs

involve

a

network, the infrastructure is there (ITU).

process of planning, assembling and operating robots. An openended challenge teaches students to explore a variety of solutions as there is often no single correct or definitive answer. Solving the challenge encourages students to develop critical thinking skills through testing and analysing a variety of options

before

solution.

STEM|ED MAGAZINE

deciding

upon

the

best

"Connecting the 3.6 billion people still offline to the power of digital technologies must become one of our most urgent development priorities" -Doreen Bogdan-Martin, Director of ITU's Telecommunication Development Bureau

| 15

The Digital Intelligence (DQ) Institute’s

Coalition

Intelligence

(CDI)

for

Digital

highlight

improve accessibility to Digital

challenges,

Technologies.

exciting

the CSER

is defined as a comprehensive set

Lending Library

technical,

cognitive,

cognitive,

and

meta-

socio-emotional

easy

a

to

variety

follow

of

STEM

courses. It can all be accessed for

importance of developing DQ. DQ of

and

Adelaide

University

nature, learning can be completed

The National Lending Library program

free and given its online and virtual

allows

schools

to

without needing a robot.

competencies that are grounded

borrow a huge range of digital

in universal moral values and that

technologies

educational

in the field of robotics — and we

enable

the

equipment and provides access

need a society who respect and

the

to

understand

individuals

challenges

and

to

face

harness

opportunities of digital life. It is

a

range

of

We need more talented people

professional

development opportunities.

digital

technologies,

devices,

and

help inspire the next generation by Make Code LEGO Mindstorms

teaching

robotics

and

coding

internet,

LEGO Education along with

principles. COVID-19 has provided

teachers

Microsoft have developed a free

a chance to reflect and consider

otherwise they are missing out on

browser based online platform

learning from a new, refreshed

a core component of their growth

where students and educators

perspective.

as

global

expert

technology

functions. As educators we can

therefore undeniable that children across the globe require access to

how

can

LEGO

been made in bridging the digital

able

to

Mindstorms virtually. There are a

divide, COVID-19 has highlighted

afford the tangible assets required

range of tutorials and challenges

how important access to digital

to deliver a traditional robotics

that focus on coding and design

technologies is in many parts of

program and we must continue

engineering

the

the discussion on how we, as

completed without the need of a

accessible

educators, can raise awareness and

physical robot, it is all simulated

together

close the gap.

online.

improving digital abilities in both

VEX Robotics VEX Code VR

students and teachers, should be

are

Currently several organisations are

looking

to

provide

free

the

popular

has

all

systems

code

progress

Not

education

citizens.

While

and

can

be

world.

Affordable internet

with

and access,

investments

in

VEX Code VR goes one step

an integral part of our planning for

resources, teaching aids and

further and offers a teacher’s

the COVID-19 recovery and closing

professional development to

portal, lesson plans, tutorials,

the digital divide.

‘Children are our future, and so are robots’. – Roboticseducation STEM|ED MAGAZINE

| 16

References -

DQ

Institute.

Framework?

(2020).

Global

What

is

standards

the

for

DQ

digital

literacy, skills, and readiness. Retrieved from

https://www.dqinstitute.org/dqframework/#digital_intelligence.

- Eguchi, A. (2013). Educational robotics for promoting

21st

Automation

century

Mobile

Journal

skills.

Robotics

&

of

Intelligent

Systems, 8(1), 5–11.

- ITU. (2019). New ITU data reveal growing internet uptake but widening digital gender divide.

Retrieved

from

https://www.itu.int/en/mediacentre/Pages/2019PR19.aspx.

- Kane, G. C., Phillips, A. N., Copulsky, J., & Nanda, R. (2020). A case of acute disruption: Digital transformation through the lens of Covid-19.

[online]

Deloitte

Insights.

Retrieved

from

https://www2.deloitte.com/xe/en/insights/ topics/digital-transformation/digitaltransformation-COVID-19.html.

- Khanlari, A. (2013). Effects of robotics on 21st century skills. European Scientific Journal, 9(27), 26–36.

- The Organisation for Economic Co-operation and Development. (2018). The future of education and skills Education 2030.

Retrieved

from

https://www.oecd.org/education/2030/E2030%2 0Position%20Paper%20(05.04.2018).pdf.

- Manyika, J., Lund, S., Chui, M., Bughin, J., Woetzel, J., Batra, P., Ko, R., & Sanghvi, S. (2017).

Jobs lost, jobs gained: What the future of work will mean for jobs, skills and wages. [online]

McKinsey

Global

Institute.

Retrieved

from

https://www.mckinsey.com/featuredinsights/future-of-work/jobs-lost-jobs-gained-

Thomas Oliphant © Copyright Monash University Thomas Oliphant is a passionate, innovative, and experienced educator who has a specialisation in

robotics,

programming,

and

advanced

technologies. He is interested in the role of design

and

problem-based

learning

in

promoting student interest and achievement.

Graduating with a Bachelor of Industrial Design and a Master of Education, Thomas takes pride in exposing his students to new and emerging technologies and future pathways in the field of STEM learning. Thomas has used his background to develop engaging learning programs that stretch learners into developing the skills and independence

required

to

thrive

in

a

technological future.

what-the-future-of-work-will-mean-for-jobsskills-and-wages.

STEM|ED MAGAZINE

| 17

S T E M

I N S I G H T S

F R O M

E V I D E N C E

HUNGRY FOR STEM IDEAS?

Join the movement to make magic in the classroom/centre through a Conceptual PlayWorld. Read more through this teacher case study.

LAUREATE PROFESSOR MARILYN FLEER & TANYA STEPHENSON © Copyright Monash University Kathy’s excitement and smile

Kathy is not alone; there is a

can be seen mirrored in the

significant amount of research

the

glowing eyes of the children in

that shows that teachers who

model. The approach builds on

her classroom. They spent three

work with young children in

teachers’ strengths and creates

weeks

early

motivating

together

transforming

childhood

meaningfully

of The Very Hungry Caterpillar –

problem? Is it confidence? Is it a

concepts.

She

What

lack of exciting STEM teaching

But how did Kathy begin her

should we feed her? Where can

models? Is it knowing about the

own transformation? After the

we find the right food for her?

STEM

be

PD she consulted a website

How can we stop the birds from

intentionally taught? These are

packed with PlayWorld starters

eating her? We need to design a

the questions asked. But more

for

structure to keep her safe. The

importantly,

schoolers and school children.

children

solutions?

are

on

fire

and

what

to

are

the

everyone

to

for

comes to STEM. So, what’s the

concepts

it

conditions

PlayWorld dramatizing the story HUNGRY.

when

PlayWorld

schools

SO

stall

primary

Conceptual

their classroom into a STEM

is

often

and

children. She found just that in

infants,

Kathy

want learn

STEM

toddlers,

began

pre-

her

first

desperate to research STEM so

Kathy participated in a free

they can help the very hungry

professional development (PD)

reading the story of The Very

caterpillar.

Kathy’s

program at Monash University

Hungry Caterpillar and invited

classroom wasn’t always like

via zoom where she found other

the children to transform their

this. She recalls a time when

like-minded

outdoor

she couldn’t find inspiration to

wanted

intentionally

model that was inspiring for her,

entered and exited together.

whilst engaging for

The mapped the garden, they

But

teach

concepts.

STEM|ED MAGAZINE

STEM

an

teachers

who

evidence-based

Conceptual

to

caterpillar

PlayWorld

play

area

garden.

by

into They

a all

| 18

coded bee-bots to travel across the garden in

Research shows that providing children with a

search of food, they designed a protective

social purpose (such as protecting the hungry

structure for the hungry caterpillar to keep her

caterpillar) and engaging them in imaginary

safe from the birds that lurked in the garden

situations through drama, as is the basis of a

(or

they

Conceptual PlayWorld, opens up spaces for

researched using a digital device what food

girls and motivates them into wanting to solve

caterpillars needed. They were so inspired that

STEM challenges.

so

the

children

thought),

and

they created a digital animation of their caterpillar garden and adventures.

In her latest Conceptual PlayWorld, Kathy and the children are busy building a rocket

Promising research is showing that when

ship to help Baby Bear get to the moon. How

children go into imaginary play situations

will Astronaut Baby Bear navigate through the

inside the Conceptual PlayWorld, meet STEM

solar system? What planets might she come

challenges,

and

across? What does she need to be able to

dramatize with STEM knowledge - then real

breathe in space? The girls are taking the lead

learning

in researching components of a rocket and

research

takes

STEM

place.

solutions,

Being

emotionally

connected by helping a character in the

designing Baby Bear’s rocket ship.

drama of the story is exciting for children, and

Conceptual PlayWorlds create motivating

importantly they appear to remember and use

conditions for engaging girls in STEM during

STEM concepts.

their formative years – an important step

Kathy noticed that the girls in particular were very excited by the characters and the

towards increasing gender equity and reducing the gender gap in STEM.

drama of the story. They were curious to know

Are you hungry for more ideas? Thinking

more about what caterpillars eat and the

about creating your own Space PlayWorld?

habitat they live in. They researched to learn

Kathy

more about caterpillars and habitats, and

PlayWorlds Facebook group for educators to

designed

using

share her teaching ideas, but also to find out

different materials to cover the vegetable

how others were using children’s books to

garden in order to protect the caterpillar from

create Conceptual PlayWorlds in support of

the swooping birds.

STEM learning. Kathy has now designed and

and

built

an

enclosure

joined

the

closed

Conceptual

Kathy believes that the drama created by the

implemented six Conceptual PlayWorlds. She,

Conceptual PlayWorld captivated the girls and

like many other teachers, is contributing to

gave

STEM

feeding the minds of children and sharing

learning. As Kathy watched the girls’ continued

inspiring teaching ideas. Become involved,

interest

learn about and register for free PD for

them

greater

in

opportunity

brainstorming,

for

researching,

designing and building for the caterpillar, even

teachers here.

after they had all exited the Conceptual PlayWorld garden, she noticed that the girls seemed to be more engaged, more focused, and

produced

better

STEM

results

when

compared to the boys.

Kathy’s observations show positive early engagement with STEM for girls, which has been prioritised in recent STEM reports. While research suggests that STEM zones such as construction development

areas of

are

significant

children’s

STEM

for

the

thinking,

these areas are typically challenging for girls to access. © Copyright Monash University STEM|ED MAGAZINE

| 19

© Copyright Monash University

Laureate Professor Marilyn Fleer

Tanya Stephenson

Marilyn holds the Foundation Chair in Early

Tanya is a doctoral student at the Faculty of

Childhood

at

Education, Monash University. As a Kathleen

Monash University, where she's also a Kathleen

Education

Fitzpatrick Australian Laureate Scholar, she is

Fitzpatrick

She

passionate about advancing STEM education

researches in the areas of early childhood

through evidence-based practices. With a focus

science, engineering and technologies, with

on

particular

visual

engagement with STEM, her research interests

methodology framed through cultural-historical

include STEM education, teacher professional

theory. Her Laureate Fellowship on the theme

development, educational

"Imagination in play and imagination in STEM"

psychology and play.

Australian

attention

and

Development

Laureate

on

Fellow.

digital

educational

equity

and

increasing

girls'

investigates how families and teachers create conditions for children’s conceptual thinking in play-based settings.

STEM|ED MAGAZINE

| 20

S T E M

I N S I G H T S

F R O M

E V I D E N C E

STEM: CO-CONSTRUCTING AUTHENTIC LITERACY LEARNING BECK KEOUGH

“It’s dot-to-dot learning!” The student exclaims. “I

Having students use language to learn (Furniss &

know it is. We heard those ideas when we were

Green. 1991) allows students to read, write and

reading the book in STEM yesterday.” The class look

discuss

at each other and nod their heads in agreement.

vocabulary and word knowledge is exceptionally

They get it! They really get it ... and they are

powerful.

words

in

context.

The

building

of

incuriated.

I am a die hard inquiry fan. I blame Kath Murdoch and Trevor MacKenzie actually. Since seeing Kath present and reading books by both Kath and Trevor my world has changed, and I have spent the past five

years

playing

in

this

domain,

reading,

researching and learning. But what does this have to do with STEM and co-constructing through a literacy lens?

Read

Establishing a culture of reading about what students are learning creates a classroom of shared experts. Having students aware of the ability to make their reading time purposeful and connected

to

learning

is

a

game

changer.

Reading to students and holding discussions

Learning through an authentic inquiry lens is powerful, it’s the kind of teaching and learning that sends my learners into a place of deep and intentional learning. They inquire, they wonder, they seek, they collaborate and they share. I do not mean that we just wonder and wander all day. We use explicit strategies and move through various levels of inquiry starting with the explicit or structured (MacKenzie, 2016).

STEM provides the perfect platform to launch integrated learning and is the ideal vehicle through which to drive literacy outcomes forward.

STEM|ED MAGAZINE

| 21

around texts that enrich critical thinking and

themes and wonder words were highlighted on

increase oral language skills for students. Whilst

the master copy of the text on the interactive

explicitly teaching students to use their reading

whiteboard and written onto the enlarged class

time

copy of the graphic organiser.

to

take

connections

notes

and

increases

make

student

meaningful confidence,

Working With Words

comprehension and vocabulary.

The inclusion of STEM related texts has ignited

Inspired by the work of Peter Bowers and Fiona

questions and conversations, whilst promoting the

Hamilton, I enjoy giving students permission to

idea of locating unfamiliar, interesting or related

analyse words, interrogate the English language

vocabulary

demand

and to find purposeful connections. Through this

quality reading materials that will both challenge

generates

learners

who

approach, the reading task then extended to the

and inform them.

spelling or word work domain. I choose the term ‘word work’ intentionally. Students tend to ‘spell’

Theory into Practice:

words through rote methods, yet when they work

Words | Wonder | Write

with words they discover some fascinating and

A simple activity that yields great engagement

interesting stories and connections. They become

and success is Words | Wonder | Write. During this

detectives ... word scientists. The enthusiasm I

language comprehension task, which could be

have seen around this style of approaching

applied within many teaching contexts, students

instruction has been invigorating. Students learn

were invited to listen to or read along as the

that we do not just ‘learn’ our spelling words, we

teacher pre-read a text. Students read to learn.

build vocabulary.

They listen during the uninterrupted pre-read. A

These words are added to the classroom display

quiet time to just listen and engage with the text -

and become the lexis of focus for the week.

no pressure.

Vocabulary to work with and to understand.

Within the second reading by the teacher

Words to write with and discuss. These are our

students were invited to note down anything they

power words, the wonderful and magical link to

were wondering about, to jot down or highlight

our writing, extending our knowledge of text and

any unfamiliar or interesting words. A discussion

they give us the language to convey our message

was then held at the completion of the second

to our audience.

read

with

sharing

around

what

they

had

wondered about, the identification of common

Students work in small groups to understand words. What are the graphemes? What are the syllables? Are there any words that have an interesting story? What are the morphemes? Can you locate a root word? What about a base word?

What is the power of the prefix or suffix? What does that word really mean? Can I use it in a sentence that makes sense? Do you know any other words that may relate to this word or that this word reminds you of?

So many questions! Yes so much more time... because the learning is not siloed.

Write

As students move through the process, we have time

for

explicit

practice

around

using

correct

grammar

sentences

writing and

punctuation.

STEM|ED MAGAZINE

| 22

References - Bowers, P. (N.D). WordWorks Literacy Centre. [online] Word Works Kingston. Retrieved from http://www.wordworkskingston.com/WordWorks /Home.html.

- Furniss, E., & Green, P. (1991). The Literacy Connection: Language and learning across the curriculum. South Yarra, VIC, Eleanor Curtain

Publishing This is not negotiable. It is a place to intentionally

practice

writing

in

context

- Hamilton, F. (2021). WordTorque. Retrieved from https://wordtorque.com/about/.

(Hockman & Wexler, 2017). We also use what

- Hochman, J.C., & Wexler, N. (2017). The Writing

we have learned about a word and put it into

Revolution:

immediate and purposeful use.

through writing in all subjects and grades. San

Students co-construct their vocabulary bank,

A

guide

to

advancing

thinking

Francisco, CA, Jossey-Bass

expand their knowledge and collaboratively

- MacKenzie, T. (2016). Dive Into Inquiry: Amplify

create the walls of the classroom with their

learning and empower student voice. Irvine, CA,

graphic organisers, writing becomes a natural

EdTechTeam Press

part of our literacy practice within STEM, and

- MacKenzie, T. & Bathurst-Hunt, R. (2018).

who am I kidding… any other concept that fits

Inquiry

with the inquiry as well. We don’t just limit it

wonders,

to STEM, we write about all of our learning.

learners. Irvine, CA, EdTechTeam Press

The power of intentional integration of learning reinforces the ideas and conceptions around being purposeful authors: we write with passion, purpose and with people in mind (The 3 P’s of Authorship). It provides a natural and even, dare I say it, authentic meaning to learning. Be gone with you solitary silos of learning, and welcome in the refreshing

breeze

of

the

wonder-filled windmill effect.

whimsical

and

Mindset: and

Nurturing

curiosities

of

the

dreams,

our

youngest

- Murdoch, K. (2015). The Power of Inquiry: Teaching and learning with curiosity, creativity and purpose in the contemporary classroom.

Melbourne: Seastar Education

Beck Keough Beck is a Primary School Educator who teaches at St Bernard's Primary School on the South Coast of NSW. She holds a Bachelor of Teaching and a Masters of Education. Her passions are authentic integrated inquiry learning, innovative and creative educational design, gifted and talented education, and literacy across the curriculum. Beck has completed projects such as

the

reSolve

Math

by

Inquiry

Champion

Program, ACARA Digital Technologies Project, and Dr Jane Hunter's High Possibility Classroom research.

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

AN INCLUSIVE STEM JOURNEY How can we modify the Design Thinking Process and STEM to cater for all students?

JOHN WIGG

Throughout

the

ages,

the

Context

The Design Thinking Process

curriculum disciplines of Science, Technologies, Maths

Engineering

were

often

My official STEM journey began

and

taught

when

I

became

a

Learning

separately; and in the case of

Specialist at my current Special

Science

School

difficulties to motivate students with autism due to the restricted

specialist teachers. Only since

building

social

repertoire of interest and skills

the

wellbeing

empowering

they have. In our school, we not

sometimes

even

taught

early

2000’s

disciplines

been

have

by

these

our

Part

of

Stewart (1996) identifies the

our

Technologies,

2020.

the need to be engaged

school’s mission and values is

and

in

EMPATHISE and

students'

and

them to become active members

only

integrated in schools, as the skills

of

through

spectrum, but also students with

that

engaging programs that prepare

other additional learning needs.

them for the future.

That is why when we look at

are

increasingly

being

developed

through these programs become more

recognised

in

the

21st

the

community

When I undertook this role, it

have

students

on

the

designing a topic, we need to

century workforce. However they

was critical that I kept these

ensure that the topic will be

are

values and school mission in

engaging and motivating for all

mind

students, and which include a

often

specialist

still

taught

teacher

by

a

(Hallinen,

when

incorporating

the

2020). So how can we ensure

elements of STEM that would

variety

that all students - no matter their

help prepare our students for the

hands-on activities (Duchesne et

ability level - can still participate

future.

al, 2013).

in STEM and the Design Thinking

incorporate the Design Thinking

Process through a whole school

Process (Miller, 2017) as a whole

with a colleague to address the

approach?

school approach?

Science

So,

how

did

we

of

visual,

audio

and

When planning a Science unit Understanding

outcomes of the Victorian STEM|ED MAGAZINE

| 24

Curriculum, we looked at how we were going

For some students, this form of the Ideate

to come up with a topic that would interest

staqge is just simply unachievable due to the

the students, as well as engage them using a

students' ability levels. When we approached

range of visuals and hands-on activities. We

this stage of the unit on the topic of Natural

decided to explore the topic of slime to

Disasters, we allowed students to work in

address the ‘Chemical Sciences’ and ‘Science

groups of up to four students with varying

as a Human Endeavour’ in the Level D

interests (for example, some who liked writing

standards.

and others who liked drawing and building).

During the Empathise stage of the Process, the

teacher

provided

opportunities

for

students to brainstorm questions that they

The teacher recorded the words on the board that students wanted to use and also the names of the materials.

wanted to know about slime and provided information

in

various

forms

that

were

relevant to these questions such as “What is slime made of?”

Students also explored various forms of slimy foods and toys by using their senses of smell, touch and sight before identifying what the food and toys had in common as a class before writing them down.

Image: Students planned and labelled an earthquake proof bridge.

PROTOYPE

Once each group had a plan and/or gathered their materials for their bridge, it was time to build. The approach to the construction and allocation of roles were either assigned by themselves or designated by the teacher. Each group came up with different

bridge

designs

with

their

own

unique elements, such as additional support Image:

Students

made

and

felt

wet

spaghetti!

beams, railings and even the height (some opted for lower bridges). The role of the teachers during this stage became that of a guide.

DEFINE AND IDEATE – An Earthquake Proof bridge

Teachers help support each group member communicate effectively by modelling and

In my experience, the thought of the

reinforcing

the

expectations

when

issues

drawing and writing side of the Ideate stage

arise. Students were also supported with the

of the Design Thinking Process can create

development of their fine motor skills such as

anxiety,

cutting tape, paper and cardboard when

frustration

participate.

STEM|ED MAGAZINE

or

even

refusal

to

assembling the bridge.

| 25

TEST and Improve

Upon completion of their prototype, groups were encouraged to present and share their

References - Duchesne, S., McMaugh, A., Bochner, S., &

prototypes or go back and make changes

Krause, K. (2013). Educational psychology: for

before they presented. Reflecting and making

learning

changes can be a challenge for our students.

Victoria. Cengage Learning

To

- Hallinen, J. (2020). STEM. [online] Encyclopedia

help

overcome

this

challenge,

we

and

teaching.

South

Melbourne,

modelled the behaviour we wanted to see

Britannica.

ourselves. For example, in our writing and

https://www.britannica.com/topic/STEM-

numeracy lessons, we would intentionally

education/STEM-education.

make mistakes and then go back and fix

- Hunter Miller, B. (2017). What is Design

them.

Thinking?

By the end of the Design Thinking Process,

Retrieved

(And

associated

what

with

are

it?).

from

the

5

stages

Retrieved

from

students were able to explain what they

https://medium.com/@bhmiller0712/what-is-

learnt through a variety of different methods

design-thinking-and-what-are-the-5-stages-

as part of our celebration of student learning.

associated-with-it-d628152cf220.

For

difficulties

- Stewart, R. (1996). Motivating students who

communicating, we use a range of high tech

students

who

have

have autism spectrum disorders. The Reporter,

and low tech augmented and alternative

1(3), 1-3.

communication (AAC). We use prograns such as

Language

Acquisition

through

Motor

Planning (LAMP) software on ipads (high tech) and Aided Language boards with a picture exchange communication system (PECS) as a form of low tech for options to help form short responses to given questions ranging from 2 option (for example yes or no) to a short sentence.

Throughout each unit, our students were engaged and supported through the Design Thinking Process with activities that cater for the students needs and interest. They were also provided with resources and supports that ensured all students could succeed in communicating their ideas and responses. In the end, all students can participate in the Design Thinking Process and STEM.

John Wigg John is a Learning Specialist in a Special Education School from South East Melbourne, Australia.

He

has

a

Bachelor

of

Education

(Primary) degree and loves exploring ways to incorporate STEM in different programs across schools.

He

is

especially

passionate

aboutInquiry and the use of technology in the classroom and is always looking for different ways to use these to enhance student learning.

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

PLUGGED INTO UNPLUGGED HELEN KARDIASMENOS

Exploring coding and computer

approach

involves

exploring

approaches

are

equally

science with children can seem

coding and computing concepts

important and can be conducted

scary,

by unplugging from technology

independently of one another, in

many educators who often feel

and

technological

unison or sequentially. However,

like the need lots of technical

means

through

hands-on

the beauty of using unplugged

knowledge

and

learning

experiences

equipment.

However,

and

overwhelming

for

expensive when

using

non-

(Lee

&

approaches

prior

to

plugging

Junoh, 2019). This includes play-

your students in, always students

using an unplugged approach it

based

and

hands-on

learning

the opportunity to develop an

is as easy as child’s play.

experiences

involving

physical

understanding

manipulation, Unplugged vs. Plugged

creating

building

and

(Song,

computing

2019).

When

2013).

exploring ideas of coding and

Collaboration is central to the

computing it is important to

unplugged approach and can

offer students opportunities to

technology. This includes trying

include drama, role-play, group

complete both.

coding and computing concepts

discussions and team work. Built

directly

on

The Plugged approach literally involves

being

with

plugged

digital

into

tools

(Fleer,

systems

of

play,

these

fun,

active,

including: computers and iPads,

kinaesthetic

are

There is a broad body of

robots,

ones that teachers use readily in

educational research that has

other Key Learning Areas (KLAs).

demonstrated the effectiveness

and

Children

love

digital the

games. plugged

approach, as this involves block

experiences

Does it really work?

The fun part for teachers is

of

digital

creating

unplugged activities, coding and

coding and computing concepts

circuits and using e-learning and

other Key Learning Areas. This is

(some examples are Bell, Witten

other

where the opportunities for play

& Fellows, 1998; Song, 2019). But

begins. In the classroom, both

does

learning

tools.

Comparatively, the Unplugged

between

students

seeing

remote

threads

to

coding online games or robots; sequencing,

the

of unplugged approaches

this

understanding

work

in

a

regular

Sydney classroom?

STEM|ED MAGAZINE

| 27

Findings (Pilot Study)

Plugged into Unplugged

I decided to test this out and in 2020, when I

The data showed that by the third formal

undertook a grassroots action research project

assessment task, the class who used the

with three stage 2 classes, integrated as part of

unplugged approach scored an average of

learning in Science about Backyard Birds. The

almost 40% more in the final assessment. The

purpose of the research was to explore the

findings

effectiveness

unplugged

stretched

effectively

beyond

approaches

in

students’ conceptual understanding of coding

application

of

concepts, to their applications in their games.

coding concepts when coding and designing a

In their final games students in the class who

students

of

understanding

and

digital bird’s game in Scratch. As part of the project, I worked with three stage two classes.

One class explored coding concepts using unplugged activities, including Paper Plane Algorithms,

Barrier

Games

and

Paired

Programming.

Working collaboratively students role play as programmers or robots. Programmers would program their robot using cards, codes or visual cues to make a paper airplane, move around

used unplugged approaches demonstrated the

incorporation

of

more

complicated

coding blocks and an increase coding of multiple sprites and backgrounds. Essentially, the

students

approaches

were

who able

used to

unplugged design

more

complicated games using detailed coding, compared to the students who did not participate in the unplugged learning.

the space or create a pixel drawing of a bird. Other approaches involved language tasks, connected to students work in spelling and vocabulary, such as using semantics in a Variables

‘Many

Meanings’

games.

Here,

students would have fun playing with word categories as variable placeholders to change the meaning of stories, often with hilarious outputs.

The series of fun approaches were inspired by freely available unplugged activities by the inspirational

Dr.

Unplugged

and

Tim

Bell

through

on

the

the

site

CS

wonderful

resource bank available on code.org.

Plugged

After the fun of the unplugged approaches, all the students across stage 2 plugged into the learning by exploring coding concepts using digital technologies. They coded robots like Dash to travel around set spaces and mazes in the classroom, focusing on exploring events and loops. The students also used online platforms like code.org and Scratch to learn about and practice using coding concepts like variables and branching.

STEM|ED MAGAZINE

| 28

How do I unplug my class?

If this sounds interesting and you are keen to try this out in your context? Well it’s like teaching any skill, concept or KLA there is no one method that is better than another. It is best to try different approaches and modify to suit your pedagogy and your students.

A

good framework to use involves: 1. Introducing the coding concept I want the students to explore, i.e. loops or repeats.

2.

Students

will

then

complete

an

unplugged activity or approach to explore this concepts in a tangible real way.

3. Students would then reinforce this understanding

through

plugged

activities.

Such as using a platform like ACA challenges or code.org; on a online coding platform like Scratch, Makecode Arcade or Tynker; or by coding a Robot, Micro:bit or Makey Makey.

K-2 Plugged A fun plugged activity to do with student in K-2 that connects with your literacy block is to send ‘Beebot/Ozobot on a Bear Hunt’. Start by reading ‘We’re Going on a Bear Hunt’ and using a Beebot or Ozobot and pictures from the story. Code the Beebot or Ozobot to move to the different places, thus simulating the story. You can do the same thing with other great titles like ‘Rosie’s Walk’, or classic fairy tales like ‘Goldilocks and the Three Bears’ or even ‘Hansel and Gretel’.

3-6 Unplugged Jam Sandwich this is such as fun activity, for students and teachers. This age old favourite is a fantastic way of introducing algorithms through role play and laughter. The teacher dons the role of the robot and the students the programmers. Working collaboratively, the students write the procedure or code for making a Jam Sandwich. They then code the teacher robot, reading their instructions to the

Unplugged Ideas for your classroom

teacher

robot

who

follows

their

instructions to a tee to make their jam

K-2 - Unplugged

sandwich.

Read ‘How to Code a Sandcastle’ with your students, ask them to record down steps for making a Sandcastle and then give them the materials to test their code. I have done this activity

with

prep

school

classes

and

kindergarten, and they have loads of fun, while learning about sequencing.

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References

Helen Kardiasmenos

- Bell, T., Witten, I. H., & Fellows, M. (1998).

Computer

science

unplugged...

off0line

activities and games for all ages. Retrieved

from

https://classic.csunplugged.org/wp-

content/uploads/2015/01/unplugged-book-v1.pdf.

- Fleer, M. (2013). Play in the early years. Port

Helen is a primary school teacher based in Sydney, Australia with a passion for integrating technology into student learning. She has been teaching in primary schools across Sydney for over 10 years across various systems. Helen has taught across K-6 in a number of capacities

Melbourne, VIC Cambridge University Press

including as a technology and school leader.

- Lee, J., & Junoh, J. (2019). Implementing

Presently she is working as the Junior School

unplugged coding activities in early childhood

Technology Teacher and K-6 mentor at a Top

classrooms. Early Childhood Education Journal,

Independent School in Sydney and as a Digtal

47(6), 709-716.

Technolgies Project Officer with the Computer

- Song, J. B. (2019). The effectiveness of an

Science

unplugged

University of Adelaide.

enables

coding

coding

education

education

system

with

that

Education

Research

Group

at

the

computers.

Universal Journal of Educational Research,

7(5A), 129-137.

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

CREATING SUSTAINABLE CHANGE MAKERS IN THE CLASSROOM DR STEPHANIE SMITH

Background

participated

In early 2020, the Museum of

in

activities

This event was a partnership with

designed to spark their thinking,

the Department of Agriculture,

all with the goal of identifying

Water and the Environment, and

hosted the inaugural National

creative

ran

Plastics

cause.

Australian

Democracy

Children’s

Canberra.

This

together people

(MoAD)

Summit

in

event

bought

passionate

young

from

across

ways

to

support

the

Plastics Australian

Creative response activity

Australia,

One of the sessions involved the participants working in small

Molly Steer, responsible for the

groups

Straw No More campaign, and

on a creative response. Using

high-profile

speakers

basic craft materials, a selection

including the Governor-General

of lunchbox themed single-use

His Excellency David Hurley and

plastics,

Mrs Hurley.

cardboard

At the heart of the Summit was a

need

to

incorporate

Summit

National held

Parliament

at

House

industry and key stakeholders

of three to collaborate

infographics Bento

and

Box,

a

they

designed and created a visual

youth

response

to

voice into the conversation in

problem.

You

represent can

the

see

an

championing

support

for

the

example below. The Bento Box

reduction

problematic

and

creative piece draws together

of

the

which involved over 200 of the

sustainability influencers such as

guest

alongside

single-use plastics in Australia.

individual

Throughout the day these young

whole message to highlight the

people

with

problem, include a striking visual

rich

image, fact or statistic and a call

Image: Student holding Bento

to action statement.

Box : Source MoAD

experts,

were

connected

engaged

in

discussions among peers and

STEM|ED MAGAZINE

components

into

a

| 31

from across Australia. Throughout the day the young participants fed into the main Summit sessions,

culminating

in

the

formal

presentation of their ‘Call to Action’ cards during

the

Summit

closing

remarks,

articulating how they would create change in their communities.

Image: Call to Action cards: Source MoAD

A central outcome for the day was to give the

Summit

longevity.

In

the

months

Image: Copy of the cover of the resource: Source MoAD

following the Summit the ideas from the participants,

which

had

been

shared

throughout the process, were incorporated

To accompany the teacher resource a range

into an online resource. The objective was to

of support materials including Inquiry and

support teachers across Australia wanting to

STEAMD (Science, Technology, Engineering,

focus on sustainability and student voice in

The

their classroom.

activity

Arts,

Mathematics

booklets,

and

website

Democracy)

suggestions

to

support the inquiry process, book lists and Sustainable

Change

Makers:

Lunchbox

Citizens teacher resource Sustainable

Change

activity templates have been created. For those teachers interested in the topic but

Makers

a

who are not ready to commit to a complete

comprehensive unit of work focusing on the

unit of work, we also developed a stand-alone

challenges

surrounding

of

lesson plan which has stronger ties to the

problematic

and

in

Summit participants creative response activity

the

single-use

is use

plastics

lunchboxes. Designed to target a broad age

described above.

range from Year 2 to Year 10, this resource provides teachers with flexibility and support

Access to these resources can be found here

to successfully implement change into the classroom.

STEM|ED MAGAZINE

| 32

Action-based Learning Model

The inquiry process gives students the

The Action-based model, shown below,

understanding of ‘why’ change is required,

STEAMD

and the STEAMD process provides the ‘how’

approaches into a single hybrid model. This is

change can be achieved. The inclusion of the

a brand-new approach which was launched

‘D’ for Democracy in the STEAMD acronym

with the Sustainable Change Makers resource

references the links within the model and

in November 2020. The philosophy behind

learning experiences to grassroots democracy

this design is to incorporate a strong sense of

and social involvement. This approach could

student voice and agency into all aspects of

easily be adapted to explore other social

the learning experience. By completing the

issues students are passionate about.

draws

inquiry

together

cycle,

inquiry

students

and

gain

a

sound

knowledge base to support answering their

To access the Sustainable Change Makers:

initial question. This is then followed up

Lunchbox Citizens resource pack, or explore

immediately by the STEAMD process during

our onsite and digital excursions, professional

which students create a ‘product’ to achieve

development

change.

resources visit www.moadoph.gov.au/Learning

opportunities

and

online

Connect with us via Twitter @moadlearning or the Closed Facebook group Australian Action Based model: Source MoAD

The intent of the infinity design is to always bring students back to the centre with a required action. This can either be to ask a new question and initiate the inquiry cycle, or draw on the information already gained to implement

change

through

the

STEAMD

cycle. The model offers the flexibility for students to complete another cycle on the same side if they require more information, or in the instance they have a second STEAMD idea to work through.

Civics Educators’ Network

Dr Stephanie Smith Dr Stephanie Smith is the Learning Design Producer

at

Democracy,

the

Museum

Canberra.

She

of

Australian

has

experience

working in primary classrooms and a variety of cultural institutions across the country. Her research explores inquiry learning, professional development specifically

in

and science

play-based and

learning

mathematics

in

primary settings.

In Sustainable Change Makers: Lunchbox Citizens the action-based model is used to

explore sustainability, specifically problematic and single-use plastics.

STEM|ED MAGAZINE

| 33

STEM in Practice

STEM IN

PRACTICE Read some innovative and engaging stories from educators worldwide promoting STEM in their classrooms.

Image: Source MoAD

S T E M

I N

P R A C T I C E

|

P R O F E S S I O N A L

L E A R N I N G

INNOVATION IN THE STEM & DIGITAL CLASSROOM NATIONAL EDUCATION SUMMIT

Disclaimer: National Education Summit are the sponsors of this issue of STEM|ED Magazine.

Innovation,

Creativity,

Entrepreneurship,

Flexibility, Soft Skills, Communication, these are just some of the skills that employers now and in the future are looking for in their employees.

Digital Technology has brought about a seismic shift in the way we work, play, learn, move, eat, communicate….well education

allows

really us

to

everything! foster

STEM

collaboration,

strengthen critical-thinking skills, problem solve, create real-world scenarios, and prepare our kids for the future.

Educators around Australia, and the world are incorporating STEM projects, not only in Science, Technology, Engineering and Maths, but across all subjects and levels.

The Innovation in the STEM & Digital Classroom virtual conference brings together a wealth of experience and ideas, with practicing educators sharing their resources, tips and tricks with you.

Walk away inspired and armed with skills that will invigorate not only your students but you as a teacher.

When: Friday 26 February (PM) & Saturday 27

February (AM) 2021 Where:

STEM|ED MAGAZINE

–

Interactive,

2-way

communication, recorded What: 7.5 hours of PD mapped to the Australian

Professional Standards for Teachers Continuing: All sessions will be recorded and

shared with delegates for future reference Cost: AU $55.00 + gst (includes live event, all

recordings, certificate of attendance) How:

Use the code STEMEDVIP for 10% off your ticket price

Online

View

the

program

&

Register

-

https://nationaleducationsummit.com.au/stemdigital-resources

| 35

Jackie Child, Technologies Coordinator, St

that it’s OK for things to not work first time. By

Aidan’s Anglican Girls’ School will present

iterating and making changes to improve

Makerspaces and Student Wellbeing.

designs, the girls develop a growth mindset,

Some ideas Jackie would like to share are:

realising that by persevering and working

Activities in a Makerspace can be no-tech,

hard many things can be achieved.

low-tech or all-tech depending on what materials

and

technologies

are

available.

Melisa

Hayes,

Teacher,

Academy,

pencils, sewing by hand or machine, creating

Building Challenges.

animations or movies, playing X-Box Kinect or

Some ideas Melisa would like to share are:

making games, building with K’Nex or LEGO,

Let’s face it.

designing

difficult not only on the kids but the parents,

with

paper

circuitry,

USA

Online

Sculpturing with newspaper, drawing with led

cards

Ohio

Hilliard

will present

STEM

This past year has been very

discovering the possibilities of 3D printing

teachers, and admin as well!

We have all

with a 3D pen or 3D printer, exploring and

persevered!

creating AI apps, programming robots or

innovative ways to instruct, motivate and

building a Piper computer are all activities

inspire! For me, my creativity has been tested

students can enjoy and develop.

but I can honestly say that I am so enjoying

We have found new and

teaching online. Sure, I miss the hugs, dance parties, hearing the giggles and seeing the looks on my kids’ faces when they grasp a concept, but being virtual doesn’t mean you can’t have those things as well. look a little different.

It may just

STEM projects are an

amazing way of seeing those smiles, giggles and that look of accomplishment!

An example of a fun and engaging activity in our

Makerspace

was

the

creation

of

an

Amusement Park. STEMies is an afternoon club held in our Makerspace where the girls come

to

define

themselves

as

makers,

inventors, and creators. It provides a safe place for girls to give ideas ‘a go’ and to learn

STEM|ED MAGAZINE

| 36

At the beginning of the school year, I

It's not a new problem. Students have always

remember creating my first STEM project for

been different to each other and so have their

my team of nine 2nd grade teachers.

From

educational needs. Teachers have done their

then the kids were hooked! I develop a STEM

best, and by and large teachers have done

project a week for my kids to accomplish.

I

pretty well over the past 200 years. But there

take into account what materials each child

is only so much one teacher can do from out

may have and modify accordingly. I also do

the front. Teachers can only say one thing at a

drop offs each week for my family. I organize

time. They don't have two mouths. They don't

a STEM bag each month for my kids so each

have two heads. Teachers can only be in one

has ample STEM products to use for each

place,

project a week. Not only do the kids love the

Sure...they can set different levels of work, and

STEM projects but teachers do as well!

can have different levels of expectation for

We

saying

one

time.

their

instruction, teachers have pretty much had to

designs,

productive

struggles,

with

one

flexibly. reflections,

However,

at

love seeing our kids thinking differently and We love seeing their questions,

students.

thing,

regard

to

teach towards the middle. Even in a support

creations, and inventions! STEM isn’t its own

class you have a top and bottom, and even in

identity, it’s a way of thinking that needs to be

a gifted class you have a top and bottom.

incorporated in everything we teach!

Belinda

Anderson,

The

Training

Lady,

Matt Burns, ICT and Stage Coordinator,

Beltan Consultancy will present Using

William Carey Christian School will

Microsoft Teams in the Primary Classroom.

present Dangerous Differentiation.

Some ideas Belinda would like to share:

Part of Matt’s blog post and presentation: All the students in my class are exactly the same...said no teacher ever.

That's right.

Students are different. They look different, they behave in different ways, and they think differently. But it's our job, as teachers, to develop a student’s learning by at least one year (possibly more if we can).

One explicit issue that many primary schools face is how to use Microsoft Teams with younger

grades.

Students

in

years

3-6

generally cope quite well but how about Kindy through to year 2? How are younger grades meant to utilise Teams when often they are still learning to read, certainly can’t spell yet and let’s be honest, can have the attention span of a goldfish 😊 Here I look at just some of the techniques that schools and teachers can use to allow student

engagement

and

inclusion

using

Microsoft Teams.

STEM|ED MAGAZINE

| 37

Creating a foundation to begin with where students understand the different areas of Teams and when to go there is vital. I’ve seen some great suggestions online for this over the past 12 months and so here are some great tips.

Teams allows you to add Emoji’s into your channel names which can make it much easier for students to identify where they should be. E.g. “Go to the Sight words channel with the book picture next to it.”

You can access the Emoji keyboard by holding

down

the

windows

key

on

the

keyboard and press the full stop key in the Channel name field….and more to come…

Register Now! All of the above ideas can also be found as fuller blogs on our website here.

And don’t forget you can meet and learn from all

of

these

amazing

educators

at

the

Innovation in the STEM & Digital Classroom virtual event (26 & 27 February).

STEM|ED MAGAZINE

| 38

S T E M

I N

P R A C T I C E

10 THINGS YOU CAN MEASURE WITH A MICRO:BIT NICOLA O'BRIEN

It’s great to get out of the

With

an

LED

display,

classroom and explore with your

thermometer,

students. What’s even better is

movement

when you can record data to

there are so many interesting

4. Are you good at sneaking?

bring back to the classroom and

questions that need only simple

(Using the accelerometer - is

analyse, such as through using a

coding and a micro:bit to answer.

movement detected?)

micro:bit.

The

The micro:bit is an affordable microcomputer,

perfect

for

students from around year 3 and

sensors

newer

micro:bit

radio to

version also

and

it safe to bike home? (What is the light level?)

explore

of

the

includes

a

5. How many birds/insects/pieces

microphone and speaker to offer

of

even more options.

particular area? Does one area

above. It can be programmed

rubbish

1. Is it warmer inside or outside?

rubbish

which is great news for those

Is it too hot to play outside? Is it

about

the

Australian

I

see

in

a

have more birds/insects/pieces of

with free web-based resources, teaching

can

warmer in the shadows or the

Curriculum: Digital Technologies.

daylight?

You can program it to detect and

thermometer.)

(Using

the

than in

another?

different

How

seasons?

(Using a button push to increase a counter) 6. What direction are you

record all sorts of interesting data both inside and out of the

2. How noisy is the classroom? Is

classroom... Are the integrated

it noisier at different times of the

STEM projects already jumping

day? Is a kindergarten classroom

7. How fast are your reactions?

out for you?

louder than a year 6 classroom

(Using button press with a timer.)

Here are some scientific and not so scientific questions that can

be

answered

micro:bit.

STEM|ED MAGAZINE

with

facing? (Using the compass)

(using the microphone on the new micro:bit)

a

8. Are you nearby? (Using the

radio 3. Do you need headlights on? Is

function

to

create

a

beacon.)

| 39

9. Did you toss more heads or tails? (Using

two buttons to increase two counters).

10. Less scientific but fun: will I have a happy

life? (Create a magic eight ball using a list and choose a random item from the list when the micro:bit is shaken.)

Starting

with

these

simple

questions

provides so many opportunities for students to move on to a more detailed analysis or more detailed programming.

Using the example of ‘is it warmer inside or outside’, a very simple starting project uses the following code, which simply displays the temperature at that moment in time on the micro:bit’s LED.

Another area to extend students is take one question, and use their coding knowledge to explore another question. Sticking with the temperature example, how would a student need

to

change

their

code

to

use

the

micro:bit to record and store light level or sound level readings instead? Repurposing one digital solution to solve another problem is a really important part of learning in digital technologies: there’s no need to recreate the Maybe students would like to record the

wheel over and over again!

temperature in two different locations, or at different

times

of

day?

Using

variables,

students can use button presses to record a pair of numbers. The code looks like this:

Or

what

about

recording

multiple

temperatures? A list can help with that. The code below has a lot more going on with it: in essence, each time the A button is pressed on the micro:bit, the temperature is recorded, and added to a list of previous recordings.

When the B button is pressed, the stored values scroll across the screen of the micro:bit.

STEM|ED MAGAZINE

| 40

One of the most engaging components on a micro:bit is the radio feature. This lets one

The Low Down:

micro:bit send a message to another micro:bit.

Micro:bits

A great example might be having a micro:bit

microcomputers.

outside the classroom communicating with a

using either blocks or text based coding: a

micro:bit inside the classroom, to let everyone

great place to start is makecode.microbit.org.

know what the outside temperature is: this is

are

credit

They

are

card

sized

programmable

Micro:bits have a range of sensors and 25

really handy on a hot day when it’s time to

programmable LED lights. They cost around

decide if it’s safe to play outside, if hats are

$25 each and are widely available in Australia.

required, or if it’s better to stay cool indoors.

In late 2020, a new Micro:bit launched which includes a speaker and microphone, as well as a touch sensor. A full summary of the features of the micro:bit is available here.

Nicola O'Brien Nicola is a computing education specialist at the Australian Computing Academy (soon to be Grok

Academy)

students

and

and

works

schools

to

with bring

teachers, digital

technologies into the classroom. She's excited to be part of the global

#MicrobitChampion

community in 2021 and is checking the mailbox daily for her t-shirt to arrive! She's also the author of Ready Set Code, which mixes hands on coding activities using Scratch and Micro:bits with explanations of all the amazing tech around us.

The micro:bit opens many possibilities for STEM projects in schools. Affordable, easy to code and able to answer so many questions, they’re well worth trying!

A note on data storage

Each time the micro:bit restarts, it loses previously

stored

collecting

data

data. about,

If

students for

are

Australian Computing Academy

example,

temperature over a day, think about how to record that data more permanently: in a spreadsheet, with pen and paper, or another way. While there are some tools to transfer data from a micro:bit back to a computer, these get fairly complicated fairly quickly.

STEM|ED MAGAZINE

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S T E M

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1:1 ROBOTICS WITH OZOBOT ADAM HILL

It was around this time last

Secondly,

Ozobot

is

a

For example, there are various

year that schools in Hong Kong,

lightweight, pocket-sized option.

colour

China and other parts of Asia first

This allows for the easy transition

adjustments, directions, special

started

in and out of school. Finally,

moves and more. Click here for

COVID-19 pandemic. It prompted

Ozobot

screen-free

the colour code chart and a

us to consider how we might

option

(explained

description of each command.

continue

below). This is one of its unique

Alternatively,

selling points. Since students are

OzoBlockly platform offers five

online

levels

to

creativity, when

close

to

due

to

promote

and

coding,

robotics,

teaching

the

and

even

learning

offers for

a

coding

more

and

more,

this

codes

of

for

speed

the

visual

scaffolded

coding

remotely. We decided to explore

screen-free option was very well

options. These start from basic

options for 1:1 robotics to put a

received.

commands and progress towards

bot

in

the

hands

of

every

student. These would, of course, continue to be utilised long after schools reopen.

advanced Two Ways to Code

coding

OzoBlockly

As mentioned, Ozobots can be coded in two ways: online using

reference

also guide

concepts. includes

and

a

example

programs that can be edited.

the OzoBlocky block editor, and Why Ozobot?

Ozobot product,

is

screen-free using colour markers. an

ideal

STEM

for

hybrid

especially

Students

use at

both different

coding

With

convenient

access

to

times,

Ozobots, they can be integrated

learning models and times of

depending on the context of the

into lessons for both planned

uncertainty. First, it is relatively

lessons.

and

inexpensive compared to similar

options

Classroom Integration

For offline coding, Ozobot’s

products on the market. This was

sensors

an important factor, considering

combinations

we purchased over 800 of them!

the commands accordingly.

STEM|ED MAGAZINE

recognise and

colour

respond

to

spontaneous

opportunities.

Below

learning are

five

recent examples of how I have used

Ozobots

with

my

Year

Three students:

| 42

The Circulatory System

The path needed to fit onto A3 paper and include

five

different

colour

codes.

The

instructions were simple, but it encouraged students to think, plan and problem-solve.

This activity also reinforced learning from our recent measurement unit. Our best time was twenty seconds, by the way. Can anyone beat it?

Ozobot: Parts, Purposes, Complexities

My students were learning about the human body and its systems. In this activity, they were challenged to recreate the circulatory system using Ozobots and colour codes. Whenever students try to make or recreate something, it always raises new questions and highlights

In this unit, my students were learning about the design and production of goods.

One of the introductory lessons to Ozobot’s Learn Anywhere series encourages students to take a closer look at their bots, explore the components and consider how they work.

what they do not yet know. That was certainly the case with this activity. Students needed to research more about this system to map it out accurately and direct Ozobot in the correct way.

These

ended

up

being

excellent

representations of how it works. One student then took his Ozobot home to recreate the digestive system!

100th Day of School Challenge

Like many schools, we recognise the 100th day with a celebration of maths and the number one hundred. One of our activities this year was a 100 cm Ozobot Dash (adapted from

an

Ozobot

Classroom

lesson).

The

challenge was to get Ozobot to travel 100 cm in the quickest possible time.

STEM|ED MAGAZINE

To take it a step further, we combined it with

the

Parts,

Purposes,

Complexities

thinking routine from Agency by Design.

Students thought about Ozobot as a complex system

and

created

concept

maps

to

demonstrate the interconnectedness of the components.

| 43

Perimeter

that they repeat in a predictable way. The students

created

Ozobots

by

simple

patterns

considering

the

using

different

elements that could be repeated, such as colour, commands, and the shape of the path.

Ozobots have helped our students to maintain

STEM

learning

during

these

challenging times, and students have enjoyed using them to solve problems, demonstrate their learning and express their creativity.

Students love learning to code, but they also enjoy

coding

to

learn.

I

hope

that

the

examples above offer a useful snapshot of how Ozobots can be utilised to enhance Perimeter was a mathematical concept that my students were struggling with. Some were

learning

across

the

curriculum.

The

possibilities are endless!

confusing it with area while others were measuring it incorrectly. For example, they counted

the

squares

around

the

shape

References

instead of measuring the distance. Ozobots

- Harvard University. (2016). Parts, purposes

were used to help my students to understand.

and

They could visually see an object travelling

http://www.pz.harvard.edu/

around the shape and they coded it to

resources/parts-purposes-complexities

announce the length of each side and to

- Oxobot. (2020). Ozobot lessons.

count them up at the end.

Retrieved from https://ozobot.com/

What are patterns?

complexities.

Retrieved

from

Adam Hill Adam Hill is a Year 3 PYP Teacher and Innovation

Lead

at

Victoria

Shanghai

Academy, a bilingual IB school in Hong Kong.

He holds professional certifications such as Google for Education Certified Innovator and, most recently, Ozobot Certified Educator. In 2019, he was awarded the UK Blog Award for Education in recognition of his blogging efforts and contributions to the profession. He is currently working on a new program to inspire

young

digital

leaders

and

their

advocacy efforts.

Before diving into a number pattern unit, we wanted to revisit and reinforce the concept of patterns and how it transfers to different contexts. This drew on their knowledge from art and other disciplines. Students recognised that patterns “go on and on” and “keep going in the same way”, leading to the conclusion

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S T E M

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WHY SHOULD WE BE TALKING ABOUT AUGMENTED REALITY? ISABELLA LIU

As a high school chemistry

What is Augmented Reality?

how

they

interact

with

each

teacher, I struggle to instill a

Augmented Reality (AR) mixes

sense of wonder and curiosity in

computer-generated information

I first came across AR because I

my

with real world objects to create

stumbled upon an app called

a

Elements4D

students.

because

I

believe

there’s

is

fantastic

information

that

is

available

them

(i.e.,

for

it

more

unique

interactive

other.

(video

example

readily

environment. In essence, it is

here). It started as a fantastic

Khan

imposing digital content onto

Kickstarter because there was a

real world objects.

thirst

Academy, Crash Course), and so they feel like with the ease of access, they are not as driven to

for

usable,

Chemistry Why Augmented Reality?

students

apps. and

educational It

provided

teachers

with

understand the content in-class.

This is a fantastic tool to use in

So, I strive to reflect life in my

Chemistry. In Biology we have

have

classroom,

beautiful

and

elements. As you placed these

points of entry for my students to

experiments using things that

cubes close to each other, you

access

the

information.

This

we see day-to-day (i.e. seeds,

can see what type of molecule or

could

be

gamifying

my

leaves, animals) and in Physics,

compound is formed.

curriculum,

bringing

or

different

diagrams

systems

Unfortunately, like many start-

educational

where you can test out particular

up companies, they were not

theories (i.e. building circuits or

able to support it anymore after

students... One thing that I am

building

4 years of publishing the app.

passionate about is bringing in

bands). In Chemistry,

Augmented

often struggle to visualise how

discovery sparked something in

things work since we’re dealing

me and that is how I started my

with small molecules/atoms and

journey with AR.

(EdTech)

Reality

classroom.

STEM|ED MAGAZINE

to

into

my

my

a

car

or

various

there

technologies

models

represented

introducing

emerging

are

printouts to fold into cubes that

using

elastic students

While

unfortunate,

this

| 45

Apps like Elements4D and MergeCube still require the initial investment of purchasing these cubes or constructing a physical object to project digital content on. With HPReveal, you no longer need to tie yourself down to a particular object.

HPReveal, formerly known as Aurasma, is a tool to impose digital content onto a preexisting image. This is a fantastic way of using AR because it is not dependent on objects. It’s difficult as teachers to justify the cost when I started scouring the Internet, connecting

integrating

new

tools.

HPReveal

requires

with other teachers who are playing with AR

minimal learning for the teacher, and it was

to potentially find something to replace

very easy for my students to pick up. This is an

Elements4D. From there, I played around with

example of my students enhancing their body

two major tools: MergeCube and HPReveal.

systems with organ cards. In addition to having them show me how much they

Examples of Augmented Reality in the

understand by designing the body systems

Classroom

cards,

Borrowing from a similar concept as Elements4D,

MergeCube

is

a

cube

with

they can demonstrate their science

literacy

skill

by

attaching

important

or

interesting media to their cards.

patterns around it where apps are designed to look for these patterns and impose a digital

Digital Equity in the Remote Teaching and

projection onto the cube. With the cube, the

Learning

user essentially can manipulate and interact

In remote teaching and learning, digital

with the digital content so that it is no longer

equity is often something that I think about in

3D.

the forefront. We, as educators, cannot expect

What I love about MergeCube is that it has

students

to

have

access

to

the

same

come a long way since it was first created.

resources. For example, when asking my

They pride themselves on creating content for

students to conduct a series of household

students, ensuring that students are diving

Chemistry experiments, I cannot expect my

deep into the content while also learning to

students to have access to the same kitchen

play with something new - AR. I talked more

items. Similarly, I cannot ask my students to

in-depth of how I use MergeCube here.

purchase

new

items

just

so

they

can

In addition to building the MergeCube from

participate in a particular activity. One thing I

paper, you can also print out different sides of

know for sure that students have is their

the MergeCube and place them on a bulletin

phones. With AR, there are a plethora of apps

for an interactive board, like here. MergeCube

that are readily available and are free for

is a growing organisation and it is here to stay.

students. By downloading these free apps

With

science

onto their personal devices, my students are

teachers are now able to fall back and

its

growing

resource

app,

now using their phones similarly to how they

integrate the educational content that the

use their pen and paper. AR is becoming a

organisation provides without worry that it’s

tool

inappropriate for students.

through interacting with the content that

for

demonstrating

understanding

they are learning...

STEM|ED MAGAZINE

| 46

References

Isabella Liu

-Crash Course. (N-D). The crash course.

Isabella

Retrieved from https://thecrashcourse.com/.

mathematics teacher. She is currently teaching

- Khan Academy. (2020). Math. Retrieved from

Science and AP Chemistry in Toronto, Ontario

https://www.khanacademy.org/about/the-team

and has taught students in three different

is

a

high

school

chemistry

and

countries, including Hong Kong and Nanjing, China. She is passionate about learning about emerging educational technologies to enhance my

students’

established

learning.

experience

Isabella with

has

an

working

in

secondary education and non-profit industries.

Through her learning journey with technology, she became an Apple Distinguished Educator and a Google for Education Certified Trainer.

Isabella has worked with National Geographic in implementing their professional development program for educators around the world.

STEM|ED MAGAZINE

| 47

S T E M

I N

P R A C T I C E

AVID RESEARCH AN AUSTRALIAN STEM CAREER PODCAST AMELIA TRAVERS

Avid Research is a weekly Australian

STEM

storytelling

podcast, with a focus on careers.

people,

and

proving

to

this be

is

At its simplest, the podcast

fantastic

could be provided to students

podcast a

platform to enable this. These

who

During the Melbourne lockdown

professionals include Jo, a Civil

careers, or are on the fence

in 2020, I finally launched the

Engineer

passionate

about it, to listen and see if what

podcast that I had been wanting

about helping young girls pursue

these professionals actually do

to for 8 years. The aim of this

STEM subjects through outreach.

appeals

podcast is to cast some light on

Niamh, a heart health researcher

incredibly difficult to understand

what

different

is

considering

to

them.

It

STEM

can

be

careers

is so passionate about getting

what an Animal Nutritionist, for

entail, and to share advice and

young people involved in STEM

example, would actually do day

insights from STEM professionals.

that she has created a section of

to day, and the Avid Research

Having studied extensively, been

her radio program That’s What I

Podcast provides a little window

on

call

into

scientific

STEM

who

are

expeditions

and

worked in a number of STEM roles

I

am

sharing

passionate

the

Science

where

students

create their own radio program.

about

opportunities

the

careers.

worlds The

of

different

interviewees

talk

about what kind of advice they would

Practical Classroom Benefits

like

to

give

a

young

available through a STEM career

The

path. There is no shortage of

could be used in a school

amazing STEM professionals in

environment in numerous ways,

actionable, and always, positive

Australia

and I welcome feedback from

pieces of wisdom!

share

who

their

knowledge

would

love

enthusiasm with

a

audience, especially young

STEM|ED MAGAZINE

to and

wider

Avid

educators resources assist you.

Research

about I

could

podcast

additional provide

to

person if they had the chance, and

often

these

are

very

The podcast can also be linked to curriculum, or special events like National Science Week, with

| 48

students assigned a podcast to listen to.

Students could be assigned the same episode for a discussion akin to a book club, or individual students listening to different ones to share something they learned with the class. It would be a great opportunity for students to reflect on what elements of a job appeal or sound unappealing, and why. The majority of my interviewees have been women due to significant support from the Australian Academy of Sciences’ STEM Women Program, so if you are looking to highlight women in

If there are particular STEM careers that

STEM in Australia there is no shortage of

would be valuable to represent with the

articulate passionate interviews!I am also keen

podcast I would be more than happy to find

to collaborate with a school or class to get

those professionals to interview! So far there

student

to

has been a high representation of Science

you’re

careers, however I am actively working to find

submitted

interviewees,

if

questions

this

is

to

pose

something

interested in please get in touch.

professionals in the TEM fields as well.

A spin off part of this project has been mapping

coming up this year, including interviews with

and

a scientist working to teach goannas not to

complexity that can exist in a career. They are

eat cane toads through creating cane toad

very

sausages, and a scientist working as a startup

communicate

rarely

journey

interviewees'

straight

maps

has

the

lines! been

careers

There are some pretty fascinating episodes

to

visually

some

diversity Creating

inspiring

these and

a

to create lab grown meat. It’s going to be a

fascinating way of understanding what a

great

career story can look like. An activity involving

Communication, and I’d love to collaborate!

year

for

Australian

Science

mapping the career of students’ role models could be a highly engaging, and beneficial activity, as the majority of STEM careers involve overcoming failures and developing resilience as found through discussions with my interviewees. Many cite resilience as being a key skill, such as Professor Judy who now runs a diabetes laboratory and Dr Chantelle, a veterinarian who discusses mental health in the workplace.

Amelia Travers Amelia

is

a

Front

End

web

developer,

educator, and maker with a passion for STEM and

learning.

With

a

background

in

Geography and Climate Change Adaptation Research, Amelia has worked as a Park Ranger and as a teacher in specialist STEM education centers. She is combining her passion for education, STEM and careers in her podcast, Avid Research, interviewing Australian STEM professionals about their career journeys. In her spare time Amelia enjoys creating map art and knitting!

STEM|ED MAGAZINE

| 49

S T E M

I N

P R A C T I C E

HELPING STUDENTS FLY INTO THE FUTURE OF TECHNOLOGY CO-AUTHORED BY FI MORRISON + SCOTT BUELL

The rapid rate of technological evolution

is

consider

the

undeniable

–

amount

of

technology available less than 20 years ago. The next 20 years will be no different; 65% of students entering primary or grade school will graduate and likely work in

to complete simple challenges.

Drone Legends uses the “magic of drones” to help educators and parents prepare children for future success and achievement in a rapidly changing, uncertain, but exciting 21st century.

The enthusiasm, motivation, and pure joy found on the students faces after these lessons set Scott on his new path of inquiry-based STEAM for students of all ages. If this were all he were doing it would

jobs that do not yet exist (World Economic

Forum).

Most

be

really

exciting

and

innovating. But there is much Scott Buell, Founder of Drone Legends,

the

revolutionary business to support

classroom.

inclusion of computer science

educators in tapping into one of

things that stands out about

and technology into our teaching

the

Drone Legends is its ability to

programs

technological

understand

repercussions

is

of

this;

crucial

(Digital

developed

most

drones!

tools

evolving to

of

the

many

–

provide students with hands-on,

the

minds-on experience with the skills they need in our ever-

only 45% of High Schools teach

Scott found his true passion and

changing world – collaborating,

Computer

mission

computational

(Code.org).

in

utilising

in

One

corporate world for many years,

Science

working

date

flying cool drones around the

However, research shows that

Technologies Hub).

After

rapidly

a

more to Scott’s mission than

the

educators

drone

thinking,

This is one of the reasons why

technology within the classroom.

iterating, creating and problem

educators are passionate about

After becoming a certified drone

solving.

their

integrate

operator, Scott visited countless

Scott also found a need to

within

classrooms and taught lessons to

instil core SEL (social-emotional

5th graders on how to use drones

learning) characteristics such as

projects

innovative

to

technology

their day-to-day teaching.

STEM|ED MAGAZINE

| 50

resilience,

risk-taking,

critical

thinking,

problem solving, creativity and flexibility. With this goal in mind, Scott has designed an innovative ‘ STEM Fundamentals’ curriculum for educators worldwide to pick up and use to implement drone technology in their day-today classrooms. This curriculum focuses on the key aspects of using drones, such as operational

flight

applications,

skills,

and

real-world

coding

drone

autonomous

missions. To support educators – who are

Beyond STEM, the Drone Legends curriculum fosters Social Emotional Learning (SEL) by engaging students in situations that encourage leadership, cooperation, respect, and self-control while building team relationships.

already working tirelessly to support students’ adaptation

to

the

increasing

changes

in

society – Drone Legends provides a curriculum to equip and empower both educators and students alike to continue learning about this rapidly evolving technology. The new STEM Fundamentals curriculum is designed with by teachers for teachers; the program includes 10 lessons,

each

one

designed

to

run

approximately 1.5 hours. Each lesson comes with teacher lesson planning guides, slides, and each child receives their own Mission Guide

book,

complete

with

innovative

challenges and mission cards, to get them flying, coding, and creating.

The Drone Legends experience is inquiry-based STEM in the fullest sense! STEM comes to life in the new curriculum STEM Fundamentals. Students join Gimbal, the artificial intelligence drone on a journey of discovery as they engage in real-world problem solving, iterative design, and intentional play. Drone Legends makes technology and coding tangible, hands-on, and inclusive.

STEM|ED MAGAZINE

"The kids look forward to their Drone Legends sessions each week. The integration of drone technology, aerial cinematography, and computer science gives them new challenges to tackle each class. We like the program for its holistic approach to STEM through its inquirybased learning curriculum. It teaches kids to have a growth mindset; trying things again and again, and taking ownership over learning.

And all of those are important social emotional skills."

Mrs. Kandy Powers Extended School Program Supervisor Grants and Academic Programs Coordinator Murfreesboro City Schools Murfreesboro, Tennessee USA

| 51

The Drone Legends plan does not end there

Drone Legends Bio

– the next step in the journey is to develop

The Drone Legends Think Tank is made up of

theme-specific modules, centered around a

educators dedicated to blending STEAM with

theme or skill such as functions, physics,

SEL

math,

aerial

confident adults who feel ready to navigate

cinematography, and more. This library of

the complex and rapidly changing realities of

learning modules will grow over time so

the world together.

students can progress through the curriculum

founder Scott Buell, Claira Wilson, Vonae

and

Tanner, Ivan Vuković, Herman Nelson, Cassi

space

continue

exploration,

upskilling

knowledge and skills.

in

their

drone

to

develop

tomorrow’s

Legends

-

The team consists of

Rindlisbacher, and Wendy Siskin. The team comes

from

educational

a

range

of

backgrounds

cultural which,

and when

blended together, create a team of innovative STEM advocates who are passionate about supporting Legends

students recently

worldwide.

became

a

Drone STEM.org

accredited program.

STEM|ED MAGAZINE

| 52

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

|

J O N A T H A N

N A L D E R

PUTTING THE 'H' FOR HUMAN INTO STEM JONATHAN NALDER

It sounds funny to title this

This tech-first, substitution level

course, the addition of A for arts

piece with adding yet another

(think SAMR model) approach is

and

acronym when STEM already has

something I now cringe about

(business)

four letters in it, not to mention

despite

how

extension. I’m even working with

different versions such as STEAM

normal it is to go on a journey

leading STEM organisation STEM

and more. But after 21 years in

with such things. It wasn’t until I

Punks (more on them soon) on

Education,

in

started asking more pedagogical

ways to go even wider now that

technology integration, I couldn’t

and human focused questions

HASS

be more convinced that all of

like ‘what learning goals are you

sciences) and SEL (social and

these exist for the sole purpose

trying to achieve?’, or ‘how can

emotional

of allowing us to be more human

we help students to be more

becoming accepted priorities in

than ever. That might also seem

independent learners?’ that the

a larger percentage of schools.

a strange statement in light of

eyes of my colleagues lit up and

Segmenting

the speed at which the fully

we could then talk about what

separate subjects is something

digital,

tools were available to support

that a system has to do to run at

such goals.

the scale necessary for society-

including

fourth

11

industrial

revolution is happening, but bear with me.

remembering

At its heart, I see STEM as

E

for is

entrepreneurship then

(humanities

a

and

logical

social

learning)

are

learning

into

wide education - but

An early lesson I learned in

being an extension of this shift in

it’s not natural for most humans,

training fellow teachers to use

thinking in two ways. The first is,

and so, a movement that allows

new

that

that as a movement, STEM is

students to learn and apply skills

turn

saying

and knowledge more widely is to

technology

showing

them

was

how

to

-

keeping

subjects

something on, sync it and load

separate is no longer acceptable,

things, resulted in zero classroom

and the norm should now be

adoption.

working cross-curricular. Of

STEM|ED MAGAZINE

be welcomed.

The second way is in how a STEM approach validates real

| 54

world problem-solving as standard classroom

doable in ways that links to the cross-

practice. Problem Based Learning and its

curricular and problem solving goals of STEM.

iterations can’t work for all areas of learning but

as

a

summarising

and

You can learn more about this approach at

applying

the HundrEd global education innovations

framework, most educators would agree that

site which STEM Punks supports here; and

it has been pushed to the edges far too much.

look out for more news in 2021 of how you can

What better way to bring relevance and

join in via scholarships and projects with

context then to support students to solve

teachers in Ghana and the HISEAS Moonbase

problems themselves, especially if they are

in Hawaii.

local - and STEM provides the environment in schools to facilitate this, especially in schools where this hasn’t previously existed. My other work with the FutureWe.org community to map out the big picture skills most needed in a fully digital era backs up

"WHAT BETTER WAY TO BRING

Jonathan Nalder

RELEVANCE AND CONTEXT THAN TO SUPPORT STUDENTS TO SOLVE PROBLEMS THEMSELVES."

Through over 20 years in Education, Jonathan has seen how life-long learning, digital tools (STEAM, AR/VR, mobile) & futures thinking transform lives. Now, as founder of the FutureWe.org Community, Futures Coach for STEMPunks.com, an Advance Queensland Digital

Champion,

designer,

SpaceNation

HundrEd

Advisor

activity

(Finland)

&

CoSpaces AR/VR Ambassador, he actively helps leaders & learners shift thinking to embrace the coming fully digital, AI era as their most human selves via tools developed for

STEM

Punks

and

the

Future

Ready

Framework (FutureWe.org/framework).

His recent engagements and awards include the Big Innovation Awards Winner this message. Over 3 years of discussion and the development of the FutureWe framework, it has became very clear that it is the most human

skills

of

creativity,

resilience,

collaboration and storytelling which are key for what will set workers of the future apart and see them thrive. This is why I’ve been

with STEM Punks (2021); ISTE Presentation Citizen Science with Dark Sky (2020); CleverBooks Top 50 Gobal Augmented Reality Educators

(2020);

Space

Habitat

Event

Speaker (2020); and University of Western Sydney

Learning

Designer

Course

guest

Lecturer (2020).

thrilled to work with STEMPunks.com since January 2020. Finding an organisation also working to support schools that really ‘gets’ the human focus is not easy - but the ‘punk’ in STEM Punks really does signpost that asking why and being playful in a very human way is

STEM|ED MAGAZINE

| 55

E D U C A T O R

S P O T L I G H T

|

D A V I D

J O N E S

Get to Know David Jones Each month we will be interviewing STEM Educators from around the world to share their

favourite lessons, resources and advice for getting started with STEM. This month, our STEM superstar is David Jones. Find out more of his story in our interview.

Hi David, can you start by telling us a bit

What is your favourite thing about STEM

about your current role?

Teaching and Learning?

I'm a Primary school teacher at Sandringham

STEM education is a way of thinking about

Primary School, Melbourne, Australia. I'm also a

the world around us and using the skills we

postgraduate student in educational research

know to be inquirers. The most favourite thing

(STEM education).

about STEM education is the cross disciplinary use of skills students use to identify, design

Can you tell us how STEM relates to your

and create. It gives students a voice on what

current role?

they learn, and how far they can take it. It

As a primary school teacher, STEM thinking is

opens

up

the

classroom

to

connecting,

part of my curriculum design and classroom

communicating and collaborating with global

practices. STEM education is implemented as a

experts related to students’ ideas and designs.

transdisciplinary approach that is embedded throughout our curriculum topics. Students

What is your favourite STEM lesson, unit or

solve real world problems with their own

activity? Can you include some specifics for

solutions using skills of science, technology,

other educators to learn from?

engineering

and

my

One recently, was a unit of work on traveling

postgraduate study, I have been researching

to space. Students in teams had to decide

STEM teaching practices in Australian primary

‘where will we go?’ They became experts in

schools, and the relatedness of achieving

mathematics

gender balance in STEM based careers.

technology advancements can assist us in our

STEM|ED MAGAZINE

maths.

Within

over

large

distances,

how

| 56

settlement on another planet, the science

What is your favourite STEM resource for

behind growing food sources indoors, and

your own Professional Learning? Why did

designing and engineering a way to travel,

you choose this/these resources?

land, and live on another planet. Students created their own space mission with each member having a specific role to complete.

The end goal was to present and send their designs and findings to a range of space agencies.

Currently the Girls in STEM toolkit is a great resource

to

get

teachers

thinking

about

gender and STEM in the classroom. I chose this as part of current research and interest in gender and STEM education.

Do you have any challenge points around

What is your favourite STEM ice-breaker

STEM Education? Anything you wish could

activity for a new group of students?

be different?

Open ended small challenges that get students thinking outside the box. Give them a set number of resources to solve a problem. e.g. using a piece of paper, foil, sticky tape to create a vessel to hold water for as long as they can. Design a market garden using fractions and decimals to represent your planting.

What are some of your favourite STEM resources in the classroom? Why did you choose these resources?

Minecraft education is a great tool to be used as a STEM resource. It is an opened ended tool that students can use to create, design and showcase their learning. I also love the use of reusable

products,

students

can

use

egg

cartons, paper off cuts, foam and so on, things that often just get thrown out getting students

How STEM gets interpreted. It has many faces in the classroom, and can at times become just a fun, time filler on a Friday. STEM education is more than a single lesson, and a "thing to do". I wish it had more of an importance/priority

within

the

education

fields.

If you could share one piece of advice for new educators or those unsure of starting with STEM teaching, what would it be?

Have a go! take small steps, and let it be open ended, it is ok to not have all the answers.

Where can readers find you to chat more about STEM Education?

They can find me on Twitter; my Twitter handle is @DJoneseducator.

thinking of reuse vs. recycle.

STEM|ED MAGAZINE

| 57

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.

R E S O U R C E

C O R N E R

|

B O O K

R E V I E W

RESOURCE REVIEW

DAILY STEM

BY CHRIS WOODS If you're looking for a resource to help you understand and implement STEM into your classroom in a more explicit, meaningful and thought-provoking way, this is the book for you.

Chris Woods is a Mathematics Educator in America and world-renowned STEM advocate. He is well known for producing countless free resources for educators and parents to help support children to engage in STEM in the classroom and at home. From his podcast to his free PDF resources, such as "77 STEM Activities for families: Nature edition", Chris is well-known for giving generously of his time and energy to support as many educators as possible.

Within the last year, Chris put his amazing ideas together

What stood out to me from reading this book was the

into one resource; his new book titled 'Daily STEM' (the same

many

practical

implications

for

STEM

teaching

that

title as his website). Right from the beginning of Chapter 1,

educators could implement immediately. I walked away

Chris takes you on a journey through his own life and

with several new STEM goals to use within my own

passion for STEM. He weaves an enthusiastic thread of STEM

classroom teaching during the next term, all of which are

through his day to day life growing up and beyond, into his

simple ideas that Chris beautifully articulates in a way that

daily classroom teaching.

makes them achievable. As an educator who has done it all

Through his stories and teaching examples, Chris makes it

before, Chris' writing style is conversational and relational -

very clear that STEM is everywhere; it is interwoven into every

he understands the struggles of educators and tells stories

subject , every classroom, and in every scenario of our day to

in a way that makes sense.

day living. Not only does he highlight the presence of STEM,

While I knew a bit about STEM prior to reading 'Daily

however; he brilliantly showcases its crucial importance and

STEM', I came away with a more practical understanding of

benefits for students.

STEM in everyday life and how I can utilise that to maximise

Interspersed with Chris' boundless wisdom around STEM education, are wonderfully simple STEM activities for parents and educators to engage students in immediately,

"STEM needs relevance and relationships as much as it needs robots and rockets" Chris Woods

STEM|ED MAGAZINE

my students' learning and engagement.

I hope you will all find 'Daily STEM' a valuable read, and would love for you to share your thoughts on the book on social media using our hashtag #stemedmagazine. Lets start a conversation with our colleagues across the world about how we can meaningfully and authentically engage in Daily Stem.

Interested in purchasing the book? Check out: Chris' Website Amazon

| 59

R E S O U R C E

C O R N E R

|

E X T R A

A C A D E M I C

R E A D S

EXTRA ACADEMIC READS

LAUREATE PROFESSOR MARILYN FLEER For those educators who love to delve into extra

- Fleer, M. (2019). Scientific Playworlds: a model of

academic reading to learn more about STEM and

teaching science in play-based settings. Research in

enhance their evidence-based practice, we will be

Science Education, 49, 1257-1278. https://doi.org/

highlighting some extra articles each issue that offer

10.1007/s11165-017-9653-z.

research at the forefront of STEM and/or STEM related

- Fleer, M. (2020). Examining the psychological

ideas.

content of digital play through Hedegaard's model of

We thought, what better way to celebrate the

child development. Learning, Culture and Social

inaugural issue of STEM | ED Magazine than to

Interaction, 26, 1-9. https://doi.org/10.1016/j.lcsi.2018.

recognise and celebrate the work of one of our

04.006.

contributors, Laureate Professor Marilyn Fleer who comes from Monash University, Victoria, Australia.

Marilyn is a wonderful example of a woman leading cutting edge research in areas including STEM, imagination and play based learning.

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THE STEM BOOK NOOK WITH BECK AND STEPH

Co-Creating Learning Spaces The notion of provocation (MacKenzie, 2018) as a launch point into any teaching and learning sequence is a powerful method by which to elicit interest, to spark prior knowledge and invite access to previous experiences. Literature, and in particular picture books, ensure an accessible and inclusive way for all learners to start to conceptualise or make connections to a topic or learning experience.

Each month, we'll choose a STEM picture book and explore the themes, learning links and STEM ideas that can evolve from such a book through adopting an inquiry learning approach.

TITLE: What We’ll Build: Plans for Our Together Future AUTHOR: Oliver Jeffers STAGE/AGE: Preschool (Early Childhood) - Year 6 (Stage 3) CONCEPTS: Co-creation, student voice and agency, Civics and Citizenship POSSIBLE LEARNING LINKS: Key Learning Areas: English, Science, Mathematics, History, Geography GENERAL CAPABILITIES: Literacy, Numeracy, ICT, Critical and Creative Thinking, and Personal and Social.

REVIEW: What We’ll Build provides a wonderful opportunity to have an open-ended conversation with students. The text explores the importance of working together, sharing ideas and co-creating a future for everyone.

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CONNECTING ACTIVITY: Whilst this book can be conceptualised in a number of ways, this short article will focus on the physical learning spaces within an educational context and draws upon the notion of co-creation. This inquiry warrants exploring from Preschool through to Year 6 with the tools, methodologies, pedagogies and models adapted to suit the age of the learner and the teaching context. Students can explore this idea from a classroom level, right through to a global level. Designing spaces is an important notion for students across all learning situations, and it permits students to develop agency in a purposeful manner, through a community context.

Brainstorming After reading the book to the group, there is an opportunity to begin to brainstorm ideas around the big question: What will we build? Students can be exposed to a number of thinking routines such as those promoted through Harvard’s Project Zero. During this session you want to highlight to students the importance of co-creating spaces to give them greater ownership and autonomy over their learning. It’s a great way to explore what students want in their learning environment, or focus on what specific elements should look like and how they function. This is where the problem is defined and explored to ensure a comprehensive understanding of the task.

As with any STEM based task, it is imperative to ensure a framework is used to support the learning cycle. There are many different design processes out there that can support the concept. Through the application of such a process, the learning is supported and scaffolded at each step of the way, providing students with a clear methodology and process by which to follow. Here is one simple example which is easy to use and is presented by The Science Demo Guy. The activity can be structured to involve students working in a variety of environments: individual, group and whole class. Depending on where you and your students are at Trevor MacKenzie’s Scaffolded Inquiry sketchnote can provide guidance. As a whole class students can focus on designing one specific space within the classroom like a reading corner, craft area or focus on general table organisation. They could also identify

Image: Science Demo Guy: STEM Engineering Process

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spaces themselves and self select which one they would like to work on in small groups of three. Outside the classroom students could explore a sensory garden or learning space to support the greater school community. This open-ended inquiry gives the flexibility to adapt and flow with students' ideas as need be.

Image: Trevor MacKenzie: Scaffolded Inquiry SketchnoteTypes of Student Inquiry Once students have identified a space to co-create they would need complete a SWOT (Strengths, Weaknesses, Opportunities and Threats) analysis to share with the whole group. Taking onboard feedback from the whole class, students refine their ideas in preparation for developing a design.

Design Phase Moving into the design phase, students begin to draft out designs that fit the brief. It is important for the teacher to carefully identify any constraints and essential items. For example, if designing a new outdoor learning space connected to the classroom it may be important that the students ensure that nothing blocks the doorway. Constantly checking in, conferencing and providing constructive feedback ensure students remain on track and also allows for students to engage in metacognition and stretching their resilience when provided with feedback.

Presenting a Concept The type of model or mode through which the learning is demonstrated is limitless and can be adapted to fit the learning situation. Students could use draw designs on paper giving consideration to 2D space and mapping concepts. There is opportunity for the use of ICT connectivity through creating models in programs like Minecraft and Jamboard, or students could engage in creating 3D models from recycled items, blocks, Lego or other materials.

The design process is not linear. Students may find they need to reiterate their designs for a variety of reasons. This is an integral part of the process. Diving in and out of the process is normal and natural, and one that as we become real life problem solvers as adults we experience without hesitation.

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There is also a wonderful opportunity to use Digital Technologies during this learning experience. Students could use Beebots to navigate through a to scale model of the space, they could collate data on design preferences to inform group decisions or explore a flow chart in order to build understanding about the process.

Feedback An integral part of any learning is the authenticity of the audience. Identifying who the audience is for the design is important. Whilst considering this, you may have the opportunity to invite in experts to offer advice or feedback. In setting an audience and a purpose for the task, students begin to take on a deeper level of learning. We want students to be able to physically create these spaces, or elements of them. The feedback phase will help students identify what is realistic and possible. Using feedback from peers, executive staff or other experts they can refine their designs and prepare to implement them.

The options presented herein are not exhaustive, rather just ideas to scaffold and support you as you start your journey with picture books in STEM. We encourage you to have fun, take risks and love learning through the pages of a picture book.

Join our Closed Facebook Group Inspiring Picture Book Ideas for Teachers to share your What We’ll Build co-created spaces and find more inspiring ideas from other teachers.

Image: My Dream Reading Space: Student Conceptualisation via Minecraft

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Image: Julia Dweck from @GiftedTawk: Her Jamboard for designing a classroom

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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.

Thank you to the following people who have helped make this magazine possible: Dr Sandy Nicoll Dr Stephanie Smith Beck Keough Rob Kelly Adam Hill Laureate Professor Marilyn Fleer Tanya Stephenson Lisa Blank Liz Gallo Thomas Oliphant John Wigg Helen Kardiasmenos Nicola O'Brien Isabella Liu Amelia Travers Scott Buell National Education Summit Jonathan Nalder David Jones Professor Asha Rao Julia Dweck Natalie Renton

+ Incredible family, friends and colleagues who have encouraged and supported this passion project over the last month.

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