Professional Reading
Table of contents:
STEAM Information and Resource Pack for Teachers.pdfAuthors:
This reading produced by the Institute for Arts Integration and STEAM, a US based organisation which specialise in supporting teachers, leaders, and artists using arts integration and STEAM education. They are used as a reference for unpacking STEAM education on the TKI website.
Arts Integration and STEAM
Whats this about?
This document explores the difference between STEM and STEAM education and also explores methods for approaching STEAM Education in the classroom. The document unpacks a number of processes surrounding the design and teaching of STEAM units in schools.
Posted by: Sam
Curriculum Integration in New Zealand Secondary Schools
The New Zealand curriculum encourages schools to look for opportunities for curriculum integration, but there is little guidance about how this should be interpreted and implemented. While still not common, some secondary schools are looking at ways to integrate across traditional subject divisions. Secondary school curriculum integration advocates still largely remain committed to their subject disciplines. Factors which enable successful curriculum integration in secondary schools include leadership support, flexible timetabling, allowing time for teachers to develop their understandings, and professional development.
Posted by: Sam
Curriculum integration in New Zealand Schools - Arrowsmith and Wood.pdfArrowsmith, S. & Wood, B. (2015). Curriculum integration in New Zealand secondary schools: Lessons learned from four “early adopter” schools. SET: Research Information for Teachers, 1, 58-66. Retrieved online from https://www.nzcer.org.nz/system/files/set2015_1_058.pdf
Mathematics for the 21st Century: What should students learn?
CCR-Maths-Subjects-Topics.pdfCCR-Maths-Concepts-Processes.pdfAuthors:
This series of papers are produced by the Center for Curriculum Redesign, an organisation which seeks to promotes the redesign of education curricular to better suit the needs of the 21st Century. The organisation promote curriculum redesign based on 4 four dimensions of Knowledge, Skills, Character and Meta-Learning. They suggest that adapting to 21st century needs means revisiting each dimension and the interplay between them.
The Center for Curriculum Redesign addresses the fundamental question of "WHAT should students learn for the 21st century?" and openly propagates its recommendations and frameworks on a worldwide basis. The CCR brings together non-governmental organisations, jurisdictions, academic institutions corporations, and non-profit organisations including foundations. In this series of papers the CCR considers that it might be possible to show what Mathematics could be teaching in terms of concepts — concepts that people ought to remember even after they have forgotten how to precisely manipulate processes or tools. It is their thesis that concepts and processes should be stressed in mathematics education instead of rote procedural knowledge.
Their collection of papers pertaining to the redesign of Mathematics Curricular for the 21st Century can be accessed via the following links:
Posted by: Sam
Thames High School Math Curriculum Integration Exemplars.pdfAuthors:
NZMaths.co.nz is a subsidiary website of TKI.org.nz. It is contributed to by Mathematics curriculum specialists and showcases best practice in Mathematics teaching and learning in New Zealand. The document featured in this post is an example of planning for several cross curricular units produced by staff at Thames High School.
Posted by: Sam (acknowledgement to Pip Arnold - Director of Karekare Education for sharing)
This page form the Website from NZMaths.co.nz explores practical approaches through which Mathematics and other curriculum areas can integrate learning opportunities effectively. The page show cases the work of Thames High School, which is in their third year of implementing cross-curricular units at year 9 and 10. Over the last three years they have developed and refined their local curriculum to contain a mixture of core subject time, cross-curricular kete and high interest projects. Examples of the way in which staff at Thames have planned integrated learning experiences as well as examples of completed planning templates can be explored here. There are also more detailed outlines of cross curricular units that are unpacked in detail available on the website via the following links:
Physical education and statistics (curriculum level 4, summary and bivariate situations) – Crunch the coach
Art and mathematics (curriculum level 4, transformation geometry) – Tessellations, Transformation and Art
English and mathematics (curriculum level 5, trigonometry) – Goodnight stories for builders and architects to be
Physical education and statistics (curriculum level 5, comparative situations) – The Numbers Don’t Lie
Fabric technology and mathematics (curriculum level 5, transformation geometry, circles, nets) – Transforming shapes
English and mathematics (curriculum level 5, location and bearings) – Never get lost
Food technology and mathematics (curriculum level 5, proportions and measurement) – Mocktails
This online article provides tips and tricks from teachers in the US in regards to beginning to implement STEAM into classroom practices. It could be helpful with the initial start up of STEAM teaching within classrooms, providing a real life approach to making it manageable.
Authors: Online Article found at Resilient teachers
Created by the SHARE TEAM
Posted By: Kelly
Provides links to other STEAM related articles
Inclusive teaching strategies to make STEAM projects accessible to all learners Written by: Kara Wyman, MEd
The benefits of teaching STEAM lessons Written by: The SHARE team