Personal Reflection

What have you learned about STEAM education and, specifically, and I-STEAM approach? 

STEAM education can help students develop a range of hard and soft skills, including digital literacy, adaptability, and entrepreneurship while allowing students to become more innovative and creative. The I-STEAM approach emphasizes hands-on learning and problem-solving integrating the arts. Students learn through in integrative approach and are exposed to a variety of media and platforms, including art materials, digital tools, hardware, tools, and brings community together. The arts is not limited to visual art, but can include dance, music, theatre and writing. 

How have you applied that learning to create your Projective Semester Curriculum Map? Give examples. 

To develop a STEAM lesson using a curriculum map, I first identified relevant learning objectives from the map that align with STEAM disciplines (Science, Technology, Engineering, Art, and Math). Then I designed a project-based activity that integrated the core of STEAM while considering my student’s needs ensuring a hands-on, inquiry-based approach with opportunities for creativity and critical thinking. I used a variety of assessment strategies (rubrics, journals, open-ended questioning, drawings, checklists, oral-presentations, online reflections) to monitor student progress through the design process. While I am not responsible for grading standards beyond those I teach, I did reach out to other teachers to ensure I was teaching concepts with a similar approach in which they taught their content area.

How is this the same or different to how you currently plan? Give examples. 

I have always used backwards design to develop projects for students. Starting with the end in mind, specifically with what I want students to know and be able to do (learning outcomes), I then design each project, the course assessments and provide learning experiences to help students achieve those outcomes.

By employing the principles of backward design, I am able to provide more relevant and meaningful learning experiences, ensure that the required course outcomes are met, and prepare students to perform successfully on their final assessment. For example, in order for my students to be able to invent a product to share on Shark Tank, I keep in mind the final pitch and then use learning experiences that work through the engineering design process to work through the invention, presentation, and negotiation process.

In what ways will your Projective Curriculum Map equip students to demonstrate mastery of course outcomes and give them opportunities to authentically apply knowledge and skills in the design process?

A Projective Curriculum Map equips students to demonstrate mastery of course outcomes by providing a clear, visual pathway for learning that outlines the progression of concepts, skills, and assessments. Using a curriculum map while using an I-STEAM approach allows for learning to be personalized, where mastery of content and skills in the design process is self-paced, and allows students to become self-advocates and speak up about what interests them. The curriculum map breaks down the key parts of the design process and ensures each step, and iteration of the process if at the forefront of students’ thinking. A curriculum map allows me to prepare students for the future by planning learning-experiences that develop skills like critical thinking, problem-solving, and collaboration through various stages of the design process, while making sure I effectively scaffold and prepare students to achieve the learning outcomes.