What STEAM process in every student of YoungLogix

STEAM benefits to students and the entire school community are tremendous.  Students and teachers engaged in STEAM education in Sydney make more real-life connections so that school is not a place where you go to learn but instead becomes the entire experience of learning itself. We are always learning, always growing, always experimenting.

 School doesn’t have to be a place, but rather a frame of mind that uses the Arts as a lever to explosive growth, social-emotional connections, and the foundation for the innovators of tomorrow…today!

1. INVESTIGATE

 In this stage of STEAM, teachers and students explore a broad range of topics, ideas or problems in a particular content area of focus.  For instance, you may begin by focusing on the Great Depression, processes that artists use, or security concerns at large sporting events.  

2. DISCOVERY

 During the discovery phase, you’ll create a curriculum schema map about the chosen topic, idea or problem.  Start by placing the chosen broad focus in the centre of a piece of paper and surrounding it with everything that may influence, cause, or result from that particular topic. You’ll begin to see trends, patterns, or areas you would like to explore more deeply.

 3. CONNECT

 Once you have created your curricular schema map, choose one or two connected areas to your broad topic.  For instance, if my topic was the the Scientific Method, I may choose digital photography and reflection as two areas that I would like to connect and explore in relationship to each other based upon an essential question.

  4. CREATE

Once your standards and assessments are aligned between your chosen content areas, a lesson can now be developed to guide students in their learning about the broader topic through the two chosen standards.  This process should be inquiry driven, where students are presented with a problem or question in which they will need to learn and use content knowledge to influence the context of the situation.

 5. REFLECT

 Once students have moved through the lesson and completed their project or assignment, they must be able to have time to reflect and critique their own work, as well as that of their peers.  This can be done through self-assessments, rubrics, portfolios, artists statements, or peer reviews.  Similarly, teachers and administrators must also have time to engage in the reflection process based upon the results of the lesson process and products.

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