![]() ![]() Atkinson, an art teacher at my school, engaged students in a STEAM project to transform 2D images into 3D art pieces. Here are some questions to consider in planning: When teachers design STEAM projects, they need to leverage a backward design framework and begin with the end in mind. In addition, they may be allowed to pick sub-topics within the overall project or challenge, or questions they want to explore within the overall driving question. And students can choose team members and products to produce to solve authentic challenges. They may bring a challenge they want to solve based on their interests-a passion-based method. There are many ways to have students shape the learning experience. In addition to the integration of disciplines and success skills, voice and choice are critical components to STEAM PBL. When creating STEAM projects, consider scaffolding and assessment of these skills to make the project even more successful. Perhaps a teacher has a design process rubric used in the PBL project, or even an empathy rubric that leverages and targets one key component of the design process. ![]() In addition, the design process, a key component of STEAM education, can be utilized. Although STEAM design challenges foster this kind of assessment naturally as an organic process, PBL can add the intentionality needed to teach and assess the 21st-century skills embedded in STEAM.įor example, a teacher might choose to target technological literacy for a STEAM PBL project, build a rubric in collaboration with students, and assess both formatively and summatively. This might mean using an effective rubric for formative and summative assessment aligned to collaborating, collecting evidence, and facilitating reflection within the PBL project. ![]() In a STEAM PBL project, teachers teach and assess one or more of these skills. Like the overall project, success skills are part of the glue of STEAM education. Skills like collaboration, creativity, critical thinking, and problem solving are part of any STEAM PBL, and will be needed for students to be effective. You could also integrate science, art, and the Chinese language, for example-you’re not limited to the subjects in the STEAM acronym. However, as teachers and students become more PBL-savvy, STEAM can be great opportunity to create a project that hits science, math, technology, and even art content. Many PBL teachers start small in their first implementations and pick only a couple of content areas to target. Project-based learning can target one or more content areas. High-level STEAM education is project-based learning. Does that sound like PBL? That’s because it is. It’s more than that: Students in high-level STEAM work are actively solving problems, taking ownership of their learning, and applying content in real-world contexts. Some might oversimplify STEAM into mastery of the specific content areas. I think one of the pitfalls of STEAM is in the acronym itself. ![]()
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