Trans-disciplinary Learning

As discussed, making and STEAM learning are powerful tools that have the ability to transform education, but are these methods restricted to the science classroom? Here are highlight of interviews from two of my colleagues to answer this question.

Introductions

Q. Do you implement project-based learning in your classroom/profession? If so, how? 

Haymee: Because I teach visual arts I have the opportunity to make all my projects in the manner of project based learning. In my class students have the opportunity to create hands-on projects that also connect to their own experiences and viewpoints. 

Mika: Since we are an arts-based school, students in English 12 work on a creative project each semester that is connected to each of their major writing projects for that semester. 

Q. What are the advantages and disadvantages of project based learning? 

Haymee: The advantages of project based learning is that students learn by doing and applying ideas and principles to real world scenarios and/or solve problems using a variety of materials. This is advantageous because I believe students retain the knowledge and concepts better than reading about something theoretical in a textbook. In addition, the project based learning method allows for student input and voice.  

Mika: The advantages of project-based learning are cross-content collaboration, hands-on learning, and expressing knowledge in an alternate form than strictly writing.

The disadvantages of project-based learning are lack of time, space, and access to materials, as well as student buy in.

Q. How does STEAM connect to your content area? 

Mika: I think the scientific process and engineering design process have similarities in that students in English question/define a problem, research, analyze, and create/present findings.

Q. Is there room to implement STEAM learning in your classroom, whether through making and inventing, or utilizing the scientific process? 

Haymee: There is definitely room to implement STEAM learning in my classroom. A great way to do that is when I am able to do an interdisciplinary unit that combines science and art or visual art with another discipline. 

Mika: I believe there is, I just think it would take time and collaboration to figure it out.

Q. What are some challenges to doing this? 

Haymee: Although interdisciplinary units are a great way to show students how disciplines are connected and in support of each other, planning and implementing such a unit takes a great deal of work and preparation. In addition it requires flexible scheduling so that multiple instructors can teach in unison and plan together as well. 

Mika: Time and education on my part to learn how I might be able to incorporate STEAM into my curriculum. 

Q. Any final statements about STEAM in connection to your content area?

Haymee: STEAM is a great way to learn and problem solve as well as work collaboratively with peers. Any time I have had the opportunity to teach a STEAM lesson or project it's a reminder that real learning is possible through hands-on experience and experimentation.  

Mika: I am intrigued by the idea of incorporating STEAM into my content area.