Interdisciplinary learning in YEar 7 using STEAM concepts to drive it
One week. Collapsed timetable.
All Students and Staff in Year 7.
A task that involved students designing and manufacturing their own automata then pitching them to a group.
And one guide to help you do it yourself.
DEVELOPING UNDERSTANDING OF CONTEXT IN ENGLISH THROUGH DIGItal TECHnologies and makng
The development of maker skills, design thinking and digital technologies capacity is not the sole responsibility of a hand full of keen teachers allocated a subject that a few students are fortunate enough to enrol in. To prepare our learners for a world where problem solving, digital competencies and design thinking routines are essential we can have significant impact if we start to combine this and truly embed it across a range of subjects.
This project is one such example of this. Working with the Head of Faculty and the Year 10 English staff we brainstormed some ideas about how we could include fabrication in a meaningful way to help students increase their understanding of concepts connected to the texts they were studying. We came up wth the idea to use the laser cutter to collaboratively produce a large model of Maycomb County - thus helping the students understand the relationship between places in the text, promoting close analysis of locations and events. One of the teachers had the great idea to also include phrases and key ideas that ink to each place and suspend these above the model.
Our Year 10 students participate in a Signature Project - a timetabled series of sessions that tie in with Philosophy, Theory of Knowledge (IB) and more leading to the students developing their own question to explore. Initially part of this subject included running ICT workshops, however they were run in isolation and rather then being connected to the content they were skills based based on assumed relevant skills, identified by the teacher.
The series of discussion prompts below were developed for the team of staff to work through with me as the digital coach to help them draw links between the content and pedagogies they are delivering and what digital tools can help - as well as providing space for staff to explore what would support them and their students to learn. Essentially it was about positioning the technology as the champion for the skills, knowledge and understandings they wanted to develop in learners.