How do we plan for STEAM?
We start with the Big Ideas.
Attached is a chart I created to link the Big Ideas in Education with S.T.E.A.M. (Science, Technology, Engineering, Arts, and Math). Big Ideas in Education STEAM
This chart is specifically geared toward the Ministry of Ontario curricula that address STEAM subjects, and specifically for Grade 3. However many of the Big Ideas remain the same across grades.
I also included overall expectations where there were no explicit big ideas already mapped out– just to get the picture.
The next step after this chart, is to first ask ourselves what other specific variables might come into play. We don’t need to have them all mapped out first however. Some specific expectations arise when student inquiries take us there.
Next, we need to think about the teaching strategies we will use. Our choices will depend on our students interests, inquiries and needs. They will also depend on social justice variables including equity, access, and privilege.
Finally, we will consider what tools will best support us.
Things to think about:
- How does this relate to Growth Mindsets?
- How can we harness strategies that help us understand what students are thinking, vs helping get the ‘right’ answer?
- Can we be flexible enough to allow students to share their thinking in many different ways without being judgmental?
- How can we help students document their own learning and engage in ongoing reflection?
- How will our strategies help us to create a #feedbackfriendly classroom?
If you choose just 1 Big Idea, this does not mean that you are stuck only teaching that one subject. Remember that when you cluster the specific expectations around the Big Idea, they can be from any subject. However, you can also choose 1 or more Big Ideas to make explicit links to different subjects from the start. It is my belief that we cannot plan ahead for all specific expectations that will be met. If we did then this is treating education as a knowledge repository where students come to get the information from the teacher about the specific expectations. When we know the curriculum, we can allow for flexibility and let student inquiries, learning needs, interests and more guide us to the specific expectations that can be taught with various strategies and tools that best helps our students to achieve. All the while, still ensuring that we are covering the curriculum. It also allows for innovation, collaboration, and connections to real life.
Check out the attachment here. It always helps me to see the Big Ideas in one place.