STEAM Modules Module 3: Connecting, planning and assessing in STEAM
Overview
In this final topic, we examine the ways the experts talk about connected learning experiences. Some connections may surprise you, so enjoy as we explore the concept of connectedness in our planning, teaching, and assessment of STEAM experiences.
In this Moodle book, we will work with these items:
- Connecting through STEAM experiences
- Play in STEAM experiences
- Planning and Assessment
- Readings related to this module
Connecting through STEAM experiences
There are those who argue that teaching STEM without STEAM is to leave out the human element of the sciences. And so, The Arts offers opportunities for the spirit or the human experience to be taken up as we work with children to develop their understandings of the world.
Sarah talks about her research with young children and the ways computational thinking is taken up through interactions and empathy. Notice how her work is grounded in the power of human interaction because of the ways working together generates more than can be achieved alone.
As you listen to Desi talk about an extended STEAM experience with his young learners, listen out for the ways he talks about what he believes will support his students. Notice how he wants them to connect with their geographical histories, the cultural practices of their communities, the ways they have changed over time, and the ways they can move towards their own futures informed by knowledge about their pasts.
Like Desi, Jarod looks to connect learning for his students across time, other learning experiences, and into their own lives. He calls for careful selection of resources, and careful design of experiences.
Reflection: These experts’ work remind me of experts in the other Modules. Daniel Johnson talked about connecting through digital games, and Karen Murcia talked about the child who challenged a “doing robots” activity in preference for something more authentic. What are the ways you are thinking about the spirit or human elements of teaching STEAM in your contexts? How might you support your learners to connect with their histories, communities, Country, and each other? What are the resources that will help you to do that?
Play in STEAM experiences
There are lots of ways we can help children to connect with their ways of working and of understanding the world. As the experts coming up observe, the benefits of play have long been known as young children’s most powerful mode of learning, of connecting, and of developing relationships with people and their surroundings.
Rachel is an advocate for play based learning in the formal school setting. Notice how she connects learning, collaborating, problem solving, success, and so on through the power of play.
Pauline and Mike are both interested in the cognitive demands of play and the important learning experiences it offers all children – identity development, a sense of self and others, and opportunities for finding out and testing out important knowledge.
We share an excerpt of some STEAM play in the Children’s Technology Play Space at the UOW node. This has been put together by Jessica Mantei, Lisa Kervin and Clara Rivera from playgroup sessions where children and their adults have used digital microscopes attached to iPad cameras to investigate found nature items.
With the pressures generated by perceived needs to measure and quantify learning gains in schools, we see an ever increasing focus on standardised assessment, teaching standards, mastery of “basic” skills and so on. What do we miss when we push the formal structures of school onto younger and younger students? What opportunities are there when we are reminded of the broadened definition of ‘literacy’ as part of the Arts?
Planning and assessment
Planning and assessment are key parts of the teaching and learning cycle.
Karen talks about being ‘present’ during the experiences so we can observe what learners know and what they could do next.
Adan talks about the power of backward mapping to inform a clear understanding of where he wants his students to ‘be’ and how to get there.
And Jarod talks about assessment – the need for rubrics that can support students’ learning.
Reflect on the following questions:
- When do you assess your learners?
- How do you know when and what your students are learning? What do you see and hear?
- How do your syllabus/ curriculum and other policy documents talk about assessment in STEAM?
- How does that fit with the sorts of ways you would like to assess?
- How does it fit with the assessment requirements for the governing body you work with (e.g. NESA, Department of Education)?
Respond to these questions in light of your reflections:
- Post your thoughts about assessment throughout the process of a STEAM unit. What’s important? When? Why?
- How might you include a focus on the “A” alongside STEM domain knowledge?
[ADD A LINK HERE FOR POSTING REFLECTIONS]
Module 3 – Readings
Aktürk, A. A., & Demircan, O. (2017). A review of studies on STEM and STEAM education in early childhood. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 18(2), 757-776.
Herro, D., Quigley, C., Andrews, J., & Delacruz, G. (2017). Co-Measure: developing an assessment for student collaboration in STEAM activities. International journal of STEM education, 4, 1-12.
Milford, T., & Tippett, C. (2015). The Design and Validation of an Early Childhood STEM Classroom Observational Protocol. International research in early childhood education, 6(1), 24-37.
Perignat, E., & Katz-Buonincontro, J. (2019). STEAM in practice and research: An integrative literature review. Thinking skills and creativity, 31, 31-43.
Wohlwend, K. (2023). Serious play for serious times: Recentering play in early literacy classrooms. The Reading Teacher, 76(4), 478-486.