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ReflectionsSTEAM – Interdisciplinary possibilities

STEAM – Interdisciplinary possibilities

Communication is one of the common skills to be developed in students from elementary to post-primary. It is a key element that we teachers need to have in our curricula too. In order for our students to retain knowledge, we need to find ways to align our curriculum and share tools and methodologies.

A great example of this is STEAM education. It first started as STEM, but the need to introduce the Arts to its composition wasn’t late to come. STEAM is a way of learning that uses science, technology, engineering, the arts, and mathematics as access points for developing students’ critical but also creative thinking through exploration, inquiry, dialogue, and applied art. Instead of limiting them to a rigid, guided framework of learning, we facilitate a dynamic environment open to experiments, trial and error, and a fluid process with relevant subjects that make them ready for real-life situations.

The design process, from observation to modelling, is the best example of artistic presence. Set that in a group activity with open success criteria, where everybody brainstorms or mindmaps results and builds maquests or trial tests. Yet, through the art process, we can also link emotionally, expressing creatively something that is usually taken objectively, given as it is.

Oide Creativity set in motion a cluster of STEAM workshops, aiming “to connect classroom learning to real-world contexts and explore interdisciplinary responses to societal changes” (Creativity OIDE, 2024).

Creativity as a Communication Tool powered by AMGEN Biotech Experience profiled in scientific discovery for the classroom. Sustainable Engineering for the Future powered by Rediscovery Centre, and BIAZA and Worldwide Global Schools at Galway Atlantaquaria were the three workshops I attended. The organisers created a great framework to connect and collaborate with teachers representing different subjects. They promoted learning methodologies that could be applied in the classroom such as group activities, peer learning and play strategies that explore relevant present-day narratives such as biodiversity, Sustainable Development Goals, Global Citizenship Education, Planetary Boundaries, communicate through art, scientific inputs, sustainable engineering through a design challenge.

These help the teacher understand that for students to retain knowledge and develop a critical understanding of current issues, it needs interdisciplinary support to express and understand 360°.

 

 

Communication is one of the common skills to be developed in students from elementary to post-primary. It is a key element that we teachers need to have in our curricula too. In order for our students to retain knowledge, we need to find ways to align our curriculum and share tools and methodologies.

A great example of this is STEAM education. It first started as STEM, but the need to introduce the Arts to its composition wasn’t late to come. STEAM is a way of learning that uses science, technology, engineering, the arts, and mathematics as access points for developing students’ critical but also creative thinking through exploration, inquiry, dialogue, and applied art. Instead of limiting them to a rigid, guided framework of learning, we facilitate a dynamic environment open to experiments, trial and error, and a fluid process with relevant subjects that make them ready for real-life situations.

The design process, from observation to modelling, is the best example of artistic presence. Set that in a group activity with open success criteria, where everybody brainstorms or mindmaps results and builds maquests or trial tests. Yet, through the art process, we can also link emotionally, expressing creatively something that is usually taken objectively, given as it is.

Oide Creativity set in motion a cluster of STEAM workshops, aiming “to connect classroom learning to real-world contexts and explore interdisciplinary responses to societal changes” (Creativity OIDE, 2024).

Creativity as a Communication Tool powered by AMGEN Biotech Experience profiled in scientific discovery for the classroom. Sustainable Engineering for the Future powered by Rediscovery Centre, and BIAZA and Worldwide Global Schools at Galway Atlantaquaria were the three workshops I attended. The organisers created a great framework to connect and collaborate with teachers representing different subjects. They promoted learning methodologies that could be applied in the classroom such as group activities, peer learning and play strategies that explore relevant present-day narratives such as biodiversity, Sustainable Development Goals, Global Citizenship Education, Planetary Boundaries, communicate through art, scientific inputs, sustainable engineering through a design challenge.

These help the teacher understand that for students to retain knowledge and develop a critical understanding of current issues, it needs interdisciplinary support to express and understand 360°.

 

 

Communication is one of the common skills to be developed in students from elementary to post-primary. It is a key element that we teachers need to have in our curricula too. In order for our students to retain knowledge, we need to find ways to align our curriculum and share tools and methodologies.

A great example of this is STEAM education. It first started as STEM, but the need to introduce the Arts to its composition wasn’t late to come. STEAM is a way of learning that uses science, technology, engineering, the arts, and mathematics as access points for developing students’ critical but also creative thinking through exploration, inquiry, dialogue, and applied art. Instead of limiting them to a rigid, guided framework of learning, we facilitate a dynamic environment open to experiments, trial and error, and a fluid process with relevant subjects that make them ready for real-life situations.

The design process, from observation to modelling, is the best example of artistic presence. Set that in a group activity with open success criteria, where everybody brainstorms or mindmaps results and builds maquests or trial tests. Yet, through the art process, we can also link emotionally, expressing creatively something that is usually taken objectively, given as it is.

Oide Creativity set in motion a cluster of STEAM workshops, aiming “to connect classroom learning to real-world contexts and explore interdisciplinary responses to societal changes” (Creativity OIDE, 2024).

Creativity as a Communication Tool powered by AMGEN Biotech Experience profiled in scientific discovery for the classroom. Sustainable Engineering for the Future powered by Rediscovery Centre, and BIAZA and Worldwide Global Schools at Galway Atlantaquaria were the three workshops I attended. The organisers created a great framework to connect and collaborate with teachers representing different subjects. They promoted learning methodologies that could be applied in the classroom such as group activities, peer learning and play strategies that explore relevant present-day narratives such as biodiversity, Sustainable Development Goals, Global Citizenship Education, Planetary Boundaries, communicate through art, scientific inputs, sustainable engineering through a design challenge.

These help the teacher understand that for students to retain knowledge and develop a critical understanding of current issues, it needs interdisciplinary support to express and understand 360°.

 

 

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