A Few Things about STEAM
STEAM is about process as well as product. We mentioned this on Monday's sharing. As the teachers of STEAM, Ms. Buckley, Ms. Jonker and I give just as much weight to the work done during the entire project as we do to the final product, and sometimes more so. So what is the process you may wonder?
New STEAM cycles are introduced in various ways. This next STEAM cycle starts with an exploration of force and motion. Today students participated in three "labs" that focused on force and motion.
All STEAM cycles have a guided question, known to STEAM participants as the BIG question. The last STEAM cycle's big question was "How do people's words have impact?" Students then looked at speeches, poems and music lyrics that reflect the events of the time period and infer how the words have impact on the people in the world.
Once the students are introduced to the topic of the cycle, the meat of the STEAM process starts....the research phase. Students use books, the internet, their teachers, and each other to discover information about their topic. Usually a document outlining the requirements of the assignment is given either in paper or online format. Students, who have previously been introduced to various graphic organizers, use one or two to gather their research information. From this time of research they are expected to compose the answer to the BIG question.
There is a lot of other learning going on during this phase. Students grow in their usage of Google products such as Docs and Slides. They learn how to take, edit and insert pictures. They see what sites are useful for information and how to use video to inform their learning. Finally, they use their nonfiction decoding skills.
Aside from computer usage, there is also the 21st Century skills of collaboration, communication, creativity, and critical thinking. "The term 21st century skills refers to a broad set of knowledge, skills, work habits, and character traits that are believed—by educators, school reformers, college professors, employers, and others—to be critically important to success in today’s world, particularly in collegiate programs and contemporary careers and workplaces. " STEAM teachers take observational notes on these skills as the cycle goes along. Students have a collaboration grade on the rubric for each time collaboration is part of the project.
Once the research is done, there are two more steps: model making and presentation prep. For model making students are given a list of requirements their model must show. Sometimes they are limited to a certain media. Students use the Engineering Design Process to imagine, plan, create and revise their product.
During the presentation prep phase students make a plan for how they will share their information based on the requirements given. These requirements usually list a time limit and a format for sharing. When a student or group has worked in a timely, efficient manner, the presentation can be practiced in front of other helpful groups where feedback is garnered and incorporated into their finalized presentation.
Some final information: STEAM meets every Monday, Wednesday and Friday afternoon for 50 minutes. Although most of the work is done in the 50 minute class time, students are able to access their documents and work through their school Google account. STEAM sharing days are posted on the calendar and through blog emails.
New STEAM cycles are introduced in various ways. This next STEAM cycle starts with an exploration of force and motion. Today students participated in three "labs" that focused on force and motion.
All STEAM cycles have a guided question, known to STEAM participants as the BIG question. The last STEAM cycle's big question was "How do people's words have impact?" Students then looked at speeches, poems and music lyrics that reflect the events of the time period and infer how the words have impact on the people in the world.
Once the students are introduced to the topic of the cycle, the meat of the STEAM process starts....the research phase. Students use books, the internet, their teachers, and each other to discover information about their topic. Usually a document outlining the requirements of the assignment is given either in paper or online format. Students, who have previously been introduced to various graphic organizers, use one or two to gather their research information. From this time of research they are expected to compose the answer to the BIG question.
There is a lot of other learning going on during this phase. Students grow in their usage of Google products such as Docs and Slides. They learn how to take, edit and insert pictures. They see what sites are useful for information and how to use video to inform their learning. Finally, they use their nonfiction decoding skills.
Aside from computer usage, there is also the 21st Century skills of collaboration, communication, creativity, and critical thinking. "The term 21st century skills refers to a broad set of knowledge, skills, work habits, and character traits that are believed—by educators, school reformers, college professors, employers, and others—to be critically important to success in today’s world, particularly in collegiate programs and contemporary careers and workplaces. " STEAM teachers take observational notes on these skills as the cycle goes along. Students have a collaboration grade on the rubric for each time collaboration is part of the project.
Once the research is done, there are two more steps: model making and presentation prep. For model making students are given a list of requirements their model must show. Sometimes they are limited to a certain media. Students use the Engineering Design Process to imagine, plan, create and revise their product.
During the presentation prep phase students make a plan for how they will share their information based on the requirements given. These requirements usually list a time limit and a format for sharing. When a student or group has worked in a timely, efficient manner, the presentation can be practiced in front of other helpful groups where feedback is garnered and incorporated into their finalized presentation.
Some final information: STEAM meets every Monday, Wednesday and Friday afternoon for 50 minutes. Although most of the work is done in the 50 minute class time, students are able to access their documents and work through their school Google account. STEAM sharing days are posted on the calendar and through blog emails.
