STEAM projects, like all good inquiry learning, need to be driven by excellent, open ended questions.
Delivering on the promise of STEAM - The Learner's Way - 0 views
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Questions that require the learner to think like a scientist as they interpret the world, make observations and conduct experiments. Where the relationships between numbers, quantities and shapes are explored with the mindset of a mathematician. Questions in which an artistic response demands more thought than ‘what colour shall I paint the wheels’ and where the intersection of engineering and technology brings new ways of doing things. Good STEAM projects will demand learning contexts that generate novel solutions made possible only through the collaboration of each discipline and whenever possible should be driven by the questions students discover.
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Engineering is also the field least present in traditional school models and as such may be that field which brings the others together as it has less to lose and most to gain in such a recombination of disciplines.
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In the Classroom: Helping Children Speak about Death and Loss | Edutopia - 0 views
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We live in a culture that does not always encourage or support expressions of loss and, frankly, expects people "to get over" grief fairly quickly
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For example, in language arts, students can be told that they will be writing about someone they remember and they can focus on what they miss about that person or how they remember that person in their lives now
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In the visual and performing arts, a similar assignment to make the focus of students' products someone they miss or remember.
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The Backchannel: Giving Every Student a Voice in the Blended Mobile Classroom | Edutopia - 0 views
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A backchannel (3) -- a digital conversation that runs concurrently with a face-to-face activity -- provides students with an outlet to engage in conversation.
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TodaysMeet (4) would have let teachers create private chat rooms so that students could ask questions or leave comments during class. A Padlet (5) wall might have fueled students to share their ideas as text, images, videos, and links posted to a digital bulletin board. The open response questions available in a student response system like Socrative (6) or InfuseLearning (7) could have become discussion prompts to give each student an opportunity to share his or her ideas before engaging in class discussion.
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To inspire questioning and wondering, Meghan Zigmond (10) put her first grade students in groups and allowed them to use a Padlet wall (11) to capture their questions as they read Douglas Florian's Comets, Stars, The Moon, and Mars: Space Poems and Paintings
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