In the following essay, the author will discuss the current practices used to promote Project Based Learning, to enhance the knowledge and understanding of student's ability to integrate Science, Technology, Engineering and Mathematics in Elementary School. Instructional approaches can vary from getting students to work within a group setting to focussing on cooperative learning and collaboration. Here students are given opportunities to share their ideas, concepts, understanding and content within a diverse multicultural setting within an international school. Educators will greatly benefit by employing strategies that encourage motivation, excitement, cooperation and the correct attitude to conclude projects that will showcase each student's participation.
Abstract
In the following essay, the author will discuss the current practices used to promote Project Based Learning, to enhance the knowledge and understanding of student's ability to integrate Science, Technology, Engineering and Mathematics in Elementary School. Instructional approaches can vary from getting students to work within a group setting to focussing on cooperative learning and collaboration. Here students are given opportunities to share their ideas, concepts, understanding and content within a diverse multicultural setting within an international school. Educators will greatly benefit by employing strategies that encourage motivation, excitement, cooperation and the correct attitude to conclude projects that will showcase each student's participation.
Keywords: Curriculum Studies, International Baccalaureate Programme, Project-based learning, Strategies.
Introduction
The following essay will evaluate the current practices used to promote STEM in Primary and Middle School focussing on using the instructional approach of Project-Based learning to empower and enlighten students to become lifelong learners, whilst being natural inquirers and wanting to explore opportunities to collaborate, share their ideas and opinions related to their understanding of Science, Technology, Engineering and Mathematics.
The curriculum topic
As part of the IB curriculum as outlined by IBO (n.d., 2018) students are encouraged to make connections within a global context, whilst realizing their potential exploring STEM opportunities for them to have clear guidelines, support and motivation to want to know more, and experiment further through the different areas within Science, Technology, Engineering and Mathematics. The learning goals and objectives will involve the students having a clear understanding of how sound energy is created, through exploring their musical talents, and skills in the classroom. The curriculum topic will involve students exploring Sound energies in the classroom, they will be able to research the benefits of using these sound energies, and how they impact how the concept of the way they perceive sound to be created. One of the skills outsets is to promote research activities where students will explore,
Project-based learning is an instructional approach to motivate and encourage students to have a good understanding of Science, mixed with the subject of Music, and Mathematics, through using Science and Technology. Students will experiment with the current musical instruments, research them in greater depth and try to create their musical instruments using recycled materials. Students should be inquisitive and use their critical thinking skills as outlined by Stauffer (2020) preparing them for the 21st century.
Through inquiring about these skills they can work within groups promoting cooperative learning and high levels of engagement by exploring collaborative projects. Students will be able to document their research through means of using technology and working on projects where they will be innovators using the standards outlined by According to Improving STEM Curriculum and Instruction: Engaging Students and Raising Standards (n.d.), which states:
Research in STEM learning over the past two decades has a lot to say about what makes for effective, engaging STEM education. Among the key factors: it capitalizes on students’ early interests and experiences, identifies and builds on what they know, and provides opportunities to engage in the practices of science and mathematics to sustain their interest (p. 1).
It is very important to get students to have a good understanding of how STEM is incorporated within the different disciplines. Allowing the student to be able to be part of the process will enrich their educational programmes in terms of engagement levels, and getting enthusiastic and motivated to want to explore STEM, experiment, and create their innovations, whilst showcasing them to the rest of the school through Science and STEM week.
Analysis of the current approach to teaching STEM in the Primary and Middle School As an educator, liaising with my colleagues is essential to plan accordingly to ensure that every student has the opportunity to explore Science, Technology, Engineering and Mathematics to guide students to reach their full potential and become lifelong learners as outlined by IBO (n.d.). Currently, I use a pragmatic, innovative approach using a variety of instructional approaches, where students get to work within teams, promoting cooperative learning as suggested by Brame & Biel (2015). They have defined cooperative learning as: “Cooperative learning uses both goal interdependence and resource interdependence to ensure interaction and communication among group members. Changing the role of the instructor from lecturing to facilitating the groups helps foster this social environment for students to learn through interaction” (p. 1). By using these approaches in the classroom the students will have the opportunities to explore; the think-pair-share, peer instruction, and jigsaw approaches by creating expert teams for students to be actively engaged. Johnson et al. (2014) suggest the following strategies:
- The teacher defines the learning objectives and students in both Primary and Middle School to work within a group setting
- Groups created are heterogeneous focusing on the skills required to complete the tasks
- Students assign roles within their groups for example timekeepers, note-takers, and those setting up the google docs and slides, developing their social skills through means of communicating with each other
- The teacher monitors the groups and gives constructive feedback to guide and support the students.
- The teacher allows reflections to take place where students can focus on their strengths and weaknesses, whilst looking at the areas of concern, and making necessary suggestions and recommendations.
Using these teaching strategies will be beneficial for all the students in Primary and Middle School to explore the opportunities for them to explore their talents and achieve their goals, outcomes and objectives.
A project-based approach to promoting students engagement within STEM, and analysis Understanding how project-based learning works will allow us as teachers to give them opportunities to explore STEM in Primary and Middle School, whilst providing a detailed analysis. It is very important for the students to engage on different levels, promoting group work and cooperative learning. According to the STEM Village (2021) which stated that:
Project-Based Learning (PBL) is a great way to take STEM concepts and apply them to a real-world problem. Technically, Project-Based Learning is known as a teaching and learning method in which students explore multiple concepts, ideas, and solutions around a real-world problem or challenge (p. 1).
Analysing the instructional approaches as an educator that are used in the classroom, involves allowing my students to choose a challenge they want to explore in STEM, incorporating the standards for the students to explore without force, and allowing our students to make conclusions on the research they have conducted, provide a process set of phases, that students should follow to enable them to make connections, for samples incorporating mathematics, music and technology, whilst integrating science and mathematics (STEM Village, 2021). Concluding, everyone will benefit from using project-based learning to make learning fun, and exciting.
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- Citar trabajo
- Mario Maxwell Müller (Autor), 2022, Advanced Practices to Promote Project Based Learning for Elementary Schools, Múnich, GRIN Verlag, https://www.grin.com/document/1282637
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