Background
STEM Studio 009 was undertaken at a State High School in the North-Western suburbs of Brisbane with a year 9 STEM extension class of 28 school students, from March to May 2016.
Participants
- Two pre-service teachers (PSTs) studying Graduate Diploma in Secondary Education, majoring in Biology and Mathematics
- A Secondary STEM Teacher with 17 years teaching experience
- A STEM expert doing her PhD in the field of Biofuels
- A teacher educator with a teaching background and 12 years experience as a learning designer.
The in-service teacher (IST) selected Biofuels as the topic for the unit of work. The school students were challenged to power a putt-putt boat with the most efficient biofuel, and rate its performance against conventional fuels.
Engineering Design process steps were used as a framework to guide students, firstly to tap into prior knowledge/learning, and secondly to identify what they need to learn in order to meet the challenge (make the fuel, test it in their putt-putt boat and report of the efficiencies of the tested fuels). This unit was run over a term in two 70-minute lessons per week.
Goals
Connecting Pedagogy and Practice
PSTs connecting curriculum knowledge and pedagogical theory with authentic classroom practice, in a safe and supported environment.
Reframing Learning in STEM
Exploring the role of the teacher and student in STEM Education and the integration of STEM skills, values and practice into student learning experiences.
Professional Learning & Practice
PSTs, ISTs, teacher educators/learning designer and STEM experts learning through a community of practice.
In the STEM Studio experience, the PSTs were involved in the following stages of learning:
- Initial Planning and Design
- Design and Development
- Lesson Delivery
- Feedback and Reflection
Initial Planning and Design
The PSTs, IST, teacher educator, learning designer and discipline expert collaborated in the overall design of the teaching unit, with consideration of the values, thinking and practice of science, maths and STEM.
The IST provided a draft unit plan for timing of the lesson delivery and a conceptual framework. These documents provided a platform for discussion and contribution from all participants. Discussion addressed the learning objectives; what the student already know and what they need to know; the engineering design process; current biofuels research and practices; exploration of different pedagogies for teaching science and maths more like it is practised; and how to demonstrate student understanding.
The initial planning and design stage enabled:
- Collaboration across faculties and disciplines (education, science and engineering) and connections between schools and universities
- Opportunity for PSTs to connect theory and practise with the integration of scientific values, thinking and practice
- Development of a common objective and networks amongst participants
- PSTs to build on their own knowledge with the IST and discipline expert
- Provided a space where participants could draw on each other’s knowledge and expertise.
Design and Development
Following the initial planning and design, the teacher educator/learning designer met with the PSTs to further develop the unit, focusing on student learning experiences and with consideration of teaching approaches. Discussion addressed student context and what they could relate to; the STEM thinking, values and practice to be integrated into the lesson and how; and engaging the students. During this stage PSTs consulted with the discipline expert for content knowledge and scientific practices, and sought input and advice from the IST on lesson plans.
The design and development stage enabled:
- PSTs to actively construct knowledge and apply this knowledge to practice
- PSTs to develop professional identity through one-on-one coaching
- PSTs to use networks (discipline experts and ISTs) to support their learning
- ISTs and discipline experts to share knowledge, experience and ideas with PSTs and each other.
Lesson Delivery
PSTs trialled innovative approaches to teaching STEM whilst the IST and teacher educator/learning designer observed the lesson for student interaction, understanding and higher order thinking.
The lesson delivery stage enabled:
- PSTs to take deeper ownership of lesson planning, than they would be delivering lessons in the authentic classroom
- Real-time feedback from students and highlighting of issues not considered through planning (eg. student understanding, engagement, discussions)
- PSTs to use learnings from lesson delivery to build planning for subsequent lessons.
Feedback and Reflection
The PSTs received feedback from the IST and teacher educator/learning designer. PSTs also reflected on their own experiences through reflection diaries. A productive pedagogies coding framework was used for feedback, with consideration of teaching science and maths more like it is practiced.
Feedback and reflection enabled:
- PSTs to participate in self-directed professional learning.
Outcomes
What the PSTs hoped to gain from their experience in the STEM Studio:
- Experience in front of a class
- Insight and advice on how effective lessons are conducted
- Mentorship on becoming a great teacher
- To step outside their comfort zone and learn different teaching strategies
- To become more confident in handling behavioural issues in the classroom
- To gain a better understanding of working in teacher teams to develop lesson plans and assessments.
How the STEM Studio helped the PSTs become ‘better teachers’ (feedback):
- A greater appreciation for collaboration with other teachers – “Having a teaching partner was great for bouncing ideas off and making sure I wasn’t too optimistic in my planning”
- “A shift in focus from ‘I need to teach this’ to ‘do the students understand what I’m teaching?'”
- “More confidence in extending activities and discussion if it benefits the students and less worried about getting through all the content in one lesson”
- “Learnt how to have a presence in the classroom”
- “Confidence in using different teaching strategies and constructiveness techniques and not just chalk and talk”
- “Experience in front of a class, comprehensive and timely feedback”
- “Support and advice received”.
Based on the Skaalvick & Skaalvick (2010) ‘Self-Efficacy Questionnaire’, the two PST in this STEM Studio improved on all six aspects (instruction, adapting instruction to individual needs, motivating students, maintaining discipline, cooperating with colleagues and parents, and coping with change).
PSTs’ self-efficacy increased most in:
- Adapting instruction to individual needs
- Coping with change.
Artefacts and Reference Materials
STEM Studio experience map
Unit overview
Draft unit plan
Productive Pedagogies coding sheet