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asms.edu @asms_edu
www.asms.sa.edu.au
STEM from the ground up
Jason LokeSenior Leader, Interdisciplinary Curriculum /
STEM Innovations
@Jason_Loke
ASMS is…..• A school for the renaissance of teaching and learning in science
and mathematics
• A school to create learners who are critical thinkers, problem solvers, communicators, collaborative, creative and innovative
• A school for all South Australian students
Why interdisciplinary curriculum?
• Current and future world problems do not come in neat disciplinary shaped boxes.
• Climate Change
• Water security
• New sciences and innovations such as neuroscience, nanotechnology, agribusiness and medical technologies cross ‘traditional’ disciplines.
• STEM Political drive
• $$$$ (perceived economic need)
Why ID?
• It is a process of answering a question, solving a problem, or addressing a topic that is too broad or complex to be dealt with adequately by a single discipline or profession.
Julie Klein and William Newell
• We must bring together insights from the natural and social sciences, the arts, engineering and the humanities to produce explanations, create products, ask new questions, and find solutions to contemporary issues.
Veronica Boix-Mansilla
• Arts and Humanities are not ‘soft skills’ but as a meta-language that anchors multi-dimensional thinking, applied ethics, global responsibility and principled social transformation through STEM innovations.
Vanessa Andreotti
ASMS Interdisciplinary Curriculum Aims
A desire from students to understand and make meaning of their world, not as perceived by isolated disciplines
Collaboration and communication between disciplines and learners
Action-orientated to address a real word problem
Valuing the contribution of a range of disciplines
Learners develop the capacity to cross boundaries, explore connections and innovations
Students prepared to navigate a complex interdisciplinary world
Interdisciplinary Curriculum
MATHS & ABSTRACT THINKING BIODIVERSITY
EARTH & COSMOS
MATHS & ABSTRACT THINKING
STUDENT INQUIRY PROJECT
TRUTH & PERCEPTION
CONCEPT & CREATE
INTERNET OF THINGS BODY IN
QUESTION
THE ENERGY EQUATION
MEDICAL ENGINEERINGSTUDENT
INQUIRY PROJECT
SUSTAINABLE FUTURES
COMMUNICATIONSYSTEMS
2016 2017
INTERNET OF THINGS BODY IN
QUESTION
THE ENERGY EQUATION
MEDICAL ENGINEERINGSTUDENT
INQUIRY PROJECT
SUSTAINABLE FUTURES
COMMUNICATIONSYSTEMS
2017
WHAT S, T, E or M CONCEPTS DO YOU THINK WOULD BE MOST RELEVANT?
WHAT CAPABILITIES COULD BE DEVELOPED?
“In IoT students explore technical and humanistic implications of the emergence of an interconnected world with a focus on understanding the mathematical and scientific principles enabling these connections.Students work towards the design, construction and connection of an ‘Internet of Things’ device; enabling them to generate information for a particular purpose and display this in innovative and unique ways.”
The
Inte
rnet
of
Thin
gs
Contributive Leadership
Holistic perspective
School vision & values
Curriculum expectations
Planning Teams
Overarching Pedagogies
Modules
Wicked problems
Assessment Frameworks
Logistics
Teaching Teams
Student input and choiceSession PlansResourcingIndividual & Collaborative PedagogiesQuality Assurance ProcessesAssessment & Reporting
FROM THE GROUND UP
• Global challenges
– Sustainability
– Clean Water
– Energy
– Biodiversity
• Wicked problems
– Poverty
– Nuclear technologies
– Superbugs
• Big ideas
– Space colonisation
– Internet of Things
– Meaning of Life
– Artificial Intelligence
– Unleashing Human potential
– Quantum Computing
A ‘simple’ place to start…
• Meaning of Life: How does the Earth work to sustain life?
• Artificial Intelligence: Should we constrain Artificial Intelligence?
• Poverty: How can we feed the World sustainably?
• Energy: Should we balance our Energy needs?
• Biodiversity: Can we maintain species diversity?
• Or your groups choice…
Put your starting point in
here
Ignoring school context for now…
In table groups brainstorm around your central idea:
– Themes
– Topics
– Concepts
– Challenges
– Activities
– Experiments
– Technologies
– Industries
Or any other thoughts related to your central idea
Flesh out the STEM-ness
• Critical & Creative
• Intercultural
• Ethical
• Literacy
• Numeracy
• ICT
• Personal & Social
It’s about more than a discipline
• Capabilities focussed
• Developing a Self-Directed Learner
• Inquiry driven
Targeting the important bits
• What are the important bits?
– Capabilities
– ID Outcomes
– ‘Big ideas’
• What are the important bits for your group?
Designing for Capabilities
Testing and Assessment
• ID learning needs ID tasks that allow ID outcomes
• SACE Stage 1
• Physics
• Chemistry
• Biology
• Mathematics
• English/ESL
• etc
• SACSA Standard 5
2003-2010
• SACE Stage 1
• Scientific Studies
• Mathematics
• English/ESL
• etc
• SACSA Standard 5 AC 10
• 10A Maths
2011-2016 • SACE Stage 1
• Scientific Studies
• EssentialMathematics
• English/EAL
• Australian Curriculum 10
• 10A Maths
2017-Beyond?
THE CHANGING NATURE OF ASSESSMENT…
STEM Assessment opportunities
What next? Learning Design UbD
Thinking, Mindset and Culture
• Evidence-based innovation and risk-taking
• Teachers and students and parents
– Growth vs fixed
– What is learning?
• What are the outcomes?
• How valuable are grades?
– What is my role as a teacher?
• Supporting student learning not discipline based
Why do we do it?
This way I have a deeper understanding and more than one perspective of the topic. This is a very good thing I think that a lot of people enjoy to have in this community design.
We have a thing also, called team teaching and where two or more teachers can work together and they can give us a deeper insight in to what we are trying to do and it really helps and students really like it.
Nick, Year 11 student
The Road to Wisdom?
The road to wisdom? — Well, it's plainand simple to express:Errand errand err againbut lessand lessand less.
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